C OHERENCE M AKING AND D EEP L EARNING S TRATEGIES FOR SYSTEM CHANGE THAT BENEFIT ALL STUDENTS MICHAEL FULLAN SPRING 2017
1 DRIVERS RIGHT WRONG C APACITY B UILDING A CCOUNTABILITY C OLLABORATIVE W ORK I NDIVIDUAL T EACHER AND L EADERSHIP Q UALITY P EDAGOGY T ECHNOLOGY S YSTEMNESS F RAGMENTED S TRATEGIES 2 DEFINITION OF THE MIDDLE Taking the state as a whole, the middle is the ‣ district and/or networks of schools. Taking districts or networks, leadership from ‣ the middle is schools. 3 L EADERSHIP FROM THE M IDDLE A strategy that increases the capacity of the middle as it becomes a better partner upward and downward. 4 BENEFITS OF LEADERSHIP FROM THE MIDDLE Unleashes badly needed innovation on a large scale while at the same time helping to assess and sort out what should be retained and spread. 1
5 W HOLE S YSTEM T RANSFORMATION 6 ‣ Get up and link with Fireside Chat two other people (not at your table). ‣ Identify a challenge • or priority you are currently facing. ‣ Commit to finding some good ideas today to address the challenge. 7 T HE C OHERENCE F RAMEWORK 8 SEEKING COHERENCE ‣ Within your table read the seven quotes from Coherence and circle the one you like the best. ‣ Go around the table and see who selected which quotes. 2
9 C OHERENCE … The shared depth of understanding about the nature of the work. 10 1 F OCUSING D IRECTION 11 The Coherence Framework 12 Purpose Driven: Quick Write What is my moral purpose? ‣ Clarify your own moral purpose by reflecting and recording your thoughts What actions do I take to realize about these four questions this moral purpose? using the quick write protocol. How do I help others clarify their ‣ Share your thoughts with moral purpose? other members of your team and discuss themes that Am I making progress in realizing emerge. my moral purpose with students? 3
13 CLARITY OF STRATEGY Successful change processes are a function ‣ of shaping and reshaping good ideas as they build capacity and ownership. 14 CLARITY OF STRATEGY Clarity about goals is not sufficient. Leaders ‣ must develop shared understanding in people's minds and collective action. Coherence becomes a function of the interplay between the growing explicitness 15 C HANGE Q UALITY P ROTOCOL 1. Superficiality 2. Inertia 3. Resistance 4. Depth 16 1. SUPERFICIALITY The strategy is not very precise, actionable or clear (low explicitness) and people are comfortable in the culture, we may see activity but at very superficial levels. 4
17 2. INERTIA Behind the classroom door, where teachers ‣ left each other alone with a license to be creative or ineffective. Innovative teachers receive little feedback ‣ on their ideas, nor do these ideas become available to others and isolated, less than effective teachers get little help to improve. 18 3. RESISTANCE Innovations are highly prescribed (often detailed programs bought off the shelf) but culture is weak and teachers have not been involved sufficiently in developing ownership and new capacities, the result is pushback and resistance. If the programs are sound, they can result in short term gains (tightening an otherwise loose system), but because teachers have not been engaged in shaping the ideas or the strategy there is little willingness to take risks. 19 4. DEPTH A strong climate for change with an explicitness of strategy is optimal. People operating in conditions of high trust, collaboration, and effective leadership, are more willing to innovate and take risks. If we balance that with a strategy that has precision, clarity, and measures of success, changes implemented will be deep and have impact. 20 CHANGE QUALITY QUADRANT Low EXPLICITNESS High High Change Climate (vertical axis): Describes the degree to which a 1. 4. culture supports change by fostering trust, non- S UPERFICIALITY D EPTH judgmentalism, leadership, CHANGE innovation, and collaboration. Explicitness (horizontal axis): 2. Describes the degree of 3. explicitness of the strategy, I NERTIA R ESISTANCE including precision of the goals, clarity of the strategy, use of Low data, and supports. 5
