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EDLD-5304

Leading Organization Change 

This course prepares educational leaders to plan and lead meaningful organizational change by focusing on purpose, influence, and the human side of innovation. Students examine leadership theories and strategies for building urgency, addressing resistance, and motivating stakeholders through a clear vision. Emphasis is placed on defining an organization’s “Why,” applying research-based change models, and developing the skills needed to lead sustainable, technology-supported improvement efforts.

What's Your Why

This assignment focuses on clarifying the deeper purpose behind an innovation or change initiative. Using Simon Sinek’s Golden Circle framework, learners define their Why (purpose), How (process), and What (outcome) to communicate a compelling vision that speaks to both the hearts and minds of stakeholders. The goal is to establish clarity, motivation, and urgency by articulating why the work matters, how it will be carried out, and what impact it will have on learners and the organization. Please click the link in the title "what's your why" to view my submission.

Influencer Strategy: Applying the Six Sources of Influence- Part A & B

This week’s learning focused on the principles outlined in the 10x Your Influence Research Report, which emphasizes that sustainable organizational change requires more than vision; it requires intentional behavior change supported by multiple sources of influence. The purpose of this assignment is to apply the Six Sources of Influence framework to my innovation plan and design a strategic approach for moving from idea to implementation. Rather than assuming that a strong proposal alone creates change, this work identifies the measurable results, vital behaviors, organizational influencers, and systemic conditions necessary to ensure that innovation becomes embedded in practice. This assignment strengthens my ability to lead change strategically by aligning motivation, ability, social dynamics, and structural systems to produce lasting impact.

Influencer Strategy

Influencing Campus Leaders to Sustain VR Implementation

This influencer strategy supports the implementation of the three-year Virtual Reality (VR) Innovation Plan designed to expand immersive science and career exploration experiences across DeSoto ISD. The innovation moves from pilot classrooms in Year 1 to expansion in Year 2 and institutionalization in Year 3, with a focus on equity, engagement, and long-term sustainability.

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While the innovation centers on student learning, sustained implementation depends on leadership behavior. Therefore, this strategy focuses specifically on influencing campus leaders (our organizational influencers) to champion, normalize, and protect VR integration within their instructional systems. Grounded in the Six Sources of Influence framework from the 10x Your Influence Research Report, this plan identifies measurable results, vital behaviors, organizational influencers, and strategic levers necessary to move the initiative from pilot to culture.

Lets Explore

Results & Vital Behaviors

Desired Results (Measurable Outcomes)

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By the end of Year 3:

  1. 85% of target-grade teachers implement at least two TEKS-aligned VR lessons per semester.

  2. 75% of students report increased engagement and interest in science and careers.

  3. VR implementation is embedded in campus instructional practice, not treated as a pilot initiative.

  4. ​These outcomes align directly with my phased implementation plan (Pilot → Expansion → Institutionalization).

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Vital Behaviors (Campus Leaders)

To achieve these results, campus leaders must:

  1. Publicly champion VR as instructionally valuable.

  2. Protect time for embedded professional development.

  3. Include VR integration in walkthroughs and feedback cycles.

  4. Allocate campus resources strategically to support sustainability.

 

These are the behaviors that matter. Not general support. Specific actions.

Motivation

Make Championing VR Personally Meaningful

  • Present campus-level engagement data from pilot classrooms.

  • Show alignment between VR use and campus accountability metrics.

  • Share cost comparison showing long-term value over traditional field trips.

  • Connect VR to equity: access to labs, careers, and STEM exposure.

Why: Leaders act when initiatives support student outcomes and accountability goals.

personal

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Leverage Peer Influence

  • Highlight campuses successfully implementing VR during principal meetings.

  • Share adoption dashboards comparing campuses.

  • Recognize “Immersive Learning Campus of the Semester.”

Why: Leaders are influenced by peer credibility and visible success.

social

Align Systems & Accountability

  • Include VR implementation in Campus Improvement Plans.

  • Embed immersive learning indicators into walkthrough templates.

  • Provide recognition tied to measurable benchmarks.

Why: What gets measured and recognized gets prioritized.

structural

ability

Ensure Leaders Know How to Support VR

  • Provide administrator-focused PD on immersive instructional look-fors.

  • Develop a “VR Walkthrough Guide” aligned to TEKS.

  • Offer site visits to observe strong implementation.

  • Conduct quarterly leadership reflection sessions.

Why: Leaders cannot sustain what they cannot evaluate.

Build Leadership Networks

  • Create a VR Leadership Cohort.

  • Facilitate cross-campus collaboration sessions.

  • Encourage joint walkthroughs focused on immersive instruction.

Why: Change accelerates when leaders feel supported collectively.

Design the Environment for Success

  • Ensure device access and reliable connectivity.

  • Implement centralized scheduling for VR kit usage.

  • Allocate protected planning time for immersive lesson design.

  • Provide embedded instructional technology coaching.

Why: Even motivated leaders fail when infrastructure is weak.

Closing Rationale 

Sustainable change requires activating multiple sources of influence simultaneously. Addressing motivation without ability creates frustration. Providing tools without accountability creates inconsistency. By aligning personal, social, and structural factors, this strategy moves VR integration from pilot enthusiasm to institutional practice.

References

Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change (2nd ed.). McGraw-Hill Education.

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10x Your Influence Research Report. (n.d.). [Publisher information if provided in your course module].

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Harapnuik, D. (n.d.). Who owns the ePortfolio? http://www.harapnuik.org/?page_id=6050

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