Contexts and Processes for Effective School Change: Case Study of an External Change Agent

Findings of a case study that examined the evolution of a mentoring relationship in an elementary school are presented in this paper. The collaboration to implement a school improvement project developed between a new female elementary school principal and a male external change agent/school researcher. Data were derived through participant observation and interviews with the mentor, mentee, 20 faculty members, and 2 staff instructional specialists in the school during 1990-92. The principal attempted to develop a change model based on: (1) goals that are set and shared; (2) indicators that measure success; (3) leadership that supports and pressures; and (4) assistance by capable others. Both the mentor and mentee identified the following incidents as critical to the development of a collaborative relationship: the mentor provided an analytic and supportive solution to the principal's emotional response of feeling overwhelmed; and the mentor provided a broader perspective. Results included a more positive, cooperative school climate and the unanimous faculty decision to pursue school restructuring activities and funding. (Contains 25 references.) (LMI)