Posts tagged ‘Michael Fullan’

The radical centre

On Monday night I had the pleasure of hearing Noel Pearson deliver the annual Bishop Manning lecture.  Pearson is founder of the Cape York Institute for Policy and Leadership.  In discussing the complexities and challenges facing indigenous communities, Pearson explained that he saw himself as a radical centralist – someone committed to left wing objectives through right wing policies.

As Pearson explained, the free market approach assumes that everyone is educated and can therefore make an informed choice.  The paradox is that if you have no education, the market isn’t free.  The problem with the left wing approach is that you get caught in a cycle of more programs, more money, more administration.  One side wants to keep handing out fish, the other the rods.  Pearson’s view is use both to achieve an effective and equitable outcome.

At the centre of schooling is the child but for decades we’ve focussed on either the fish or the fishing rod.  It resonates with Michael Fullan’s theme that educational change will only ever come from the middle. The top (government) cannot be relied on because governments and policies frequently change.  On the other hand, when you give the bottom (schools) too much autonomy, you cannot build systemness.

The middle provides coherence so both school and system grow in tandem.  No-one is left behind.  I believe the teaching profession needs a coalition of central radicals to keep us focussed on the middle.

And that’s what Noel Pearson is attempting to do – build systemness so that no-one is left behind.

 

 

 

 

 

Better learners, better citizens

Schooling will be out of business if we don’t ‘revamp’ schools.  This was Michael Fullan’s reply to my question last week of whether he thought there was a growing gap between schooling and learning.  Interestingly, Fullan doesn’t believe we need to start from scratch.  Rather, he suggests looking at ways of extending the boundaries of schooling; making them more permeable in today’s world. Technology can be a great tool to help bridge this gap.

While Fullan admits that while technology is a ‘pull’ factor for students and one of the game changers for schooling, the vast majority of digital use in schools is superficial.  What is needed is an engaging pedagogy to pull students in and equip them with 21st century skills.  This contemporary framework is built on the 6Cs: creativity, critical thinking, communication, collaboration, citizenship and character. As Fullan says better learners, lead to better global citizens and the better the learning for students, the more focused the work of teachers.  Schooling becomes an open-ended and collaborative experience for students as well as teachers.

The next wave in education will be combining digital and student agency to deliver improved learning outcomes.  Gaining greater understanding of student learning by assessing how students like to learn, whether they feel they belong to their school community and what are their expectations. The good news is these factors are not fixed – they are able to be leveraged because student engagement and learning success is inextricably linked.

How students participate in their learning, experience it and succeed is the next chapter for many education systems. Powerful mobile connected devices will not do anything to improve student learning on their own. Schools need to design realistic learning experiences which engage and stretch students and use the devices as enablers. This involves both the teacher and the student in a complex process of learning together. This moves our understanding of learning and teaching today from a mechanistic and didactic process to an organic and transformational one.  Of course, passionate and proficient teachers working together in this way show us what teaching needs to be in a knowledge age.

 

From compliance to creativity

Earlier this week, together with our schools leaders, I spent time in a workshop led by Michael Fullan. The focus of his work was on improving student learning outcomes for all students and this involves a commitment to continuous improvement.  Fullan states that improvement and innovation is not an either/or proposition.  Schools need to be on the road to improvement while constantly anticipating the ‘where to next’.  This is what Fullan defines as innovation.

How do schools become centres of innovation and excellence in the 21st century?  I invited one of our teaching educators, Dr Miranda Jefferson to reflect on this question in a guest blog.   

It takes courage to play a whole rugby league grand final with a broken cheekbone. But it takes more courage to transform schools into centres of innovation. It takes courage because it is an act that disrupts the well-established comfort zone into which much of education has nestled.

The comfort zone in education is neatly contained by compliance, standards and Naplan tests and it has unwittingly influenced teachers to think ‘within the square’. In Teacher Professional Learning in an Age of Compliance (2009) Groundwater-Smith and Mockler argue that the rise of the audit culture in education has given equal rise to a fear of risk, uncertainty and complexity to develop authentic and progressive schooling. Compliance is in tension with the capacity to be creative and innovative in our schools.

Education must foster creativity and critical thinking in order to to meet the demands of increasing globalized markets and competitiveness, the rapid pace of change through technologies, automation and connectivity and the shift to a knowledge based economy generated by creativity and innovation.

At a psychological level, creativity is essential to human development and forms a lifelong zone of proximal development contributing to the sustained development of a creative personality (Moran and John-Steiner on L.S. Vygotsky, 2003). In other words, for learning to be truly transformational, development depends on creativity and creativity depends on development.

Is education at the school, systemic and policy level really focused on creativity and innovation? Is the learning deep and transformational? If schools were centres of innovation they would be constantly transforming, critiquing and generating new ideas through collaboration with others and communicating those ideas for maximum impact. They would be acting on and creating research based on a body of evidence rather than responding to a body of opinion.

