with michael fullan welcome to

with Michael Fullanwith Michael Fullan

Welcome toWelcome to

www.michaelfullan.cawww.michaelfullan.ca

A.Using Change

Knowledge

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Ontario -Grade 6 Results

Ontario -Grade 6 Results

— Fullan, 2006a— Fullan, 2006a

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— DfES, 2004— DfES, 2004PERCENTAGE 4 OR ABOVE

PERCENTAGE 4 OR ABOVE

England -Results of School Reform


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— DfES, 2004— DfES, 2004



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Tri-Level ReformTri-Level Reform2 p

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The Turnaround ProblemThe Turnaround Problem

★ Awful

★ Adequate

★ Good

★ Great

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— Barber, n.d.

Gap ConsequencesGap Consequences

★ The biology of low psychological factors as they affect health hinge on the extent to which they cause frequent or recurrent stress.

★ Low status has corrosive social consequences such as feeling looked down on, which lead to depression, anxiety, helplessness, hostility, insecurity and a lack of sense of control.

— Wilkinson, 2005

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Turnaround StrategiesTurnaround Strategies

★ Have a heavy preponderance of external input and control, and fail to produce internal capacity and motivation.

★ Under conditions of external control teachers either comply (thus getting short term gains) or if they have options (often the better teachers) leave.

★ Initial focus on control reduces gross inefficiencies, and reverses decline, but only initially — from awful to adequate and then at best plateau.

— Minthrop, 2004

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Newish ConceptsNewish Concepts

★ Capacity building with a focus on results

★ Learning in context

★ Professional learning communities

★ Lateral capacity building

★ De-privatization and precision

★ System identity

— Minthrop, 2004

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What is Change?What is Change?

★ New materials

★ New behaviour/practices

★ New beliefs/understanding

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The Pathways ProblemThe Pathways Problem3 p

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6 Key Insights: Insight #16 Key Insights: Insight #1

★Shared vision or ownership is more an outcome of a quality process than a precondition.

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★The size and prettiness of the planning document is inversely related to the amount and quality of action, and in turn, to student achievement.

— Reeves, 2006

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★Behavior changes before beliefs.

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6 Key Insights: Insight #46 Key Insights: Insight #43 p

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★Brain Barriers

★BB#1: Failure to See

★BB#2: Failure to Move

★BB#3: Failure to Finish

— Black & Gregersen, 2002

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★Brain Barrier #1: Failure to See

★The comprehensiveness mistake

★The ‘I get it’ mistake

★Illuminate the right thing


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★Brain Barrier #2: Failure to Move

★The clearer the new vision the more immobilized people become! Why?


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★Brain Barrier #3: Failure to Finish

★People get tired

★People get lost


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★Technical vs Adaptive Challenge

★Technical problems are the ones for which our current know-how is sufficient

★Adaptive challenges are more complex and go beyond what we know

— Heifetz & Linsky, 2002

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★Properties of Adaptive Challenges

★1. The challenge consists of a gap between aspiration and

reality demanding a response outside our current repertoire

★2. Adaptive work to narrow the gap requires difficult learning

★3. The people with the problem are the problem, and they are the solution

★4. Adaptive work generates disequilibrium and avoidance

★5. Adaptive work takes time— Heifetz & Linsky, 2002

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10 Elements of Successful Change10 Elements of Successful Change

★1. Define closing the gap as the overarching goal

★2. Attend initially to the three basics

★3. Be driven by tapping into people’s dignity and sense of respect

★4. Ensure that the best people are working on the problem

★5. Recognize that all successful strategies are socially-based

— Fullan, 2006

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10 Elements of Successful Change10 Elements of Successful Change

★6. Assume that lack of capacity is the initial problem and then work on it continually

★7. Stay the course through continuity of good direction by leveraging leadership

★8. Build internal accountability linked to external accountability

★9. Establish conditions for the evolution of positive pressure

★10. Use the previous nine strategies to build public confidence

— Fullan, 2006

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Failure Precedes SuccessFailure Precedes Success

★Unknown to most historians, William Tell had an older and less fortunate son named Warren.

★THE FAR SIDE

OverloadOverload

★He was the world’s greatest juggler.

★HERMAN

Jurassic CalendarsJurassic Calendars

★Things are no longer simple ...

