michael fullan by gail parson, presented in dr. kritsonis' phd class

8/8/2019 Michael Fullan by Gail Parson, Presented in Dr. Kritsonis' PhD Class

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Leadership:A Culture of ChangeFeaturing Michael Fullan

www.michaelfullan.ca

Submitted in partial fulfillment of the course

EDUL 7043

Gail F. Cyrus-Parson

Prairie View A & M University

Fall 2005



Who is Michael Fullan?www.michaelfullan.ca

Dean of the OntarioInstitute for Studies inEducation at the

University of Toronto. Recognized as an

international authorityon educational reform.

Prolific author; and, Published widely on

educational change.



LEADERSHIP«Neither top-down nor bottom-up strategies for educational reform work.

The job of a principal or anyeducational leader hasbecome increasingly complexand constrained. At the verytime leadership is essential,principals are in the leastfavorable position to provide it.They need a new mindset andguidelines for action to breakthrough the bonds of dependency that have

entrapped those who want tomake a difference in their schools.

-Michael Fullan



LEADERSHIP«What is required is a more sophisticated blend of the two.

Dependency is createdby two interrelatedconditions:

overload; and,

correspondingvulnerability topackaged solutions.

-Michael Fullan



LEADERSHIP« Overload: The constant bombardment of

new tasks and the continual interruptions

keep principals off balance. Overload in theform of a barrage of disjointed demands

fosters dependency.

Vulnerability: The relentless pressures of today¶s complex environments have

intensified overload.



THE CHANGE PUZZLE

L P

E I

A H

D S

E R

ROLE

OF

THESYSTEM

ROLEOF

THE

DISTRICT

ChangeIs

Complex

Michael

Fullan



Change is Complex!Between the thought and action, between motion and the act falls the shadow.

-T.S. Elliott

Walls of the classroom

Walls of the school

Walls of the district Walls between local

and state interests



What is Change? New materials

New behaviors

New practices

New beliefs

New understanding



NEW INSIGHT

S« Respect those you want to silence.

Move toward the danger in forming new alliances.

Manage emotionally as well as rationally. Fight for lost causes.

Reform often misfires because we fail to learnfrom those who disagree with us. Conflict and

differences can make a constructive contributionin dealing with complex problems.

-Michael Fullan



BRAIN BARRIERS-Black & Gregersen, 2002

Failure to see

Failure to move

Failure to finishThe clearer the new vision, the easier it is for people to

see all the specific ways in which they will be

incompetent and look stupid. Many prefer to be

competent at the wrong thing than incompetent at theright thing!



SUSTAINABILITY«

According to Michael Fullan (2005), sustainability is the capacity

of the system to engage in the complexities of continuous

improvements with values of deep human purpose.

Hargreaves and Fink (in press) refer to the process of

sustainability to simply mean whether something will last. It

addresses how particular initiatives can be developed without

comprising the development of others in the environment now andin the future



The Eight Elements of Sustainability

Public service with moral purpose

Commitment to changing contexts at all levels

Lateral capacity building through networks

Vertical and co-development relationships Deep learning

Dual commitment to short-term and long-term results

Cyclical energizing

The long lever of leadership



Emotional Intelligence Emotional Intelligence maintains two components:

Personal Competence (how we manage ourselves) through self-awareness and self-management.

Social Competence (how we manage relationships) in social

awareness and relationship management

-Golman, 2003



Emotional Intelligence Survey

RESULTS

Identify 3-5 items on which you are relatively low (3 or less)How could you improve on these dimensions?

Identify 3-5 items on which you are relatively high (4 or 5)

How could you sustain your strengths on these dimensions?



R EFE

R ENCE

S Barth, R. S. (1990). Improving schools from within. San Francisco: Jossey-Bass. Black, J. and Gregensen, H. (2002). Leading strategic change. New Jersey: Prentice-Hall. Chrisman, V. (2005). How schools sustain success. Educational Leadership, Vol 2, No. 5, February, 2005. Darling-Hammond, L. (1997). The right to learn. San Francisco: Jossey-Bass. Fullan, M. (1994). Coordinating top-down and bottom-up strategies for educational reform. Systemic Reform:

Perspectives on Personalizing Education- September 1994.www.ed.gov/pubs/EdReformStudies/SysReforms/fullan1.html.

Fullan, M. Leading in a culture of change. Ontario Institute for Studies in Education. University of Toronto.www.michaelfullan.ca.

Fullan, M. (1997). What¶s worth fighting for in the principalship? 2nd ed. New York: Teachers College Press. Fullan, M. (1996). What¶s worth fighting for in your school. New York: Teachers College Press. Fullan, M. Leadership for the 21st century. www.pa.ash.org.au/pecnsw/Leadership_-_Fullan.html. Golman, D., Boyatzis, R., & McKee, A. (2003)l. Primal leadership, Appendix B, pp. 253-255, Boston, MA:

HarvardBusiness School Press. Hargreaves, A. and Fullan, M. (1998). What¶s worth fighting for out there. New York: Teachers College Press. Hargreaves, A. and Fink Heifitz, R. (1994). Leadership without easy answers. Cambridge, MA: Harvard University Press. Heifitz & Linsky (2002). Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works.

Alexandria, VA: ASCD. Sparks, D. (2003). Interview with michael fullan: change agent. Journal of Staff Development,Winter 2003 (Vol.

24,No. 1). www.nsdc.org/library/publications/jsd/fullan241.cfm .

michael fullan by gail parson, presented in dr. kritsonis' phd class

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