mobius change

TheNewMeaningofEduca2onalChange

FourthEdi+on

ByMichaelFullan

Chapters9&10TarylHargens

MarcosHernandezSusanPedersonMariaParedes

ThePowerofThree

Teachers/AdministratorsStudents

ParentCommunity

RidingtheMobiusStrip

Beginwitha1½inchstrip.

WriteTeachers/

Administratorsononesideofthe

strip.

WriteStudents/ParentCommuni+es

ontheothersideofthestrip.

Tapeyourstripinaloop.

Educational Innovation: A People Related Phenomenon

Studentsarethepoten2albeneficiariesofchange.

Werarelythinkofstudentsaspar2cipantsinaprocessof

changeandorganiza2onallife.

Achievement Results

Skills Attitudes

Jobs

LiOleprogresshasbeenmade.

Unless they have meaning, most Educational change will fail.

Engagementisthekeyword.

•  IfmeaningmaOerstothesuccessofteachersandprincipals…

•  …meaningiscentraltostudentsuccess.

Bringtheoutside,in.

What Does Fullan Say About Students

and Educational

Change?

“Innovations and their inherent conflicts often become ends in themselves, and students get thoroughly lost in the shuffle” (Fullan,2007).

Goodland(1984)states…•  Increasinglylessuseofteacherpraiseandsupportforlearning,lesscorrec2veguidance,anarrowingrangeandvarietyofpedagogicaltechniques,anddecliningpar2cipa2onbystudentsindeterminingthedailyconductoftheireduca2on.Seeadeclinefromlowertouppergradesinteachers’supportofstudentsaspersonsandlearners(Fullan,2007,p.126).

Sarason(1982)says…

•  Itappearsthatchildrenknowrela2velyliOleabouthowateacherthinksabouttheclassroom,whathetakesintoaccount,thealterna2veshethinksabout,thethingsthatpuzzlehimaboutchildrenandaboutlearning,whathedoeswhenheisn’tsureofwhatheshoulddo,howhefeelswhenhedoessomethingwrong”(Fullan,2007,p.185).

Dryeden(1995)emphasizes…

•  Studentsoaenaredisengagedfromtheirownlearning,anditisenormouslydifficultforteacherstoentertheirworld.Manyteachersendupteachingthe“thefrontrow”,reaching10orfewerstudentsinaclassof30.

SummariesoftheConsequencesofDisengagementasPerceivedbyStudents.

Rudduck,Chaplain,,andWallace(1996)

Percep+onsofThemselves

•  Havelowerself‐concepts•  Characteris2csthattendtomakeitdifficult

toachieveacademically•  Fedupwithschool



Percep+onofschoolwork

•  Homework’sdifficult•  Dislikesubjectswithahighpropor2onof

wri2ngordonotunderstand•  Increasedanxietyabouttheirabili2esas

theynearexams



Rela+onshipwithpeers

•  Morelikelytohavebeeninvolvedinbullyingincidents

•  Feelunderpressurefromtheirimmediatefriendsiftheyexhibitacademicbehaviors

•  Pg.178‐179



Rela+onshipwithteachers

•  Perceiveteachersasunfair,par2cularlyunfairtothem

•  Believesteachersexpressnega2vebehaviorstowardthembothverballyandnon‐verbally

•  Wouldlikeateachertheycouldtrusttotalkthingsthrough

•  Considerteacherstobelargelyresponsiblefortheirfailureatschool



Percep+onsofthefuture

•  Showhighlevelsofanxietyabouttheirfuturechancesintheworkingworld

•  Despitenega2vemessagesfromtheschoolwanttopersistsandhavesomeexamina2onsuccess

•  Seeadistrictrela2onshipbetweenexamina2onsuccessandgehngajob

•  Aremorelikelytoplantogetajobat15

ParentCommunityInvolvement

Bringtheoutside,in.

FullanandHargreaves(1998)stateinWhat’sWorthFigh+ngforOutThere…

•  The“out‐there”isnow“in‐here.”

•  Heobservedthattheboundariesoftheschoolarenowmorepermeableandmoretransparent,andthatthisdevelopmentwasbothinevitableanddesirable.