21 2 C ULTIVATING C OLLABORATIVE C ULTURES 22 The Coherence Framework 23 T HREE K EYS TO M AXIMIZING I MPACT 24 The Lead Learner: P RINCIPAL AS L EAD L EARNER The Principal’s New Role To increase impact, principals should use their time differently: they should direct their energies to developing the group. 6
25 The Principal’s New Role To lead the school’s teachers in a process of learning to improve their teaching, while learning alongside them about what works and what doesn’t. 26 Five Dimensions of Student-Centred Leadership 1. Establishing goals 0.42 and expectations 2. Resourcing 0.31 Strategically 3. Ensuring 0.42 quality teaching 4. Leading teacher learning & 0.84 development 5. Ensuring an orderly & safe environment 0.27 | | | | | | | | | | | 0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1 Effect Size 27 Use the To Change Group the Group 28 WITHIN SCHOOL VARIABILITY Variability of performance between schools is 36%, while variability within schools is 64%. 7
29 TURN AND TALK Read the excerpt from John Hattie and discuss what the meaning of ‘within school variability’ is. 30 PC IS A FUNCTION OF : ‣ Human Capital ‣ Social Capital ‣ Decisional Capital 31 SCHOOL CULTURES ▸ Talented schools improve weak teachers ▸ Talented teachers leave weak schools ▸ Good collaboration reduces bad variation ▸ The sustainability of an organization is a function of the quality of its lateral 32 WHAT HAS A GREATER IMPACT ON TEACHING AND LEARNING? ‣ Teacher appraisal ‣ Professional development ‣ Collaborative cultures 8
33 page F ORMS OF C OOPERATION 9 ‣ Building collaborative cultures ‣ Participating in networks of schools or districts to learn from each other ‣ Relating to state policies and priorities 34 SCHOOL CULTURES ‣ Focus on pedagogy ‣ Link to measurable results ‣ Non-judgmental ‣ Transparent ‣ Develop individuals ‣ Mobilize collective efficacy ‣ Combine principal and teacher leaders ‣ Are outward facing 35 THE STRUGGLE BETWEEN AUTONOMY AND COLLABORATION ▸ Autonomy is not isolation ▸ Connected autonomy is essential 36 F IND Y OUR O WN F INLAND 9
37 3 D EEP L EARNING 38 The Coherence Framework 39 STRATOSPHERE 40 E XCITING NEW LEARNING NEEDS TO BE ‣ Irresistibly engaging ‣ Elegantly efficient ‣ Technologically ubiquitous ‣ Steeped in real life problem solving ‣ Involve deep learning 10
41 N EW P EDAGOGICAL P RACTICES 42 CREATIVITY CRITICAL THINKING Having an ‘entrepreneurial eye’ for economic Critically evaluating information and arguments, and social opportunities, asking the right seeing patterns and connections, constructing inquiry questions to generate novel ideas, meaningful knowledge, and applying it in the real and leadership to pursue those ideas and world. turn them into action. COMMUNICATION CHARACTER Communicating effectively with a variety of Learning to deep learn, armed with the styles, modes, and tools (including digital essential character traits of grit, tenacity, tools), tailored for a range of audiences. perseverance, and resilience; and the ability to make learning an integral part of living. COLLABORATION CITIZENSHIP Thinking like global citizens, considering global Work interdependently and synergistically in teams issues based on a deep understanding of diverse with strong interpersonal and team ‐ related skills values and worldviews, and with a genuine including effective management of team dynamics interest and ability to solve ambiguous and and challenges, making substantive decisions complex real ‐ world problems that impact human together, and learning from and contributing to the and environmental sustainability. learning of others. —NPDL.global 43 New ¡Pedagogies ¡for ¡Deep ¡Learning ¡ A ¡Global ¡Innovation ¡Partnership 44 What ¡we ¡do… TM We#build#knowledge#and#prac2ces# that#foster#deep#learning#and#whole# system#change## T M 11
45 Finland Canada Netherlands USA Global network NPDL Clusters located in seven countries around the world working together to design deep learning, develop new pedagogies that enable deep learning, and improve learning conditions that expand deep learning. Uruguay Australia New Zealand —NPDL.global 46 D EEP L EARNING F RAMEWORK Pedagogical Power of Deep Learning NPDL.global 47 O LD AND N EW P EDAGOGIES Good 4. 1. O /G G /N O O D E L D O O D W 2. 3. B /O B /N A D L D A D E W Bad Old New 48 12
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