The Story of Village Palampur Class 9 Free Study Material PDF
Fullan rose
1. 1
School Reform for the
21st
Century
Michael Fullan – Presented by Roselia A. Salinas,
PhD Student, PVAMU/The Texas A&M University System –
Dr. William Allan Kritsonis’ doctoral class.
3. 3
The New Meaning of Educational Change
• Who?
Leaders who want an insight into future
possibilities.
• Why?
Time for inspirational leadership.
• What?
Need for schools to develop shared meaning.
• Where?
Schools…if educators are to play a major part
in the reinvention of a fairer more inclusive
society.
4. 4
To develop shared meaning:
• Learning, both organizational and individual, is a
continual process of “making meaning”.
• Key to success: Improvement in relationships
between all stakeholders involved and not simply
top down reform.
• Pedagogy: Constructivism.
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Emphasis:
• Educational change is based on creating the
conditions to develop the “capacity” of both
organizations and individuals to learn.
− Relationships and values instead of culture
of schools and classrooms.
6. 6
Key Players: Challenge:
• School Principal
• Teachers
• Schools
• How to share and sustain
ideas about change as to
transform what is a
conservative system.
• Moral change agents
(making democratic
communities possible).
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Key Words:
• Meaning
• Coherence
• Connectedness
• Synergy
• Alignment
• Capacity for continual
improvement
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Problem in schools today:
• Schools world-wide are suffering from overload
following a decade of top-down reform.
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Fullan Beliefs:
• School reform success happens in spite of the
system in place.
• Change involves anxiety and struggle and cannot
be assimilated unless meaning is shared by all
involved.
• The cultural change is a three to five year process.
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Causes of ineffective school
reforms:
• Ignoring the culture of the school.
• Expecting success to be transferred from one
school to another.
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Main Agent of Change in Schools:
• School Principal
Why?
• Innovative principals who can develop “moving”
or “learning enriched” schools (i.e., interactive
communities of practice).
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Leadership for Change:
• 25% is knowing what to do • 75% is the more difficult
area of developing
effective processes and
conditions
13. 13
Leadership for Change:
• Requires a bias for action, a sense of urgency, and
a mix of pressure and support.
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Fullan Beliefs:
• Most people do not develop new understanding
until they are involved in the process.
• Educational change depends on what teachers
do and think.
• Change is needed to develop schools as Learning
Communities.
• The role of a principal: A “miracle worker”.
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Fullan Beliefs:
• The students are the missing participants in school
change.
• Parental involvement is crucial.
• Professional development of teachers
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The learning organization/community:
• People must work together to figure out what is
needed to achieve and what is worthwhile.
• You cannot get internal commitment and
ingenuity from outside- expertise lies within.
• The only problems worth saving are the ones that
exist in each and every organization.
• Change is forever. Problems don’t stay solved.
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Fullan’s Policy Frameworks on Change:
• If people cannot fine meaning in any reform, it
cannot have an impact.
• Existing strategies will not get us where we want to
go.
• Short-term gains can be achieved by standards
based reform.
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Fullan’s Policy Frameworks on Change:
• The learning community is more than a cliché.
• We need to consider the collective good.
• We have to learn to live with change.
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Fullan’s ongoing journey to better
schools:
• Reform in recruitment, selection, status and
reward,
• Redesign of initial teacher educational and
induction,
• Continuous professional development,
• Standards and incentives for professional work;
and (most important of all, perhaps),
• Changes in the daily working conditions of
teachers.
20. 20
Reference
• Fullan, M.G. (2001). The new meaning of
educational change. (3rd
ed.) Toronto: Irwin
Publishing.