★THE FAR SIDE

System ThinkingSystem Thinking5 p

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The Three Levels- Schools- District

- State/Federal

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Influences on School Capacity and School Student AchievementInfluences on School Capacity and School Student Achievement

— Newmann, King & Youngs, 2000

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School CapacitySchool Capacity

❖The collective power of the full staff to improve achievement. School capacity includes and requires:

1.Knowledge, skills, dispositions of individuals

2.Professional community

3.Program coherence

4.Technical resources

5.Principal leadership— Newmann, King &

Youngs, 2000

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Professional LearningProfessional Learning

❖ Reflective dialogue

❖ De-privatization of practice

❖ Collective focus on student learning

❖ Collaboration

❖ Shared norms and values

— Kruse et al, 1994

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Building Professional Learning Community in SchoolsBuilding Professional Learning Community in Schools

❖Read the Kruss et al article on professional learning communities (pages 7-11) and debrief in your group.

— Kruse et al, 1994

Worries about PLCsWorries about PLCs

❖ Superficiality

❖ The latest innovation

❖ Bias of school autonomy

— Fullan, 2006a

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6 Elements of Professional Learning Communities6 Elements of Professional Learning Communities

1. A focus on learning

2. A collaborative culture re learning for all

3. Collective inquiry into best practice and current reality

4. Action orientation: learning by doing

5. A commitment to continuous learning

6. Results orientation

— Dufour, et al, 2006

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Element of a PLCElement of a PLC

❖ A Focus on Results

❖ Responding to Conflict in a PLC

— Dufour, et al, 2006

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District-Wide ReformDistrict-Wide Reform

❖ Leading with purpose and focusing direction

❖ A comprehensive and coherent implementation strategy

❖ Developing precision in knowledge, skills, and daily practices using data informed inquiry and decisions

❖ Building administrator and teacher capacity across all schools and levels

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State/FederalState/Federal

❖ Capacity building with a focus on results

❖ Operational version of this depends on context; see the Ontario strategy next slide for a full version

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The Ontario StrategyThe Ontario Strategy

❖ Guiding coalition❖ Peace and stability/distractors❖ The literacy numeracy secretariat❖ Negotiating aspirational targets❖ Building capacity❖ Enhanced and targeted resources❖ The evolution of positive pressure❖ Connecting the dots with key complementary

components

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Breakthrough ResultsBreakthrough Results

❖ Achieving 95% proficiency in literacy and numeracy by age 11

❖ Professional development is not professional learning

❖ Every teacher, every school, every district improving every day

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Triple ‘P’ Core Components

— Fullan, Hill & Crévola, 2006

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Breakthrough Framework


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CLIPCLIP

❖ Mapping the instructional path

❖ Measuring and monitoring learning

❖ Using the data to drive/inform instruction

❖ Classroom organization

❖ Loops and detours in CLIP

❖ Beyond early literacy

❖ Locking in ongoing improvement


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C. TAKING ACTION

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✴Professional development: A great way to avoid change.

Upping the Ante #1Upping the Ante #1

— Cole, 2004

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✴The second handedness of the learned world is the secret to its mediocrity.


— Alfred North Whitehead, 1967

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✴Improvement is more a function of learning to do the right things in the settings where you work. The problem is that there is almost no opportunity to engage in continuous and sustained learning in the settings in which they actually work.

Upping the Ante #2Upping the Ante #217 p

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— Elmore, 2004

✴People make fundamental transitions by having many opportunities to be exposed to ideas, to argue them into their own normative belief systems, to practice those behaviors, and most importantly, to be successful at practicing in the presence of others … The most powerful incentives reside in the face-to-face relationships among people in the organization, not in external systems.


— Elmore, 2004

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✴A feature of successful experience is the connections that schools and school systems must make with other organizations — public and private — in education and non-education settings … There must be a horizontal network of relationships in addition to a vertical continuum of authority and responsibility.


— Caldwell, 2006

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✴The real reform agenda is closing the well-being gap — income, education, happiness — in the context of societal and global development.


— Fullan, 2006a

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✴The Learning Places Field Guide empowers schools and the people in them to experience innovativeness in action.

✴Contact us for Learning Places seminars:

✴www.learningplaces.org

Learning Places: A Field Guide for Improvement in the Context of Schooling

Learning Places: A Field Guide for Improvement in the Context of Schooling

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✴Level 4 Making a Difference in Society

✴Level 3 Making a Difference Beyond the School

✴Level 2 Making a Difference in the School

✴Level 1 Making a Difference to Individuals

The Moral Imperative of School LeadershipThe Moral Imperative of School Leadership

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with michael fullan welcome to

Documents

20024page6 key insights

43page6 key insights

20025page6 key insights

20063page6 key insights

adaptive work

lost black gregersen

right thing black gregersen

brain barriersbb