Blog Post #1

           I believe that actual innovation is the most important part of Rogers' elements of diffusion. Without an innovation, there would be no new idea to practice and communicate with others. This is the catalyst for all of the other diffusion elements. What idea would need to be spread over time within a social system without an innovation? 

           As a faculty, we have implemented many new innovations that align to our School Progress Plan (SPP) over the past few years. Reading, math, and climate have been the main focus of innovations in our building. When the innovation is introduced, it takes time and Professional Development before it is routinized into our daily instruction. Throughout the year, we collect data and refine the innovations as needed so they are successful. When teachers are uncomfortable with the innovation, our S.T.A.T. teacher will help teachers using a variety of methods to influence their decision on the new idea. 

           Many newer innovations take more time to be spread throughout my school because we are told that we have to accept it and implement it. Often we are not given choice or enough Professional Development on the innovation which leads to it not being used effectively in our building. 

           By working together as a staff, this creates clear communication channels which eliminates extraneous conflict that would interfere with the diffusion of innovations. All stakeholders should be working towards a common goal and be patient over time as the innovation is adopted and modified over time. S.T.A.T. teachers act as change agents to assist in supporting and spreading the innovation over time so teachers can get comfortable with the new innovation. This is an advantage for all BCPS schools. Innovations that are not relevant to the teachers puts the social system at a disadvantage because we are more likely to reject the new idea. When teachers have input, the innovation is more likely to be accepted because we feel valued for being part of the innovation process.

Comments

  1. UnknownJanuary 27, 2019 at 3:11 PM

    Christy, you brought up so many great ideas about Roger's elements of diffusion. We similarly talked about having all units of the social system being involved and giving input. It definitely helps when all are on board and supporting one another with the change. I also like how you talked about your STAT teacher being the "change agents" to assist those who are hesitant to the change of may be uncomfortable. It seems like both of our STAT teachers play a very similar role in our building and are important parts of the innovation timeline. There have definitely been innovation in my building that are not relevant to us the teachers, and this puts the social system at a severe disadvantage, like you mentioned. Because we are in our classrooms everyday and know our students the best, it is great when we have input! Being valued like you said may make a lot of participants of the social system less hesitant to the change.

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  2. TomJanuary 28, 2019 at 4:02 PM

    I agree that some element of the school must be transformed through innovation for lasting change to happen. Our school becoming a one-to-one device school is a powerful innovation. However, I am discovering that this is not enough. Innovation requires a change of mindset to maximize positive change. As you make clear in your post, professional development and communication is needed; all stakeholders must communicate to create a shared vision and purpose. If the school's social system sees the innovation as a top-down imposition, they will resist change. Keeping lines of communication open, and bringing teachers into the decision-making process, lets all stakeholders take ownership of the innovation. Innovation must be a diffusion of change that is reinforced by all stakeholders, not just a policy or an imperative forced downwards by educational leaders.

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