Leading Developmental and Sustainable Change in a Montessori Context: A Portfolio Case Study (Case Study Sample)

Leading Developmental and Sustainable Change in a Montessori Context: A Portfolio Case Study by (Name) Course Professor University The City The Date Executive Summary This report focuses on implementing changes to ensure that children participate in preparation of foods to enhance their eating habit. Throughout my time in educational settings, I have noted that children do not enjoy packed lunch and hardly do they eat them during lunchtime. The focus of the report is to use Kotter's 8-Step Change Model to implement the proposed changes. The paper also offers reflection on benefits of different theories The presented issue is that using modern models has proved useful in supporting growth and development of children. The findings of this study is that Kotter's 8-Step Change Model is one of the most effective models for making changes, especially in the education sector (Passakonjaras and Hartijasti, 2020). The assumption in this study is that educational theories are significant in enhancing change process in all stages of children development. Leading Developmental and Sustainable Change in a Montessori Context: A Portfolio Case Study Adopting an effective change strategies and approaches is significant, especially when dealing with children from different development stages. Primarily, change entails establishing news ways of activities or environment with the aim of introducing new ideas and concepts. In classroom settings, it is important for teachers and other participants to adopt change plans that are flexible and integrate needs of interests of children (Jung, 2019). Furthermore, the identified change strategy should consider Montessori’s philosophy that supports the need for fostering rigorous and self-motivated growth for adolescents and children in all areas of their development with the aim of nurturing each child’s natural desire for respects, understanding, and knowledge (Damore and Rieckhof, 2021). The identified change strategies should also consider children’s development milestones that include social skills, movement, sensory skills, order, and language (Mukhalalati, and Taylor, A., 2019). Thus, the adoption of flexible and adaptable change processes is crucial in ensuring that all children attain their future growth and development goals with limited challenges. Findings and Discussion Problem During my time working in educational settings, I have observed, it is fundamental to involve children in the preparation of their meals. Essentially, most children struggle eating during lunchtime since they do not like most of the prepared food. Thus, involving children in the preparation and serving their foods could advance their willingness and appetite to eat with limited psychological and physical challenges. Equally, including children in growing fruits and vegetables would be significant in advancing their skills and fostering their physical development. Practical life activities such as preparing food, dressing oneself, cleaning, habitual courtesies, and more, play a fundamental role in the Montessori environment, these are for the child new, maybe intimidating, but stimulating tasks that are clearly part of the human world and that are empowering to master. It would equally be essential in increasing their independent as well as supporting their physical growth. Integrating children in growing fruits and vegetables could also improve their coordination of movement and their mathematic skills. Therefore, the transactional change approach can be one of the most significant approaches for ensuring that children participate in preparing their food (Bennetts and Bone, 2020). The approach can enhance the elimination of emerging barriers within an organisational structure to help children achieve universal goals of growth and development. Transactional Change The change being implemented within this case study is transactional, Essentially, transactional changes support successful completion of tasks within a short time. It is also a short-term motivational plan that has encouraging benefits, especially among children in their early development stages (Bozkurt, 2019). In most cases, transactional change does not require modification of the organizational structure as well as the existing policies. Therefore, to ensure that children participate in the preparation of their food, I will use the existing training procedures and policies and I will ensure the inclusion of other players in my all my activities (McInerney, and Green-Thompson, 2020). Effective use of this approach ensures that all players, including directress adopt a responsive leadership approach to improve their effectiveness and productivity (Puni et al. 2021). The process will also ensure that the adopted change is within the existing cultural values to minimize unnecessary alteration of organizational procedures and practices (Passakonjaras and Hartijasti, 2020). Montessori’s Philosophy In ensuring that children participate in the preparation of their food, I will use Montessori’s philosophy to implement the required changes. Primarily, Montessori’s philosophy is an education philosophy and practice that foster rigorous and self-motivated growth for adolescents and children in all aspects of their development with the aim of nurturing their natural desire, respect, and understanding (Bennetts and Bone, 2019). It is also student-led and self-paced approach guided, enriched, and assessed by caring and knowledgeable teachers. Montessori’s philosophy also includes the creation of nurturing environment that supports teamwork among different players including leaders. Furthermore, this model creates a community of multi-age classroom environment (Godino et al. 2022). Thus, within the environment of multi-age classroom, designed to create natural opportunities for independence and accountability, children embrace multi-sensory learning and passionate inquiry. The approach also helps individual children to follow their own curiosity at their own pace, take time they require to understand every concept, and meet specialised and individualised learning objectives (Gynther and Ahlquist 2022). Therefore, given support and freedom to ask questions, make connection and probe issues deeply, Montessori’s students grow up to be enthusiastic, confident, and self-directed citizens and students who are accountable to themselves and the entire community (Gordon and Cleland, 2021). As a result, they are able to think critically, work collaboratively, be individuals of honesty, and act broadly to attain immediate, medium term, and long-term goals. The approach will similarly help children to become capable people with strong sense of self and the ability to connect with other people in the society (Misheva, 2020). They will also have the potential to be productive throughout their lives. In most cases, early development stages are relatively critical in setting strong foundation for children to become productive in the future. Montessori’s philosophy also supports the development of students who are accountable, knowledgeable, and who have strong sense of self (Picciano, 2021). Thus, this approach will help the proposed change attains its immediate and long-term objectives. Kotter's 8-Step Change Model To ensure that children participate in the preparation of their food to increase their appetite during lunchtime, I will use Kotter's 8-Step Change Model to implement the required changes (Laig, and Abocejo, 2021). The approach includes eight essential stages that include creating a sense of urgency, forming powerful guiding coalitions, developing strategies and visions, communicating the vision, removing obstacles, creating short-term wins, consolidating gains, and anchoring change in the culture (Perraton, 2020). Creating an Urgency This stage will help me to identify and highlight threats and challenges that might emerge from the future. In this case, I will focus on identifying challenges associated with failing to take the required diet among children during lunchtime (Hu et al. 2022). I will also use this stage to identify opportunities available after adopting appropriate mitigation measures. As such, I intend to initiate honest discussion and dialogue to make players understand the need for the proposed changes (Pavlović and Maksić, 2019). Forming Powerful Guiding Coalitions This level will help me identify appropriate and effective change leaders and stakeholders with the ability to help me implement the proposed change. Therefore, I will identify willing people who understand the immediate effects of failing to take adequate food among young children (Radwan, 2020). I would also focus on working with people who are willing to form a productive team. I would also focus on identifying engagement challenges of the identified coalition team to ensure that its members work as team. Developing a Vision and a Strategy I will use the third stage to determine the core values of the proposed change. As such, I will define ultimate vision and strategy for realising the proposed change (Buzan and Whitehead, 2021). I will further ensure that all participants in the change team are able to describe the vision in a way that all players can understand. Communicating the Vision The next step involves communicating the change to all stakeholders. In this case, I will share the proposed change to parents and other participants in my organisation (Tang and Tang, 2019). I will also use this stage to connect vision with all aspects including, training, review, and performance (Ukwoma and Ngulube, 2021). Removing Obstacles In this stage, I will ensure that my change plan aligns with the existing structures and processes as well as the overall organisational vision. I will also consistently check for possible barriers or people who are resisting changes (Galli, 2019). I will also use this stage to reward childr...