Fullan’sreasonastowhyschoolboundarieshavebecomemorepermeableandtransparent:

•  Inevitable:Increaseaccountabilityofschoolsandtheaccessibilityandprolifera2onoftechnologyinoursociety

•  Desirable:Inapostmodernsociety,desirableoutcomesineduca2oncannotbemetwithoutcollabora2on

FullanandHargreavesconclude‘ifthe‘out‐there’isgoingtogetyouanywayonitsterms,whynotmovetowardthedanger,andhaveachanceofgehngsomeofitonyourterms.”(p.188).

Reflectonyourownworksites:•  Doesadeliberateandeffec2vecollabora2onexistinyourschool/communitypartnershipthatsustainseduca2onalissuesinyoursite?

•  Doesoneevenexist?•  Ifonedoesexist,istherea‘shared‐governance’thatdeeplyinvolvesandengagesthecommunityinthedecision‐makingprocessoneduca2onalissues?

“Thisprocessisfarmoredangerousjourneyattheoutset(whenyouareworkingfromabaseofmutualignorance)thanitisonceyouareunderway”(Fullan,2006,p.188).

ParentInvolvementinSchools

Thecollabora2veeffortsandrela2onshipsamongparents,communi2es,andtheirschoolsarein‘disrepairandinneedofsocialreconstruc2on’(p.190).

Henry’s(1996)studyonparent‐schoolcollabora2oninlow‐comecommuni2esconcludedthat:

•  Educatorsmustengagetheircommuni2eswithempathy

•  Educatorsmustinteractmeaningfullywiththeircons2tuents

•  Beingprofessionalcannolongermeanremainingisolatedintheschool

•  Fullanarguesthatinordertoaccomplishtheaboveitwill‘involveshiasinpowerandinfluence’(p.190).

•  Theshiasofpowerandinfluenceareamongtheteachersandtheparents.

Tobeclearonpowerwithinthispar+cularcontext:

•  ‘toseekpoweristoraiseandbegintoanswertheques2on:toseekpowertochangewhat?...toseekpowerwithoutaskingthe“what”ques2onisnotonlytobegtheques2onbuttoavoid,andthereforetocolludeincosme2cchange’(Fullan,2006,p.190).

•  Fullanposestheques2on,“Whatwillittaketomobilizemorepeopleandresourcesintheserviceofeduca2ngallstudents?”(p.190).

•  Coleman’s(1998)powerofthree.

•  Whatareteachers‘beliefsaboutparentalinvolvement,studentcapabili2es,andtheimportanceofdeliberateteachingofresponsibili2esinclassrooms’(p.191)

•  Forstudents,“communica2onwithparentsaboutschool,confidenceintheabilitytodothework,valuingschoolforitsimportancetothefuture,andcollabora2onwithteachers”(p.191).

Forparents,“valuingschool,an‘invita2onal’teacherahtude,andcommunica2ngwithstudentsaboutschool”(p.191).

ParentInvolvementinSchools•  Therela2onshipbetweenparents,communi2es,andschoolsis

inneedofsocialreconstruc2on•  Teacherscannotdoitalone•  Parentsaretheirchildren’sveryfirsteducators.Theyhave

knowledgeoftheirchildrenthatisnotavailabletoanyoneelse•  Teacherscanhavegreatinfluenceover“curriculumofthe

home”•  Studentcommitmentcanbesustainedthroughcollabora2on,

andteachers’ahtudesandprac2ces•  Itisonlywhenthemajorityofteachersarecollabora2ngwith

themajorityofparentsthatanysizableimpactonstudentlearningwilloccur

ParentInvolvementinSchoolsEffec2veSchools(“moving”)•  Teachersareaccessibleto

parents•  Teachersinvolveparentswith

academiccontent•  Communica2onwithparentsis

professional,direct,andvaluing•  Teachersseeparentsaspartof

thesolu2on•  Thereisrespecttowardparents

regardlessofbackgroundoreduca2onachievement

•  Schoolshavea“clientorienta2on”

•  Thereistrustbetweentheschoolandthecommunity

LessEffec2veSchools(“stuck”)•  Teachersholdnogoalsfor

parentinvolvement•  Thereisnoexpecta2onfor

collabora2onbetweenparentsandteachers

•  Teachersassumenothingcanbedonewithparents

•  Teachersseeparentsaspartoftheproblem

•  Don’tknowhowtobrakethenega2vecycleofparentdisengagement

Removethetapefromyourstripandcreateamobiusstriplikethis:

How can we continue to move toward each other?

Whoseschoolisitanyway?–GoldandMiles(1981)

Poten2alforthePowerofThree

Drawacon2nuousline.

What do you think might happen if we were to cut along this line?