Change Management Plan Outline 

By Sarah Castle
 

MISSION ​(See Guideline 1 in ​Facilitating Change In Our Schools)​  

In this fast-paced and technologically advancing world we want to create a learning environment that 
meets the needs of the learners using technology integration best practices. The mission is to create 
systemic change within the school for implementing blended learning instruction methods. 
 
This looks like a policy change for consistent expectations and training of best practices for technology use
in the classroom. A change in processes focusing on curriculum's digital resources by providing 
professional developments, feedback on lessons, and team analysis of student progress via digital data. 
This is changes the schools system by (a) introducing the best practices of technology in the classroom 
using the given resources, (b) providing a framework for technology integrated lessons using the 
curriculum digital resources and other digital programs provided to the schools, (c) giving feedback on 
these lessons, and (d) analyzing lessons and data as a team for student progress and engagement. 
 
The reason for this change is to give a clear vision and path for educators to utilize the provided digital 
resources in a consistent and meaningful way. By investing in professional development, training, 
feedback, and team analysis the shift to mindful technology integration will be more purposeful for 
educators and impactful for learners. 
 
 

SUPPORT FOR CHANGE ​(See Guidelines 2, 7, & 8 in​ Facilitating Change In Our Schools​) 
 
This change will ultimately enhance learning by providing a scaffolded structure for teachers to build their 
understanding of technology and best classroom practices, enabling teachers with a framework in which 
to build their technology enhanced lessons and classroom integrations, and establishing teams for 
analyzing student progress data. Below are some articles, books, and websites as a knowledge base for 
stakeholders to understand the need for this change. 
 
Knowledge Base 
● Using Action Research Projects to Examine Teacher Technology Integration​ ​by Kara Dawson 
● Digital Leadership: Changing Paradigms for Changing Times​ ​By Eric Sheninger 
● National Educational Technology Plan: Teaching​ by the U.S. Department of Education 
● Content-Focuses Technology Inquiry Groups: Cases of Teacher Learning and Technology Integration​ by 
Joan Hughes, Shantia Kerr, and Ann Ooms 
● A Needs Analysis for Technology Integration Plan: Challenges and Needs of Teachers​ by Sinem 
Vatanartiran and Sirin Karadeniz 
● Visible Learning for Teachers​ by John Hattie 
 
Advocates for Change - S ​ upport will be enlisted by presentation of this Change Management Plan 
Proposal to team members listed below before the start of the school year. Alignment of this change 
management plan to the established school plan and district NEXUS elevated plan will be key to enlisting 
advocates support. 
 ● Principal 
● Grade Level Team Leads 
● Instructional Coach 
 
Change Management Team 
The Change Management Team will consist of district-level leaders and school staff to ensure that change 
is systemic and supported by all key stakeholders. The Change Management Team will meet Bi-Monthly to 
review the mission, celebrate successes, collaborate on adjustments to action steps, and problem solving 
areas where team members are struggling. Subcommittees consisting of Grade Level Team Members, 
Team Leads, the Instructional Coach will meet weekly to provide feedback on technology enhanced 
lessons and analyze student progress data. EdTech Specialist will meet with these subcommittees monthly
to provide support in technology best practices and next integration action steps. 
Management Team communication will consist of onsite meetings in PLC’s, after school staff meetings, 
action plan items in a living google doc (shared will all key stakeholders), and immediate feedback 
delivered via living google doc. 
 
Team Members 
● Principal 
○ Principal will lead implementation by communicating the vision and purpose of the mission 
to all key stakeholders. Principal will coordinate professional development times to focus on 
technology integration for all staff. 
● Grade Level Team Leads 
○ Team Leads will coordinate with grade level teachers to collaborate on technology 
integrated lessons and analysis of student progress data. 
● Instructional Coach 
○ Instructional coaches will support teachers in building technology integrated lessons, 
conduct observations and provide feedback on technology integrated lessons, and lead the 
team in analysis of student progress data. 
● Grade Level Teachers 
○ Grade level teachers will participate in professional developments focused on technology 
integration, collaborate on technology integrated lessons, and participate in team analysis 
of student progress data. 
● District EdTech Specialist 
○ EdTech Specialists will lead onsite professional developments focused on technology 
integration specific to curriculum resources and best practices. EdTech Specialists will 
support the Principal in coordinating other professional developments with EdTech leaders. 
Edtech Specialists will support Grade Level Teachers and Instructional Coaches by 
conducting observations and feedback on technology integrated lessons. 
 
