Using Kotter's (1995, 1996; Kotter & Cohen 2002) eight-step change framework, we assess the leadership of the 2005-07 Little Rock School District reorganization. Following the new public management (NPM) reform approach, the reorganization sought to (a) establish a clear line of authority and (b) streamline the organization by eliminating central office positions and redistributing resources to schools. In-depth interviews were conducted with the superintendent, his executive staff, and members of the school board; 44 school principals completed in-depth written surveys; and more than 500 telephone surveys of teachers and school staff were conducted. We conclude that the change process began to break down during Kotter's fourth step. The vision was not communicated throughout the district, and teachers and staff did not understand the goals of the reorganization, nor how to reach them. The change process completely broke down during Kotter's fifth step. School personnel were not empowered to act on the change vision. The district's leadership did not provide effective training to staff, teachers, and, most critically, principals. Without effective training, principals did not know how to communicate the change vision to their school staffs. We suggest that leaders of NPM reform efforts must focus attention and resources to training on-the-ground supervisors, such as principals, how to effectively communicate the vision to their staffs and empower them to act.

Kotter, leadership, new public management, reorganization, school district