Parker J. Palmer wrote about the inner landscape of a teacher in The Courage to Teach (1998), and said, “We teach who we are”. As I work as a teaching educator in schools, I am struck by the amount of courage it takes for systemic and school leaders and teachers to take risks and re-imagine the creative possibilities of schooling.

The irony is that learning, like creativity, is to go from the ‘known to the unknown’. Yet education seems fixed by compliance to the ‘known’. Protecting comfort zones and vested interests and meeting compliance by ‘being seen to be good’ rather than ‘doing good’ is in the long run a very unsafe place to be. By not moving to the unknown there is no progress.

If schools are centres of learning, creativity and innovation there has to be courageous school leaders and empowered teachers promoting and nurturing the Four C’s – Creativity, Critical Thinking, Communication and Collaboration – in their own work lives and work places. If we are what we teach, then future generations depend on educators who generate and communicate ideas that defy the crowd, work in creative collaborative teams in and across schools, and challenge and critique each other to think and act locally and globally.

Innovation in education can be achieved through active involvement in research. It takes vision, respect, relationships, mentoring and pedagogies that challenge, take risks and go into the unknown to make new and deeper connections. Schools as centres of learning and creativity have to be dynamic and shifting at their very core.

If schools teach for learning, creativity and innovation, they will more than meet compliance. They will exceed it. If you choose to think outside the square, you’ll know what’s in the square, who made it and why it is the way it is.

Innovation in schools is a decision. It is a courageous decision to reach beyond the status quo and come up with something new, that when combined with research and relational wisdom, will better serve our young peoples’ social and economic futures.

Playing our A game

Photo courtesy of ARU

Photo courtesy of ARU

For those who don’t know, I am a rugby union tragic and die hard Wallaby supporter. It’s been a disappointing few years for the team (and supporters) but recently we had reason to hope with a new coach.  All this came to a screaming halt on the weekend when we were outplayed by the New Zealand All Blacks.

As I tweeted during the match, this was a masterclass on how to play the game and no matter who you supported, it was a pleasure to watch these professionals in action.

It was impressive to see how well the All Blacks recovered from the previous week where they drew with the Wallabies.  They came back on the weekend with a relentless focus and new strategy to succeed.

The All Blacks coach was quoted after the draw saying that the team needed to improve ‘just about everything’ and that their ‘skills and game structure’ was virtually non-existent.  What I saw were individuals taking responsibility for their own improvement.  Sure they had input from the coach and others but they did the work themselves.  In a week they were able to reflect on their performance, take on the feedback and implement a new strategy. Isn’t this what good learning and teaching is about?

Listening to Hansen reminded me of Michael Fullan’s message about the right drivers -“The glue that binds the effective drivers together is the underlying attitude, philosophy and theory of action.”

Saturday’s match was a great example of a learning community in action.  We owe it to our students to be playing our A game.

 

Alive in the Swamp

For the past five years we have been working with our ‘learning partner’ Michael Fullan.  Michael has acted as a system coach/mentor, helping us to sharpen our focus and stay the course.  The benefit of having Michael as our learning partner is that he has a deep understanding of system change but is at arm’s length from the day to day work.  He brings a balanced perspective that  challenges and motivates.  It’s a long road but we are starting to see change where it counts most.

When Michael was here with us a few weeks ago, he shared his latest work ‘Alive in the Swamp: assessing digital innovations in education’, co-written by Katelyn Donnelly on behalf of Nesta and New Schools.  I think it’s one of the first times that I’ve seen technology in the context of system change and not as an acquisition.

As Michael and Katelyn write:

Up to this point, technology has not impact on schools. Billions have been invested with little thought to altering the learning system.  There are also potentially destructive uses of technology on learning; we must be aware of distractions, easy entertainment and personalisation to the point of limiting our exposure to new ideas. We focus not simply on technology itself but on its use.

And so the question is how do we assess the impact technology is having on the learning and on system change?  The authors have developed an Index that allows system leaders to ask relevant questions in the areas of pedagogy, technology and system change. It Canoes_on_water_in_swamp_areachallenges system leaders and policy makers to focus on HOW technology is making a difference; how it is supporting ‘collaboration and effective interaction.’

This doesn’t mean that schools investment in technology has somehow been a waste.  On the contrary, we need to ensure the technology works to support good teaching.  What we do know is that technology as a tool in the hands of great teachers has the capacity to be transforming.

If you’re wondering why the ‘swamp’ metaphor, it’s based on the understanding that technology is part of today’s learning ecosystem today; interconnected to pedagogy and system change (with students at the centre) but the waters are still murky.  The framework will hopefully help schools and systems navigate their way through the challenges.

