Fullan, M. (2006). Change theory: A force for school improvement.

http://www.youtube.com/watch?v=Yzt9h-atH5k

Focus of the Paper:

“Having a ‘theory in use’ is not good enough, of itself. The people involved must also push to the next level, to make

their theory of action explicit.’ (Pg. 3)

● How come good theories are flawed and not working● Theories that have good merit and how come● Prospects for the future and how to overcome obstacles

3 main sections:

1. Flawed Change Theories2. Theories of Action with Merit3. Prospects for future use of change knowledge

1. Flawed Change Theories:

3 Examples:A. Standards-based regional initiativesB. Professional Learning Communities (PLC)C. Leadership development and retention

These are unsuccessful because they are incomplete not because they lack merit or are wrongQuestion:What do you think of this as a requirement of an unsuccessful ‘theory in use’?

A. Standardized-based regional initiatives:

Example:Cross City Campaign for Urban School Reform:1. Chicago2. Seattle3. MilwaukeeOntario Secondary School Literacy Test (Gd. 10) and EQAO Standardized Math tests (Gd. 3, 6, & 9)Question:Do you think the OSSLT is helping students to improve their literacy skills?

How come it is flawed:

‘The strategy lacks a focuson what needs to change in instructional practice

and, equally important, what it will take tobring about these changes in classrooms’ (Pg. 5)

‘What is missing from thestrategy is any notion about school or

district culture’ (Pg. 4)

B. Professional Learning Communities

These are suppose to be collaborative teams of teachers and school leaders working together to improve the learning conditions and results of students in given schools

Questions:Has anyone been on a PLT?If yes, did you find it collaborative and effective or flawed?

How come it is flawed:

3 Reasons:1. Only scratch the surface2. Just another program innovation3. Only changes the school culture, not regional culture

C. Leadership development and retention

Leadership Academy:● San Diego● New YorkPrincipals AQ Course:● OntarioQuestion:Do you think these are good ways to develop leadership skills or is it flawed?

2. Theories of Action with Merit:

7 premises:1. a focus on motivation2. capacity building, with a focus on results3. learning in context4. changing context5. a bias for reflective action6. tri-level engagement7. persistence and flexibility in staying the course

Question:Do you agree with Fullan that #2-7 is about achieving #1?Can motivation be a ‘quick fix’?

3. Prospects of future use for change knowledge:

Inhibiting factors:● Not a quick● Need to grasp knowledge simultaneously● Resistance to deep cultural changePositives:● Open to alternatives such as change knowledge● Specifics are clearer● More ‘system leaders in action’

References:

Fullan, M. (2006). Change theory: A force for school improvement. Centre for Strategic Education, 1-14.