| As the needs of schools change, the roles teacher leaders fulfill in schools to meet the increasing and changing demands within schools also need to change. Whether or not all the components of change exist in the process when change is occurring within a school will ultimately impact whether the desired change that was intended will occur. The purpose of this research case study was to describe the components of change that were present during the evolution of and their influence on the roles of instructional technology coaches (ITCs). This study took place in a high school in Pennsylvania. The research question for this study was: How are schools impacted as the roles of teacher leaders evolve to meet the changing needs of the school? The process of change was evaluated using the six components in the Knoster model for managing complex change (The Knoster Model and Change in Schools, 1991) (vision, consensus, skills, incentives, resources and action plan) and the corresponding reactions (confusion, sabotage, anxiety, resistance, frustration, and treadmill) when a given component of the change process was missing. A document review, interviews with administrators, teacher leaders, and teachers, and a research journal were employed to gather data on the process of change that took place while the roles of the teacher leadership position changed. The data were analyzed to develop themes that were used to develop the findings for this study. In addition to the components of change in the Knoster model for managing complex change (The Knoster Model and Change in Schools, 1991), it was discovered that communication, time, supporting teacher leaders, and the process of monitoring and adjusting were major factors that impacted the change process of the role of the ITCs. |
