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Unit3C.1.ModelsOfImplementation

The document outlines various models of implementation for educational change, focusing on the Overcoming Resistance to Change (ORC) model, which emphasizes the teacher's perspective through four stages: unrelated concerns, personal concerns, task-related concerns, and impact-related concerns. It also discusses the Leadership Obstacle Course (LOC) model, which addresses staff resistance by collecting data and ensuring necessary resources and motivation for successful implementation. Additionally, it mentions the Linkage Model and the RAND Change Agent Model, both of which highlight the importance of organizational dynamics and community readiness in the change process.

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23 views

Unit3C.1.ModelsOfImplementation

The document outlines various models of implementation for educational change, focusing on the Overcoming Resistance to Change (ORC) model, which emphasizes the teacher's perspective through four stages: unrelated concerns, personal concerns, task-related concerns, and impact-related concerns. It also discusses the Leadership Obstacle Course (LOC) model, which addresses staff resistance by collecting data and ensuring necessary resources and motivation for successful implementation. Additionally, it mentions the Linkage Model and the RAND Change Agent Model, both of which highlight the importance of organizational dynamics and community readiness in the change process.

Uploaded by

carmelaetiong
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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MODELS

OF
IMPLEMENTATION
OVERCOMING-RESISTANCE-TO- CHANGE
MODEL (ORC MODEL)

This model focuses on gaining advocates and


sharing power equally between administrators
and teachers. The ORC model focuses on allowing
for the personal needs of the teachers to be
addressed through maintaining high flexibility in
the implementation.
THE ORC MODEL FOCUSES ON CHANGE FROM THE
PERSPECTIVE OF THE TEACHER. IN THIS MODEL, THERE ARE
FOUR STAGES:
The ORC model focuses on change from the
perspective of the teacher. In this model, there
are four stages:

1. Unrelated concerns
2. Personal concerns
3. Task-related concerns
4. Impact-related concerns
UNRELATED CONCERNS
The first stage is a stage of indifference. A teacher
is aware change but do not see how it relates to
their own life. As such the teacher is not worried
about whatever innovation is coming. An example
might be hearing about efforts to bring online
learning to a school. The teacher knows this
innovation is out there but it has not impacted
them yet.
PERSONAL CONCERNS

The teacher is now concerned with how the new


innovation or curriculum will impact their life
personally. For example, an English teacher
wrestling with how using online learning will
affect what they are trying to do in the classroom.
TASK-RELATED CONCERNS
In stage 3, the teacher is thinking about how to use the
new curriculum or innovation. Questions begin to go
through their head in terms of application. For the online
learning example, the teacher may wonder about such
problems as how much time will it take to learn this?
What are the best ways to use this new innovation?
What kind of support will I get? These are just some of
the many questions that are possible
IMPACT-RELATED CONCERNS
Now the teacher has taken their focus of their
performance and is now worried about how this will
affect students. At this stage, teachers are focusing
on their students, peers, and school. For the online
learning example, teachers start to wonder how
online learning will benefit the students. A teacher
may start to wonder how other teachers are doing as
they try to use this new innovation. The shift here is
from self to others.
CONCLUSION

Change involves a reaction. For the ORC model,


the reaction involves four clear steps. Every
teacher may not go through these four stages.
However, these stages help to explain what a
leader can anticipate when trying to implement
curriculum.
LEADERSHIP OBSTACLE COURSE MODEL (LOC
MODEL)
This model treats staff resistance to change
as problematic and proposes that we
should collect data to determine the extent
and nature of the resistance in
implementing curriculum.
THIS CAN BE CARRIED OUT BY THE FOLLOWING:

The organizational member must have a clear


understanding of the proposed innovation

Individual within the organization must be given relevant


skills so that they possess capabilities requisite for
carrying out the innovation.
The necessary materials and equipment for the
innovation must be furnished

If need be, the organizational structure must be modified


so that it is compatible with the innovation being
suggested

The participants in the innovation must be motivated to


spend the required time and effort to make the innovation
a success
LOC MODEL CONSIDERS EDUCATIONAL CHANGE AS A
SEQUENCE OF THREE STAGES:

a. Initiation

b. Attempted implementation

c. Incorporation
LINKAGE MODEL

This model recognizes that there are


innovators in research and development
centres such as universities
RAND CHANGE AGENT MODEL (RCA MODEL)

This model suggest that organizational


dynamics seem to be the chief barriers to
change.
3 STAGES IN THE CHANGE PROCESS:

a. Initiation

b. Implementation

c. Incorporation
THE ASSUMPTION BEHIND THIS IS THAT THE SUCCESS
OF THE IMPLEMENTATION IS A FUNCTION OF:

The characteristics of the proposed change

The ability of the academic and administrative


staff

The readiness of the local community

The organizational structure


During the incorporation stage the changes
implemented become part of the established
program. At this stage the program implemented
is provided with the necessary personnel and
financial support.
REFERENCES

HTTPS://WWW.STUDOCU.COM/PH/DOCUMENT/NEGROS-ORIENTAL-STATE-
UNIVERSITY/FACILITATING-LEARNER-CENTERED-TEACHING/CURRICULUM-
IMPLEMENTATION/26778438

HTTPS://YOUTU.BE/VPGFTRK5_4Y?SI=CZJ1MEFAZ7E4BNRP
THANK YOU
SO MUCH
REPORTERS:
ANGEL FAITH DE LA CRUZ
ANNA CARMELA ETIONG

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