This study has examined the transformational change process underway in the education system of British Columbia, Canada, which is likely to be a long-term process. This study examined how superintendents in British Columbia are attempting to implement the provincially mandated transformational change (the B.C. Education Plan) while dealing with factors identified in this study’s data that affect the implementation. Having identified the challenges to implementation, the study examined what the study’s superintendents have done, or failed to do, that has influenced the Plan’s adoption in B.C. schools.
By surveying the superintendents of the province, and analyzing the data, it was possible to determine the important features that support the early stages of implementation. These features include strong leadership at all levels with a clear vision of what is needed in the way of change in schools and classrooms both in structure and pedagogy. The role of school principals and teacher leaders stood out as important in successful implementation. Given the adversarial nature of the B.C. Teachers Federation and the provincial government, it was interesting to note that superintendents feel that local relationships are good enough to support ongoing implementation processes.
As with most change processes, this one will take a great deal of time because its scope is large; however, leaders can make priorities in some areas that will improve the success of their implementation at the district level.