Organizational Change Plan
This plan also includes a separate reflection on self-differentiated leadership and crucial conversations, which can be found here.
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Introduction
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My innovation plan focuses on purchasing iPads, tuner microphones, and the TonalEnergy app to embed formative assessment into rehearsals. With this technology, students can receive real-time visual feedback on tuning tendencies, make immediate corrections, and take greater ownership of their learning. This process builds confidence and leads to stronger performances at Pre-UIL and UIL in 2026. The audience for this plan includes district technology administrators, who oversee funding; fellow band directors, who will model and sustain these practices; and Fine Arts directors, who will monitor implementation. The purpose of this plan is to provide students with meaningful control over their learning, leading to improved ensemble pitch matching and overall performance quality.​​
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Sinek (2009) emphasizes that effective leaders inspire action by starting with “why.” My “why” is rooted in the belief that all students deserve equitable access to quality educational tools. Many neighboring programs already use this technology, and my students should not be limited by their zip code. The “how” is through embedding formative assessment into daily rehearsals, which supports both independence and accountability. The “what” includes using iPads and the TonalEnergy app for tuning and assessment, as well as systems like pass-off charts that help students track progress. This combination allows students to hear their growth, teachers to maximize rehearsal time, and both to walk into concerts and contests proud of their work—not only musically, but also in the development of perseverance and self-monitoring skills that extend far beyond the band hall.
Influencer Strategy
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Grenny et al. (2013) describe six sources of influence that shape behavior across personal, social, and structural dimensions. To support this change, I will leverage the Influencer framework by focusing on both motivation and ability. On a personal level, I will train students to use TonalEnergy effectively and connect their progress to confidence in rehearsals and performances. On a social level, I will engage colleagues by sharing feedback on best practices and collaborate with Fine Arts and Technology administrators to troubleshoot challenges quickly. Structurally, I will establish consistent procedures for when and how iPads are used in rehearsals, while also creating incentives—such as small recognition rewards—for students who consistently engage with the technology. These layers ensure that every stakeholder, from students to administrators, feels both comfortable and invested in the change.These steps align with Grenny et al.’s (2013) view that lasting change requires both motivation and ability across multiple sources of influence.
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4DX Plan
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According to Covey, McChesney, and Huling (2012), the 4 Disciplines of Execution provide a framework for achieving goals by focusing on lead measures, accountability, and clarity. Our Wildly Important Goal (WIG) is: By the end of the spring semester, at least 90% of students will complete one TonalEnergy pass-off per week, demonstrating ownership of their progress.
Lead measures include tracking weekly pass-off completion rates, building in rehearsal time for pass-offs, and updating scoreboards regularly. These measures shift the focus from lag outcomes—like UIL ratings or final recordings—to the daily habits that drive improvement. Accountability will be built through weekly PLC meetings, biweekly caretaker progress reports, and gradebook checkpoints every three weeks. This framework not only maintains focus but also embeds recognition and encouragement, helping students persist through challenges while strengthening their growth mindset. This structure reflects Covey et al.’s (2012) emphasis on building a cadence of accountability to sustain progress.
Self-Differentiated Leadership & Crucial Conversations
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Resistance to change is inevitable, so I will approach it using both self-differentiation and crucial conversations. Practicing self-differentiation allows me to stay calm and values-driven even when others are anxious about shifting rehearsal practices. Patterson et al. (2012) emphasize that crucial conversations succeed when leaders create safety and focus on shared meaning. I can apply this by framing conversations with administrators around student growth, rather than budget frustrations, or by responding to colleagues’ concerns about rehearsal time with empathy and facts. By combining these skills, I can keep discussions focused on common goals and model the kind of steady leadership that encourages trust.
Conclusion
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This organizational change plan demonstrates how the frameworks of Why/How/What, Influencer, 4DX, and Self-Differentiated Leadership align to form a cohesive strategy for innovation. The overall impact will be greater consistency in rehearsal practices, sustained momentum in the program, and improved student performance at Pre-UIL and UIL in 2026. Most importantly, this plan empowers students by embedding formative assessment into daily practice, celebrating progress, and fostering resilience. In this way, the plan builds not only better musicians but also stronger learners prepared for challenges beyond the band hall. Ultimately, this strategy not only strengthens our band program but also reflects our district’s “kids come first” initiative by prioritizing equitable access to learning resources and creating sustainable opportunities for student success.
References
Covey, C. M., McChesney, C., & Huling, J. (2012). The 4 disciplines of execution: Achieving your wildly important goals. Free Press.
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Friedman, E. H. (2007). A failure of nerve: Leadership in the age of the quick fix (Rev. ed.). Seabury Books.
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Goleman, D. (2000). Leadership that gets results. Harvard Business Review, 78(2), 78–90.
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Grenny, J., Patterson, K., Maxfield, D., McMillan, R., & Switzler, A. (2013). Influencer: The new science of leading change (2nd ed.). McGraw-Hill.
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Patterson, K., Grenny, J., McMillan, R., & Switzler, A. (2012). Crucial conversations: Tools for talking when stakes are high (2nd ed.). McGraw-Hill.
Sinek, S. (2009). Start with why: How great leaders inspire everyone to take action. Portfolio.