 

Educating parents

A few months back, I received an email from Jack, an ed tech company director who had finished reading Educating Gen Wifi.  He felt compelled to write a post on his blog about the book and sent me a link to it.

Jack confessed that it wasn’t until he was half way through the book that he realised it wasn’t about technology per se but about making schooling relevant in today’s world. Admittedly, the book’s cover and graphic may have contributed to his initial assessment but Jack’s comments were interesting because the premise of writing this was to open up discussion around the nature of schooling in today’s world.  Technology has certainly forced us to think about schooling differently but it is the question of ‘why’ that I want readers particularly parents to reflect on.

Parents have a valuable role to play in the learning process but I think they have been under-utilised or overlooked. We talk about school as a community of learners but do we view parents as learners and importantly, do they understand the language of learning?

John Hattie in Visible Learning states that ‘parents should be educated in the language of schooling, so that he home and school can share in the expectations, and the child does not have to live in two worlds.”  (p70)

Hedley Beare wrote in 2001, that “part of the school’s formal task is to provide systematic ‘teaching’ of parents so that they know how to ensure that learning-in-family, incidental learnings at home and out of school, and parent nurturing are in harmony with and reinforce the student’s formal learning programme.” (Creating the Future School p190).

When we educate parents, we move them from learner to learning partner. Silverton Primary School in Victoria is a good example of how parents have become partners in their learning journey.  In wanting to create a 21st century learning experience, the leadership team recognised the vital role that parents could and should play.  They encouraged parents to observe and discuss what happens in the learning spaces.  The school sent research literature home so that strategies were not seen as experimental but grounded in good theory and research. Parent and student voice has become a common feature of their newsletters.

Silverton is just one example – there are other examples in the book but ideally this should be happening in all schools.  How do we work together to build a language of learning that extends across home and school?  How do we utilise technology beyond communicating with parents to changing how we collaborate with them?

According to Michael Fullan the research is clear.  “Nothing motivates a child more than when learning is valued by schools and families/community working together in partnership.  These forms of involvement do not happen by accident or even by invitation.  They happen by explicit strategic intervention.

Understanding discipline

I observed something interesting recently regarding a question I tweeted.  To provide some context, I read a blog post called the ‘Myth of Motivation‘.  The post contained a quote by Fred Bucy, former president of Texas Instruments who made this point:

What is effective in motivating people at one point in their careers will not be effective in motivating them later.  People’s values change, depending on what is happening in their personal lives as well as their success with their careers.  Therefore, one of the most important things that a leader must do is to continue to study how to be effective.  This takes discipline.  It is much easier to assume that what worked yesterday will work today, and this is simply not true.

As an educational leader, I thought the point about discipline to stay the course was compelling.  So I tweeted:  “is discipline the most important quality for becoming an effective school leader?”

I left out “self” from discipline because I was interested to see the responses.

Screen shot 2013-08-07 at 9.32.49 AM

If you asked a professional athlete, writer or business leader about discipline, it would be evident that self-discipline was what you were referring to.  It’s also a word that probably has positive associations in relation to achieving goals.

And yet, when used in the context of schooling, it more often than not implies something very different.  Discipline is grounded in an industrial model where the norm was to ‘control’ students and ‘manage’ staff.  It probably evokes negative feelings in many of us but it again illustrates the point I was making in the last blog post on the meaning of pedagogy and education.

Michael Fullan in his book ‘Six Secrets of Change‘ reflects on the importance of capacity building over judgmentalism.  It’s the paradigmatic shift from industrial to contemporary from process to people.

Fullan writes “the route to implementing change lies in building the capacity of teachers – their knowledge and their skills.  The opposite – and a big mistake – is if you convey a negative, pejorative tone.  A big mistake is to focus on accountability first and capacity building second.”

Richard Elmore who visited our diocese three years ago shared his long term goal.

Unfortunately the prevailing model of schooling, which views discipline pejoratively, is still the dominant model in many schools in many parts of the world.  We’re still looking at education through the lens of control and management.  Take for example, the first year teaching (secondary grades) course being offered by New Teacher Centre on Coursera.  The blurb says “establish and maintain behavioral expectations, implement classroom procedures and routines, and use instructional time effectively.”  I was shocked that the course promotes four low effect size strategies on discipline and only one high effect strategy on student learning.  Is this teaching by accountability or capacity building?

As members of professional teams, we find that our most authentic achievements grow out of a common vision, shared intentions and collaborative practices. We learn with and from each other, and we expect our colleagues to support and, where appropriate, to challenge us.

Often the highest expectations we have to deal with are the ones we place on ourselves.  That’s why it is so important to cultivate a reflective (self) culture where each of us takes the necessary time to stand back and re-balance our agenda so we can focus our energies on what really matters for our students, ourselves and our school communities.

It’s time we all started speaking the language of challenge and self-discipline.

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