PLANNED CHANGE AND IMPLEMENTATION IN THE CONNECTICUT SCHOOL EFFECTIVENESS PROGRAM
The focus of this dissertation was the planned-change process that underlies the School Effectiveness Program being implemented by the state of Connecticut. To the extent that this process is critical to achieving program goals, it was necessary to identify factors that either enhanced or impeded the attainment of these goals. Through this identification process, it is hoped that enhancing factors can be replicated and potentially inhibiting factors can be avoided.^ Implementation of planned-change strategies was studied. Where there was evidence of the implementation of innovations, the reasons for this occurrence were identified.^ The study was conducted in ten elementary schools in the state of Connecticut. All schools surveyed have been participants in the School Effectiveness Program since 1981. Questionnaires were administered to staffs of these schools and to state-assigned facilitators. Follow-up interviews were conducted to probe perceptions of success or lack of success in implementing stated goals.^ Responses to questionnaire and interview items revealed that the school's principal and the facilitator were essential to the successful implementation of goals and the overall success of the program. Where principals showed strong leadership, achievement scores in reading and mathematics were improving; where facilitators established a high degree of credibility and gave ownership of program objectives and activities to staffs, implementation levels were high.^ A picture of "successful" schools emerged; the implications for program planners pointed to the importance of the involvement and credibility of the facilitator to the process of planned change. Characteristics of the change agents' roles and personal relationships were important.^ Principals' participation in and support of program goals was essential to successful implementation. Similarly, a principal's network is important for sharing information and building support for implementing activities in their respective schools.^ Cost factors did not appear to be strongly related to the changes identified in the plans. The question remains as to whether staffs would undertake changes that would involve high costs and, perhaps, high risks. ^
SEGAN, PHILIP E, "PLANNED CHANGE AND IMPLEMENTATION IN THE CONNECTICUT SCHOOL EFFECTIVENESS PROGRAM" (1986). ETD Collection for Fordham University. AAI8624506.