 
 
 

RESOURCES NEEDED ​(See Guideline 4 in ​Facilitating Change In Our Schools​) 

Human 
● Principal 
○ Commitment embedded into regular instructional leadership duties. 
● Instructional Coach 
 ○ Commitment embedded into regular instructional leadership duties. 
● Grade Level Team Leads 
○ Commitment embedded into regular instructional leadership duties. 
● Grade Level Teachers 
○ Commitment embedded into regular instructional duties. 
● District EdTech Specialist 
○ 3 hours monthly to support subcommittee meetings, 1 hour bimonthly to support change 
management team meetings. 
● Edtech Leaders in the Industry 
○ 1 hour Professional Development, bimonthly. 
 
Physical 
● Curriculums with digital resources (​ no additional cost) 
● Access to in-class technology ie ipads or chromebooks ​(no additional cost) 
 
Financial 
● Edtech leaders Professional Development 
○ Extra service pay for staff if outside of contract hours. Edtech leaders onsite training fees. 
 
 

CHANGE MANAGEMENT PLAN ​(See Guidelines 3 & 9 in​ Facilitating Change In Our Schools​) 
Key Stakeholders 
● Teachers 
○ Impact: High 
○ Expectation: To engage in professional developments, technology training, and committee 
meetings. To develop, collaborate, and implement technology integrated lessons. 
● Administrators 
○ Impact: Moderate 
○ Expectation: To observe and give feedback to teachers. To coordinate professional 
developments and technology training. 
● District Edtech Specialist 
○ Impact: Moderate 
○ Expectation: To give feedback on technology integration and best practices. To support 
coordinating professional developments and technology training with administrators. 
● Students 
○ Impact: High 
○ Expectation: To engage in daily lessons with ethical use of technology in the classroom. 
Participating in digital learning activities providing a view of their growth progress.  
● Parents 
○ Impact: Low 
○ Expectation: Support student engagement and learning with digital learning activities that 
may take place at home. 
 
Project Timeline 
● Milestones - Major actions steps in the change management plan. Turning points in the plan where 
additional resources may be needed, and time should be taken for acknowledging the emotional 
stage of team members according to K ​ elley and Conner’s Emotional Cycle of Change​.  
 ○Team members supporting and participating in each milestone includes: grade level 
teachers, instructional coaches, EdTech specialist, and Principal. Principal, EdTech specialist, 
and Instructional coaches lead professional developments and/or bring in leaders in the 
industry to lead the professional development. 
● Milestone and action step progress will be tracked through agenda notes and living google docs 
will maintain immediate feedback and adjustments. This documented history of the action step 
process ensures that these changes become an embedded part of the organizational practice. The 
key to ensuring growth amongst all key stakeholders comes with consistently checking in on 
implementation progress, team member emotional stages, and providing team members support. 
These are the objectives of the professional developments and subcommittees. 
 
Month  Events and Milestones (bolded) 

Aug 2020  ● Administration team announces change management plan.  

● Principal communicates vision, mission, and purpose.  
● Team members participate in first professional development focusing 
on the TPACK theory and SAMR model. 
● Subcommittees are established. 

Sept 2020  ● Team members participate in committee meeting for analyzing progress, 
success and struggles.  
● Subcommittees observation, feedback, and analysis. 

Oct 2020  ● Team members participate in second professional development 

focusing on blended learning environments. 
● Subcommittees observation, feedback, and analysis (continued). 

Nov 2020  ● Team members participate in committee meeting for analyzing progress, 
success and struggles (continued). 
● Subcommittees observation, feedback, and analysis (continued). 

Dec 2020  ● Team members participate in third professional development focusing 

on technology classroom management and digital citizenship. 
● Subcommittees observation, feedback, and analysis (continued). 

Jan 2021  ● Team members participate in committee meeting for analyzing progress, 
success and struggles (continued). 
● Subcommittees observation, feedback, and analysis (continued). 

Feb 2021  ● Team members participate in forth professional development 

focusing on the digital resources provided by curricula and best 
practices (iready, ready math, lexia, wonders, and other ela supports). 
● Subcommittees observation, feedback, and analysis (continued). 

March 2021  ● Team members participate in committee meeting for analyzing progress, 
success and struggles (continued). 
● Subcommittees observation, feedback, and analysis (continued). 

April 2021  ● Team members participate in fifth professional development focusing 

on integrating technology for personalized learning and project-based 
lessons. 
● Subcommittees observation, feedback, and analysis (continued). 
 May 2021  ● Team members participate in committee meeting for analyzing progress, 
success and struggles (continued). 
● Subcommittees observation, feedback, and analysis (continued). 
● End-of-Year Project Evaluation and Planning Session for next year, 
action steps for change management plan continuation. 
 
