” Trust…. has important consequences for the functioning of a school and its capacity to engage in fundamental change.” —–Bryk & Schneider, 2002
Andy Hargreaves and Michael Fullan will be publishing a new book in the near future. It will be interesting from an educator’s perspective to see if their ideas regarding school systems have changed or been amended.
As you recall, Coquitlam worked extensively with Andy over the last several years. His introduction of his Fourth Way framework helped spark the conversation around our “Dream” and “Mindful Leadership”.
Andy’s passionate guidance around building an education system with a moral purpose, community connections and thoughtful improvement strategies was much appreciated. I would like to remind us of the Fourth Way framework.
Six Pillars of Purpose and Partnership
1. An Inspiring and Inclusive Vision
2. Public Engagement
3. No Achievement Without Investment
4. Corporate Educational Responsibility
5. Students as Partners in Change
6. Mindful Learning and Teaching
Three Principals of Professionalism
1. High Quality Teachers
2. Powerful Professionalism
3. Lively Learning Communities
Four Catalysts of Coherence
1. Sustainable Leadership
2. Integrating Networks
3. Responsibility Before Accountability
4. Differentiation and Diversity
I appreciated Andy’s ability to present the major cultural and organizational shifts in our recent educational history and point in a direction that made sense to me and was supported by his research and observation.
As we began our investigation of our “Dream” and collaboratively developed a draft set of pillars in support of that “Dream”, Michael Fullan’s recently published work in system change struck a chord. The paper he wrote for the Centre for Strategic Education in 2011 is a reminder of how to better influence systemic change. In his article “Choosing the Wrong Drivers for Whole System Change” he clearly articulates;
“Wrong Drivers” for change
2. Individual Teacher and Leadership Quality. (Promoting individual vs group solutions)
3. Technology (Investing in and assuming technology will carry the day vs instruction)
4. Fragmented Strategies
He supports each with examples from observation and research. He also takes time to review implications of each driver from his perspective.
What are his positive appropriate and alternate strategies to support systemic change?
• Capacity Building instead of Accountability
• Group Work instead of Individual Quality
• Instruction Supported by Technology
• Systemic Solutions instead of Fragmented Strategies
We would be wise to pay heed to his drivers and recognize that we need to implement these within our framework of relationships, trust and culture.
“Good schools are intrinsically social enterprises that depend heavily on the cooperative endeavours among various participants who compose the social community.” – Bryk & Schneider, 2002