NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL

The purpose of this article is to reflect on the change process and understand factors that facilitate school reform. Sashkin and Egermeier (1993) suggested the following for the change process: (a) fix curricula, teaching methods, and materials; (b) fix the school climate and culture; and (c) fix the people through training and staff development. Fullan’s model (1982) is similar and discusses instructional strategies, new curriculum, and alteration of mindsets (pedagogical assumptions, values, and beliefs). Fullan’s theory supported Shahan (1976) who asserted that the process of change has a “human face. ” This implies that programs, instructional strategies, or new curricula materials do not provide educational change; it is accomplished by focused and committed people. School reform represents a deep change in education, not simply alterations in the forms and structures of schooling, but fundamental reconfiguration at every level of the educational enterprise. One important concept of school reform is the human element. Shahan (1976) referred to this phase as “the human face ” which embraces the emotion, feelings, needs, and perceptions of teachers and leaders as well as their roles and belief