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Welcome to. with Michael Fullan. www.michaelfullan.ca. page. 1. A. Using Change Knowledge. page. 1. Ontario - Grade 6 Results . — Fullan, 2006a. page. 1. England - Results of School Reform . PERCENTAGE 4 OR ABOVE. — DfES, 2004. page. 1. England - Results of School Reform .

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  1. Welcome to with Michael Fullan www.michaelfullan.ca

  2. page 1 A. Using Change Knowledge

  3. page 1 Ontario - Grade 6 Results — Fullan, 2006a

  4. page 1 England - Results of School Reform PERCENTAGE 4 OR ABOVE — DfES, 2004

  5. page 1 England - Results of School Reform PERCENTAGE 4 OR ABOVE — DfES, 2004

  6. Tri-Level Reform page 2

  7. The Turnaround Problem page 2 • Awful • Adequate • Good • Great — Barber, n.d.

  8. Gap Consequences page 2 • 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

  9. Turnaround Strategies page 2 • 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

  10. Newish Concepts page 2 • Capacity building with a focus on results • Learning in context • Professional learning communities • Lateral capacity building • De-privatization and precision • System identity — Minthrop, 2004

  11. What is Change? page 3 • New materials • New behaviour/practices • New beliefs/understanding

  12. The Pathways Problem page 3

  13. 6 Key Insights: Insight #1 page 3 • Shared vision or ownership is more an outcome of a quality process than a precondition.

  14. 6 Key Insights: Insight #2 page 3 • 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

  15. 6 Key Insights: Insight #3 page 3 • Behavior changes before beliefs.

  16. 6 Key Insights: Insight #4 page 3

  17. 6 Key Insights: Insight #5 page 4 • Brain Barriers • BB#1: Failure to See • BB#2: Failure to Move • BB#3: Failure to Finish — Black & Gregersen, 2002

  18. 6 Key Insights: Insight #5 page 4 • Brain Barrier #1: Failure to See • The comprehensiveness mistake • The ‘I get it’ mistake • Illuminate the right thing — Black & Gregersen, 2002

  19. 6 Key Insights: Insight #5 page 4 • Brain Barrier #2: Failure to Move • The clearer the new vision the more immobilized people become! Why? — Black & Gregersen, 2002

  20. 6 Key Insights: Insight #5 page 4 • Brain Barrier #3: Failure to Finish • People get tired • People get lost — Black & Gregersen, 2002

  21. 6 Key Insights: Insight #6 page 5 • 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

  22. 6 Key Insights: Insight #6 page 5 • 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

  23. 10 Elements of Successful Change page 5 • 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

  24. 10 Elements of Successful Change page 5 • 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

  25. Failure Precedes Success • Unknown to most historians, William Tell had an older and less fortunate son named Warren. • THE FAR SIDE

  26. Overload • He was the world’s greatest juggler. • HERMAN

  27. Jurassic Calendars • Things are no longer simple ... • THE FAR SIDE

  28. System Thinking page 5

  29. page 6 The Three Levels - Schools - District - State/Federal

  30. Influences on School Capacity and School Student Achievement page 6 — Newmann, King & Youngs, 2000

  31. School Capacity page 6 • The collective power of the full staff to improve achievement. School capacity includes and requires: • Knowledge, skills, dispositions of individuals • Professional community • Program coherence • Technical resources • Principal leadership — Newmann, King & Youngs, 2000

  32. Professional Learning page 6 • Reflective dialogue • De-privatization of practice • Collective focus on student learning • Collaboration • Shared norms and values — Kruse et al, 1994

  33. Building 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

  34. Worries about PLCs page 12 • Superficiality • The latest innovation • Bias of school autonomy — Fullan, 2006a

  35. 6 Elements of Professional Learning Communities page 12 • A focus on learning • A collaborative culture re learning for all • Collective inquiry into best practice and current reality • Action orientation: learning by doing • A commitment to continuous learning • Results orientation — Dufour, et al, 2006

  36. Element of a PLC pages 13-14 • A Focus on Results • Responding to Conflict in a PLC — Dufour, et al, 2006

  37. District-Wide Reform page 15 • 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

  38. State/Federal page 15 • Capacity building with a focus on results • Operational version of this depends on context; see the Ontario strategy next slide for a full version

  39. The Ontario Strategy page 15 • 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

  40. Breakthrough Results page 15 • 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

  41. page 16 Triple ‘P’ Core Components — Fullan, Hill & Crévola, 2006

  42. page 16 Breakthrough Framework — Fullan, Hill & Crévola, 2006

  43. CLIP page 17 • 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 — Fullan, Hill & Crévola, 2006

  44. page 17 C. TAKING ACTION

  45. Upping the Ante #1 page 17 • Professional development: A great way to avoid change. — Cole, 2004

  46. Upping the Ante #1 page 17 • The second handedness of the learned world is the secret to its mediocrity. — Alfred North Whitehead, 1967

  47. Upping the Ante #2 page 17 • 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. — Elmore, 2004

  48. Upping the Ante #2 page 17 • 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

  49. Upping the Ante #3 page 17 • 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

  50. Upping the Ante #4 page 18 • 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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