School Swot Analysis Paper

My organization is an abbot school comprised of just under 500 students from pre-k – grade 5. The school is a Title 1 school with 86 % of students are on free and reduced lunch. The school population consists of 45% African Americans, 40% Hispanics, 9% whites, 2% other or more races, 1% Asian, 1% Native Americans and 1% Hawaii Native. Students to teacher ratio, you have eleven students to one teacher. On the school digger rank, the school is ranked 1210th out of 1,344 elementary schools in New Jersey. A SWOT analysis was conducted with the intending or purpose to unearth whether the school was achieving its vision. The vision of my school is to work collaboratively with parents to provide a safe learning environment that fosters academic achievement

As a result, an organization experience loss, makes plans to change, implements the plan, and then deals with unintended consequences (p. 365). Therefore, the failure of my school’s academic performance and leadership demonstrated that my school needs a dramatic change. My organization change would be intentional because my school’s SWOT analysis depicts area that is in need of improvement and areas that need to be addressed to close my school’s achievement gap. For my planning model, I would combine Lewin and Kotter’s framework model of change. To see rolling out of my organizational change, I would first create a sense of urgency for stakeholders such as teachers, parents, and administrators alike to see the need for careful assessment allowing a shift in the school culture where students are tested for everything. Thus, an assessment plan needs to be created to allow for thorough formative assessment. For purposeful formative assessment, I would like to introduce the school a real-time reporting assessment called “ DreamBox,” which teachers can use to target student’s gap in learning. I would demonstrate in a workshop how teachers can collect classroom assessment as they instruct to govern student’s proficiency levels. Also, this evaluation also provides teachers with individual reports of common misconceptions students may demonstrate, individual plan and small group instructions that would

As a result, of using this framework, I can see not many teachers reverting to their old ways, but would see how this new approaches and strategies would bring them back to the heart of what matters the most, the learning of the children. In like fashion the new vision of the organization would reshape, reinforced, and allow staff to be more flexible in the change. Additionally, I think Kotter’s framework identifies well with espoused leadership theory by giving a worldview, the value of each staff member and their behavior. Thus the Kotter model of change in comparison with espoused theory demonstrate the purpose of helping my staff making more informed choices about the action taken and why the model was chosen and implement (Argyris, 1974). In addition, using this model can assist teachers in creating a fliexible learning environment where students can be in charge of their own learning. In the same breathe although Kotter’s framework would allow my school to buy into the change, by providing a step-by-step process, it also serves as a top –down model where if everyone does not buy into the change resistance or resentment can erupt throughout the