Transcript Changex - refreshingteachers

Michael G Fullan
Michael Fullan is Professor Emeritus of the Ontario Institute for
Studies in Education of the University of Toronto. Recognized as
a worldwide authority on educational reform, Michael is engaged in
training, consulting, and evaluating change projects around the
world and his books have been published in many languages.
An innovator and leader in teacher
education.
He participates as researcher, consultant, trainer, and policy
advisor on a wide range of educational change projects with
school systems, teachers' federations, research and development
institutes, and government agencies in Canada and internationally.
www.michaelfullan.ca
He has published widely on the topic
of educational change.
A new profession
Redesigning schools
The teacher of the future must be
equally at home in the classroom
and in working with others to bring
about continuous improvements.
*Systems don’t change by themselves
*Actions of individuals and small
groups working on new concepts
produce breakthroughs.
*The new paradigm for teacher
professionalism synthesizes the forces
of moral purpose and change agentry.
Teaching is at its core
a moral profession
Start?
What happens along the way?
12 guidelines
Why TEACHERS
must become
CHANGE agents
Key images for teacher preparation
To have any chance of making
teaching a noble and effective
profession, teachers must
combine
•Mantle of moral purpose and
•Skills of change agentry
Tools and strategies
Pilot project at the University of
Toronto: redesigning the entire teacher
preparation program
6 proposed points
*Teacher education today?
*University of Toronto:
10 points for best faculty of
education in the country
Institutional
Society’s missed opportunity
Individual
4 core capacities for building greater change capacity
Personal
vision
building
Inquiring
Shared
vision
building
Organizational
structures, norms
and practices of
inquiry
Development of
increased reper toires of skills and
know how among
organisational
members
Why?
Who?
Persistent
questioning
Life-long learning
Behave (not just
think) = deeper
understanding
Mastery
Collaboration
Collaborative
work
structures
Ceiling
To have any chance of making teaching a noble and effective profession, teachers must combine
•Mantle of moral purpose and
•Skills of change agentry
Moral purpose – making a difference –
concerns bringing about improvements.
Moral purpose keeps teachers close to the
needs of children and youth.
Change agentry causes them to develop better
strategies for accomplishing their moral goals.
Those skilled in change appreciate its volatile
character and seek ideas for coping and
influencing change towards some desired end.
To break the status, we need a new conception of teachers professionalism that integrates
moral purpose and change agentry –
one that works simultaneously on individual and institutional development.
4 core capacities for building greater change capacity
Personal
vision
building
Personal vision comes
from within.
It gives meaning to work.
It exists independently
form the organisation.
Once it gets going, it is
not as private as it
sounds.
Especially in a moral
occupations like
teaching, the more one
takes the risk to express
personal purpose, the
more kindred spirits one
will find.
Personal purpose is the
route to organisational
change.
Inquiring
Persistent questioning
Inquiring is the engine
of vitality and selfrenewal.
Information and ideas
in the environment
fuels personal
purpose.
Teachers as change
agents are career long
learners.
Mastery
People behave their way into new
visions and ideas – not just think
their way into them.
Mastery means a deeper
understanding.
Beyond exposure to new ideas,
we have to know where they fit,
and we have to become skilled in
them, not just like them.
Collaboration
There is a ceiling effect
to how much we can
learn if we keep to
ourselves.
The ability to
collaborate on both a
small- and large-scale is
becoming one of the
core requisites of
postmodern society.
Society’s missed opportunity
•Currently, teacher education is not geared towards continuous learning.
•Teacher education has the honor of being the worst problem and the best solution in education.
•Kramer visited 14 colleges around the US and concludes : Everything needs to know about how to
teach could be learned by intelligent people in a single summer of well planned instruction.
•She found plenty of examples of moral purpose – caring people, committed to social equality.
•She found that there was a missing emphasis on knowledge and understanding.
Teacher education institutions themselves must take responsibility for their current reputation as laggards rather
than leaders of educational reform.
University of Toronto – major reform effort in 1988
•Partnership with schools (90 lectures and 1100 students)
•Starting paper: Faculties of Education should not advocate things for teachers of schools that the are not
capable of practicing themselves.
Key images for teacher preparation
1. Working with all students in an equitable effective
and caring manner by respecting diversity in relation to
ethnicity, race, gender and special needs of each
learner
4. initiating, valuing and practicing collaboration and
partnerships with students, colleagues, parents,
community, government, and social and business
agencies.
2. Being active learners who continuously seek, assess,
apply, and communicate knowledge as reflective
practitioners throughout their careers
5. Appreciation and practicing the principles, ethics, and
legal responsibilities of teaching as a profession.
3. Developing and applying knowledge of curriculum,
instruction, principles of learning and evaluation needed
to implement and monitor effective and evolving
programs for all learners.
6. Developing a personal philosophy of teaching which
is informed by and contributes to the organizational
community, societal and global contexts of education
Preparatory programs should prepare their students for a “real world” which they must
understand and seek to change if as persons and professionals they are to grow, not only
to survive.