The meaning of educational change

Fullan (2001)The meaning of educational change

Change Who or what makes change happen?

The literacy level amongst Emirati Nationals is dropping. What do you need to do to make changes?There are not enough teachers using Inquiry methods in their classrooms. How could you initiate change?The students are not being able to concentrate in the classroom. They are staying up to late at night. What can you do to initiate change?3ChangeWho is affected by the change?

Change Theory Change happens!Change can be a good thing or an unnecessary problem People react to change in predictable ways

People can be convinced to buy into change if it is presented carefully.

Change & the local contextRapid economic and technological changeEnglish as a common languageGlobalisation Demands of the job marketEnglish taught in the UAE curriculumAdvances in teaching methodologies & learning theoriesChanges in MOE expectations

The nature of changeVoluntarily participateorInitiate change

All real change involves loss, anxiety and struggle (p. 30)

Not always clear at the beginning

Ambivalence Ambivalence will pervade the transition(p.31)Ambivalence is a state of having simultaneous conflicting reactions, beliefs, or feelings towards some object.[ Stated another way, ambivalence is the experience of having an attitude towards someone or something that contains both positive and negative components

Classroom PressClassroom Press (p. 33)Exerts a daily influence on teachers(p 33)Spontaneous communication and actionMany dimensions and demands on the jobAdapting to unpredictable circumstancesDifferent classesDaily challenges

Subjective RealityTakes teachers attention to day to day activities = short term perspective = isolates them and less time for meaningful discussions with other teachersExhausts teachers energy and limits time for reflection

Most strategies for change are focused on reform = formal requirements and events based activities

The Teaching GapFew opportunities for teachers to undertaken practice-based inquiry and teaching for understanding.

Introduction of ChangeProblem = way change is introduced = no opportunity for teachers to engage in deep learning and sustained questioning.

The Culture of the SchoolAttempted Change in SchoolsChange in schools is often teachers having personal goals for change OrStandardised requirements

False Clarityfalse clarity occurs when teachers think they have changed but have not fully understood the change or how to implement the change(p 37)

When does this happen? Unclear innovations or changes happen under circumstances that dont support the change.Lets Look at Fullan Culture change reading

Page 4 The Five Components of LeadershipFirst Order Change

Second-order change

Conclusions about meaning of changeChange will fail unless infrastructures and processes are in place to support and help teachers develop deep understanding and meaning.

The reality of educational changeChange in education affects GoalsSkillsPhilosophyBeliefsBehaviorsTeaching methodsCurriculum

Change in PracticeInnovation and change is multidimensional(p39)3 major components are: *adoption of new or changes materials *adoption & use of new strategies or approaches *changes in basic beliefs or pedagogy about T&L

Teachers reaction to changeInnovation without changeJumping on the bandwagonFeelings about professional developmentClassroom & students are the pressing concernToo much multitaskingFalse clarityFirst order rather than second order change

Real Change not surface changeReal change involves changes in ConceptionsRole behaviorCommitmentRefining knowledgeTime for reflectionCollaborative school cultureShared knowledgeA professional learning community

It should be recognized as a psychological process of learning and understanding. Every teacher will experience concerns and doubts. Organizational changes are needed to provide support and guidance