Date of Submission


Document Type



Doctor of Education




Educational Leadership, Early Childhood Education, Change Management, Professional Learning


This Organizational Improvement Plan (OIP) uses the transformational and behavioural leadership approaches as lens to transition an organization from the current state of inconsistent course implementation to a future state of consistency. This problem of practice is situated in an area in Canada that inhabits families with children six to twelve years of age. The relevancy of the problem affects the organizational credibility with community members and senior and middle managements’ accountability for the lack of consistency from frontline staff. Lecturers’ dispositions, positionality and experience were identified as factors that influence the ability to dislodge beliefs, make necessary changes and establish a new belief systems and processes. ADKAR and Stage Theory of Change were change management models utilized to move the organization forward and establish solutions for an improvement plan. Recruitment and selection, professional development and performance management are solutions that were explored to reinforce the consistent implementation of a child development course. Professional development was reviewed extensively to determine timelines for the change process and the organizational roles and responsibilities for oversight and progress evaluation.