Communication 
● Google Doc 
○ The change management team will use the Google Doc tool to track and record progress of 
subcommittee discussion details and committee meeting agendas. Teachers, instructional 
coaches, and administrators can refer back to these living documents to see change 
management plan progress, action steps taken, and upcoming events. Updates to these 
living documents will be taken at each committee and subcommittee meeting (bi-monthly 
and weekly respectively). 
● Google Calendar 
○ The change management team will use the Google Calendar tool to schedule and ensure all 
teachers, coaches, admin, and the edtech specialist are invited to professional 
developments (bimonthly), committee meetings (bimonthly), and subcommittee meetings 
(weekly) necessary for their team member role. 
● Google Drive 
○ The change management team will use the Google Drive tool to share and collaborate on 
tech-enhanced lessons, implementation successes, and student growth progress data. The 
google drive will be updated as teachers and administrators participate in committee 
meetings and collaborate to develop lessons (daily, weekly, or monthly) as determined by 
their team member role. 
 
 

POSSIBLE OBSTACLES ​(See Guidelines 5 & 6 in ​Facilitating Change In Our Schools)​   

Time 
● Adequate time scheduled for professional development and designated time set aside in 
subcommittee meetings (PLCs) will be instrumental to the change management plan success. 
Possible school dismissal and other unforeseen scheduling conflicts may be an obstacle for this 
implementation plan. To forgo these possible obstacles the change management team would 
establish professional development alternative participation options via google meet and 
GoToWebinars. Setting agendas and the living google documents will help designate time in the 
subcommittee meetings and create consistent routines. 
 
Attitudes and Reaction to Change 
● As references in Facilitating Change in Our Schools attitudes and reactions to change usually go 
through these five stages: uninformed optimism, informed pessimism, hopeful realism, informed 
optimism, and a sense of rewarding completion. To address these emotions the change 
management team will conduct surveys at each bi-monthly committee meeting to gauge team 
members' emotional state and prepare for the “implementation dip”. Informing change 
management team members that “decline in performance or work quality is commonly 
experienced during their initial attempts… (and that) once the dip has been reached, behavior 
usually reorganizes itself at a higher level than before” can prepare team members and help them 
 combat the initial struggles of implementing change. 
● Another piece to addressing the attitudes and reactions to change is anticipating problems, 
regularly discussing struggles and problem-solving, providing support for classroom 
implementation, and celebrating the successes. 
 
Lack of Buy-in 
● Lack of key stakeholder buy in is a common obstacle when introducing change. Lack of buy in can 
be addressed through clear communication of vision, mission, and purpose. Referring back to the 
change management mission consistently throughout the action plan and milestones can help 
remind stakeholders of the plans purpose. 
 
Process Factors  
● Lack of coordination, planning, or communication is often an obstacle when implementing change. 
Many of the parts included in this change management plan address these obstacles. When 
deficiencies occur in the coordinating, planning, or communication stakeholders become lost and 
classroom implementation follow-through diminishes. Steps we would take to address these 
obstacles would be part of the subcommittee meetings, and reestablishing goals and action steps 
at bimonthly committee meetings. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 

​ REFERENCES 
 
Campbell, L. M. (2002). ​Facilitating change in our schools.​ Baltimore, MD: New Horizons. 

Dawson, K. (2012). ​Using action research projects to examine teacher technology integration practices. 
International Society for Technology in Education.​ iste.org 

Hattie, J. (2012). V​isible learning for teachers: Maximizing impact on learning​. New York, NY: Routledge. 

Hughes, J., Kerr, S., Ooms, A. (2005). ​Content-focuses technology inquiry groups: Cases of teacher 
learning and technology integration​. ​Journal of Educational Computing Research, 32​(4), 367-379. 
https://www.researchgate.net/profile/Joan_Hughes3/publication/38173266_Content-focused_technology_i
nquiry_groups_Cases_of_teacher_learning_and_technology_integration/links/0deec534c00f9e08bf000000/
Content-focused-technology-inquiry-groups-Cases-of-teacher-learning-and-technology-integration.pdf 

Mind Tools Content Team. (n.d.) ​Kelley and conner’s emotional cycle of change.​ Mindtools: Essential 
skills for an excellent career. ​https://www.mindtools.com/pages/article/kelley-conner-cycle.htm 

​ housand Oaks, CA: 

Sheninger, E. (2019). ​Digital leadership: Changing paradigms for changing times. T
Corwin. 

The U.S. Department of Education. (2015). ​National education technology plan: teaching with 
technology. ​Office of Educational Technology. ​https://tech.ed.gov/netp/teaching/ 

Vatanartiran, S., Karadeniz, S. (2015). A needs analysis for technology integration plan: Challenges and 
needs of teachers. ​Contemporary Educational Technology, 6(3),​ 206-220. 
https://www.cedtech.net/download/a-needs-analysis-for-technology-integration-plan-challenges-and-ne
eds-of-teachers-6150.pdf