Fullan, Michael. Kid’s Can’t Wait. Winter 2014
Associated with degrees of school/district autonomy under the following conditions:
1. Focusing on powerful pedagogies linked to deep student learning
2. Transparency of results and practice
3. Principal and teacher collective participation in instruction
4. Purposeful collaboration with other schools/district
5. Shared standards, metrics and evidence regarding progress
6. Establishing processes that ‘systematize the work’
7. Mutual commitment to combine internal and external accountability
Right vs Wrong Drivers RIGHT DRIVERS
Capacity building
Collaborative work
Instruction
Systemness
WRONG DRIVERS (Enablers)
Accountability
Individual teacher and leadership quality
Technology
Fragmented strategies
Maximizing Impact from Instructional Leadership
Be specifically involved in instruction so that teachers are knowledgeable about its
nature and importance.
Resist the micromanaging of one teacher at a time.
Focus on actions that will shape the culture of learning more powerfully.
Develop the professional capital of teachers as a group.
Agent of Change
Moves people and organizations forward under difficult conditions
Leading Learning
Models learning and shapes the conditions for all to learn
System Player
Contributes to and benefits from system improvement
The Leader Learner: The Principal’s New Role
To lead the school’s teachers in a process of learning to improve their teaching, while To increase impact, principals should use their time differently. They should direct their energies to developing the group. (p. 55)
Learning alongside them about what works and what doesn’t. (p. 55)
The principal does not lead all instructional learning. The principal works to ensure that intense instructional focus and continuous learning are the core work of the school and does this by being a talent scout and social engineer, building a culture for learning, tapping others to co-lead, and, well, basically being a learning leader for all. (p. 90)
Skills for Leading Change :
1. Challenges the status quo
2. Builds trust through clear communication and expectations
3. Creates a commonly owned plan for success
4. Focuses on team over self
5. Has a sense of urgency for sustainable results
6. Commits to continuous improvement for self
7. Builds external networks and partnerships. (Kirtman, in The Principalship, p. 128)
