Abstract
Using the lens of organisational change theory and practice, this chapter explores the implementation phase of the junior cycle initiative, a system-led and site-based curricular reform of lower secondary education. The reform began a phased introduction in Irish second level schools, commencing with continuing professional development for teachers of English, in September 2013. Investigating how successful and sustainable reform can be led and managed effectively at system level, this chapter aims to highlight specific issues and tensions that influence its enactment at school level. Current thinking and research demonstrate that traditional linear concepts of change have given way to a modern understanding of it as a complex, disruptive and ‘snarled’ process involving systems thinking and also recognising the importance of the school as a learning organisation. This places a premium on careful local and contextual management of change, supported by appropriate professional development. This chapter highlights key pressures and supports in relation to the implementation phase of the junior cycle and also examines the reform in the light of significant organisational drivers associated with successful innovation implementation. It concludes by drawing together the main themes discussed and proposing how successful change processes can enhance growth and development in schools and the system overall.
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O’Connor, E., Murchan, D. (2021). Leading Organisational Change to Support Junior Cycle Reform. In: Murchan, D., Johnston, K. (eds) Curriculum Change within Policy and Practice. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-50707-7_12
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