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Changing the Future

-Michael Fullan

Gary BatesEDUL 7043Dr. Kritsonis

Fall 2005

8/8/2019 Michael Fullan: Changing the Future by Gary D. Bates, Presented in Dr. Kritsonis' PhD Class

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8/8/2019 Michael Fullan: Changing the Future by Gary D. Bates, Presented in Dr. Kritsonis' PhD Class

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H is widely acclaimed booksinclude:

What¶s Worth Fighting For Trilogy (with AndyHargreaves)Change Forces trilogyThe New Meaning of Educational Change, 3rdEditionLeading in a Culture of Change which wasawarded the 2002 Book of the Year Award by theNational Staff Development Council

The Moral Imperative of School Leadership ,M arch 2003Leadership and Sustainability: System Thinkersin Action , 2005

8/8/2019 Michael Fullan: Changing the Future by Gary D. Bates, Presented in Dr. Kritsonis' PhD Class

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W hat creates change?³ The single factor common to successful

change is that relationships improve.If relationships improve, schools getbetter. If relationships remain thesame or get worse, ground is lost.´(Fullan, 2002)

According to Fullan, 2005, currentlythe school system has structuralbarriers which make it difficult for people to have time to get together.

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P rofessional Learning Communities³ Professional Learning Communities are

powerful cultures for bringing aboutimprovement in learning at the school level.´(Fullan, 2002)

³ A powerful way to improve the quality of teaching in schools is to spread thepractices of ³ positive deviant teachers´(Fullan, 2002).

Professional learning communities are themost efficient way to do this.

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Change in mindset isneeded:

R espect those you want to silence. Move toward the danger in forming new

alliances. Manage emotionally as well as rationally.

Fight for lost causes.³ R eform often misfires because we fail tolearn from those who disagree with us.Conflict and differences can make aconstructive contribution in dealing withcomplex problems.´ - M ichael Fullan

8/8/2019 Michael Fullan: Changing the Future by Gary D. Bates, Presented in Dr. Kritsonis' PhD Class

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Leadership Improvement³

Creating and sharing knowledge iscentral to effective leadership.´(Fullan, 2001)

When schools or districts adopt externalmodels, which in itself is not always abad thing, they fail to focus on

changing the culture of the school, andconsequently the models fail tobecome embedded or cause overallchange.

8/8/2019 Michael Fullan: Changing the Future by Gary D. Bates, Presented in Dr. Kritsonis' PhD Class

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S uccessful leaders combine5 ´core mind action setsµ:(Leading a Culture in Change M . Fullan, 2002)

Moral purpose

Understanding changeDeveloping relationships

Knowledge sharingCoherence making

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T eacher LeadershipStrong teacher leadership was apparent in each successful sample

school. Teacher leadership appeared to develop when threeconditions were present.

First, the teachers had ample opportunities to make decisions aboutteaching and learning. Successful schools provided teachers withtime to meet as grade-level or subject-matter teams. M oreover,teachers at successful schools reported that they regularly used thiscollaborative time to review student work and to discuss how tostrengthen their classroom instruction.

Second, teachers engaged in various forms of informal actionresearch. They used the results of their studentsµ assessments tocompare different instructional strategies and different classroomenvironments to see which strategies and environments encouraged

student learning. Working together in this way enabled them tocreate a continual improvement cycle for their instruction.

Third, teachers developed their own internal leadership structuressuch as team teaching, mentoring new teachers, and collaborating toshare lesson designs to support one another's resolve to improvestudent achievement.

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P rincipal LeadershipThe successful schools in the study had the same principal for thelast three years.

Principals at the successful schools were more likely to create timefor teachers to collaborate and to provide them with structuredsupport. This included the principal's frequent attendance at grade-level or department meetings and the expectation that teachersprovide feedback on the meetings and let the principal know what heor she could do to help them.

When asked what they did to improve student achievement at their schools, principals produced lists of programs, interventions, andprofessional development opportunities that contributed to this goal.

These successful principals were comfortable using data and makingchanges when the data demonstrated that student achievement hadnot risen.

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D istrict LeadershipWhen asked to list three factors that were most likely to improve test

scores, districts would:

The successful schools benefited from focused district wide professionaldevelopment on pedagogy. Professional development for new hires isprovided so that all teachers would have the opportunity to learn the sameteaching strategies.

Usually new principals are placed in schools in which parent demands andconflicts are expected to be fewer. These schools tended to be in the lowestsocioeconomic areas of the district. This practice contributed to a belief thatultimately became part of the culture²that assignment to low socioeconomicschools was either an entry-level position for new principals or a way of penalizing them for being unable to effectively handle parent conflicts.Transferring from lower to higher socioeconomic areas naturally represented

a promotion. A few districts changed this negative perception by placingprincipals alternately at high-achieving schools and at state improvementprogram schools. Experience at both types of schools helped principalsdevelop high expectations for their students' academic achievement andincreased the number of principals who had firsthand knowledge of both typesof schools. The practice also fostered a new belief that both kinds of schoolsoffer opportunities for professional growth.

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R eferencesBarber, M . & Fullan, M . (2005). µTri-Level Development: It¶sthe System¶. Education Week. V. 24, No.25.Fullan, M . (1994). Coordinating top-down and bottom-upstrategies for educational reform. Systemic R eform:Perspectives on Personalizing Education- September 1994.www.ed.gov/pubs/Ed R eformStudies/Sys R eforms/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 theprincipalship? 2 nd 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 21 st century.www.pa.ash.org.au/pecnsw/Leadership_-_Fullan.html .Sparks, D. (2003). Interview with M ichael Fullan:Change Agent. Journal of Staff Development, Winter 2003 (Vol. 24, No. 1).www.nsdc.org/library/publications/jsd/fullan241.cfm .