Abstract
Purpose. The purposes of this study were to: (1) test the effectiveness of a training program that was designed to move participants toward implementation of a school change; (2) determine if relationships existed between developmental levels of age, ego, and teaching experience and positive responses toward change implementation; and (3) identify obstacles to change efforts, and the training program elements that supported participants to overcome these obstacles. Methodology. A developmental study was designed and implemented with thirty-five special educators who represented pre-kindergarten through high school levels in the West End of San Bernardino County. Clinical observations, surveys, and the Change Facilitator's Stages of Concern Questionnaire were used to collect data. The Wilcoxson Matched Pairs and the Chi Square (Spearman Rho and Pearson) tests were used to analyze statistical data. Survey information was also tabulated. Findings. There was a significant difference in participants' scores for change facilitation between the pretest and posttest. Age, ego, and teaching experience were not predictive of higher scores on the change facilitator's posttest. Cadre members selected: focus on needs and concerns, change process information, and individual and group reflection as training elements that were helpful as they responded to obstacles to change at their schools. Conclusions. Change facilitation is supported by a professional development training program that is designed to address participants' needs and concerns. Professional cadre participants develop strong team affiliations that provide support for their work of implementation of an innovation at their schools. As the education system makes unpredictable demands on educators, individuals in change facilitation roles value training that promotes collegial collaboration. Recommendations. Expand this training program design by including more interaction with principals and assessing the outcomes of the school innovations. Provide training through professional development programs for skills, such as dialogue, reflection, and trust building. These skills will empower educators as they face change and assume new roles, specifically: professional development specialist, change facilitator, and collegial collaborator.