Formative research on an early stage of the systemic change process in a small school district

This study utilised a qualitative research methodology known as formative research to improve the process guidelines that are described in the Guidance System for Transforming Education (GSTE). This study took place in a small (5447 students), partly urban and partly rural school district in Indiana. The researchers, also serving as change facilitators, investigated an early stage of the systemic change process as outlined in the GSTE. Specifically, the research focused on field‐testing and improving the process for assessing the district's readiness for change. It was found that this process could have been improved if the facilitators had had more guidance to help them develop the interview protocols.