Børne- og Undervisningsudvalget 2011-12
BUU Alm.del Bilag 265
Offentligt
Achieving Whole System Reformand theMoral Imperative RealizedMichael Fullan2012
Outline• Moral
Impera8ve
Realized• Beware
of
Wrong
Drivers• Focus
on
right
drivers:
Whole
System
Reform
(All
Systems
Go)
based
on
Capacity
Building
The
Moral
Impera8ve
Realized
Moral
Impera8ve• My
moral
impera8ve
is....• How
does
my
moral
impera8ve
link
to
the
school/system
moral
impera8ve....• What
is
the
evidence
that
my
moral
impera8ve
is
being
realized...• Next
steps:
What
more
could
I
do
to
realize
my
moral
impera8ve
in
my
school
AND
system...
Choosing
theWrong/Right
Drivers
Four
Criteria1.Foster
intrinsic
mo8va8on2.Engage
teachers
and
students
in
con8nuous
improvement3.Inspires
collec8ve
or
teamwork4.Affects
all
teachers
and
students
A
Driver• A
policy
and
associated
set
of
strategies
that
are
designed
to
effect
posi8vely
‘whole
system
reform’.• A
wrong
driver
is
one
that
all
evidence
points
to
the
fact
that
it
does
not
have
a
posi8ve
effect• A
right
driver
is
one
that
the
evidence
confirms
that
it
does
have
the
desired
effect
Wrong
vs
Right
Drivers:
A
MaZer
of
Right
Brain
AccountabilityIndividual
teacher
and
leadership
qualityTechnologyFragment
strategiesCapacity
buildingCollabora8ve
workPedagogySystemness’
Good
Accountability• A
func8on
of
good
data,
used
as
a
strategy
for
improvement• Non-·‐judgmentalism
• Widespread
transparency• All
of
which
produces
strong
‘internal
accountability’
which
in
turn
produces
strong
public
accountability• We
fuse
assessment
and
instruc8on
Capacity
Building• Focus
on
the
development
of
individual
and
collec8ve
competencies
essen8al
for
improvement
at
school
and
district
levels.
Human
vs
Social
Capital• Team
work
trumps
individual
work
(do
both)• Be
careful:
focusing
on
school
principal
competencies
and
professional
development
of
teachers
is
NOT
the
driver
(it
is
an
enabler)• ‘Learning
is
the
work’
is
the
driver,
not
personnel
decisions
Technology
vs
Pedagogy• Technology
is
seduc8ve• It
outraces
pedagogy
every
8me• The
digital
revolu8on
is
now
unstoppable:
Technology
for
learning
becomes
24/7;
roles
of
student
and
teacher
are
flipped
Fragmented
vs
Systemic• It’s
a
system
thing• You
need
inspira8onal
focus,
good
diagnosis
and
a
coherent
plan
of
ac8on
(the
laZer
based
on
the
four
right
drivers,
using
the
so
called
wrong
drivers
judiciously)
—Mourshed, et al, 2010
Debrief• What
idea
so
far
best
resonated
or
connected
for
you
(the
Aha
ques8on)?• What
ques8on/puzzle
remains
foremost
on
your
mind
about
school
and
whole
system
reform
(the
Worry
list
ques8on)?
All
Systems
Go:
Ontario
Case• 13
Million
People• 2
Million
Students• 4,000
Elementary
Schools• 900
Secondary
Schools• 72
Districts
Ontario
2004
vs
2012• Literacy
and
Numeracy
Deeply
Defined
54%
vs
70%• High
School
Gradua8on
68%
vs
82%• Fragmenta8on
vs
Cohesion
(deep
ownership)
Coherence
Making• Alignment
is
about
structures;
coherence
is
about
mindsets.• System
coherence
is
about
shared
mindsets.
• A
tool
is
only
as
good
as
the
mindset
using
it.
Elements
of
Coherence• A
small
number
of
ambi8ous
goals• A
focus
on
instruc8on
and
the
student
achievement
agenda• Con8nuous
capacity
building
around
that
agenda• Cul8va8on
of
‘systemness’
on
the
part
of
all
Strategies
for
Coherence
• Finessing
school
and
district
energies:
mutual
allegiance
and
collabora8ve
compe88on• Learning
from
implementa8on
during
implementa8on• Changing
the
culture
of
the
district• Handling
distractors:
ac8vity
trap
et
al• Exploit
public
policy
Impact
of
Coherence• Focus/Consistency• Sustained
aZen8on
on
improved
prac8ce• Mul8ple
reinforcing
energies
to
get
results• BeZer
performance• Large
numbers
of
people
talk
the
walk
as
they
walk
the
talk
Whole
System
Reform/ASG• Relentless
focused
leadership
at
the
center• A
small
number
of
ambi8ous
goals• A
posi8ve
stance
with
respect
to
the
sector• A
core
strategy
of
capacity
building• Transparent
use
of
evidence,
data• Learning
from
implementa8on
with
lateral
and
ver8cal
dissemina8on• Fostering
Leadership
at
all
levels
Stripped
down
version• High
expecta8ons
and
asser8veness
from
the
center• A
spirit
of
respect
and
partnership
with
the
sector• Obsession
with
implementa8on,
spread
of
good
prac8ce,
monitoring
and
correc8ons
District
Reform• Whole
system
reform
concepts
apply• Define
it
as
changing
the
culture
of
the
district
not
just
the
school• Horizontal
as
well
as
ver8cal• We-·‐we:
enlarged
sense
of
iden8ty• Collabora8ve
compe88on
Freewrite• Take
a
piece
of
paper
and
write
down
what
ac8on
you
are
going
to
take
as
a
result
of
this
session/
What
idea
are
you
going
to
follow
up
into
ac8on.
