Fullan, M. (1999). Chapter 2: Complexity and the change process. Read for an overview of his change theory.
Organisation as living systems
importance of relationships: a community of relationships, not just an organisation/business/school
living things are grown, not assembled; people aren’t mechanical, they don’t just “work” because you want them to or that all the parts are there
there are no cookbooks or silver bullets, every change process situation has it’s own complexities and nuances that have to be dealt with at the time using different strategies based on personalities, not a one size fits most strategy
Role of knowledge creation in innovation
knowledge creation is not the acquisition of best practices as products, it is rather the generation and learning of new ideas
successful learning communities regularly transform tacit knowledge (hunches, intuition, etc) into explicit knowledge: this requires tapping into the values, meanings, day-t0-day skills, knowledge and experiences of all members and making them available for communal problem solving
need to avoid “groupthink” where everyone goes along for the ride and forgets to critically evaluate the tacit and explicit knowledge being shared: must celebrate and embrace diversity of thought for this to happen; it does mean there will be some conflict
Sergiovanni, T. (2000). ‘Deep change and the power of localism’.
Geez, what a dry article!
Discusses the need for institutionalized change, not just implementing change – where teachers’ practice of the change is second nature.
Sustainability is not just management of change or how well change is maintained; it is how the change is shown once the glamour has worn off. In PYP schools, evidence of true inquiry would show sustainability; when all specialists and home room teachers truly teach with inquiry at the forefront, not just at appraisal or accreditation time.
Sustainable projects (or change) don’t squander or throw money at many pilot projects that leave no room or resources for anything else to happen/change.
Building long term capacity for improvement, NOT band aid solutions/change that looks great in the short term.
Improvement that: sustains learning, endures over time, supported by available or achievable resources, doesn’t impact on other surrounding school environment or systems, promotes ecological diversity and capacity throughout the school community
The idea that we have to look long term for sustainable change (Wayvern Secondary School example), not just the quick fix, keep the scores up and people happy type of change: very important but such a difficult concept to “sell”, don’t you think?
NB: the anecdotes in this reading are extremely familiar – surely I have read them in another article for this subject?
School leadership is not the sum of individual leaders, it is a system, a culture. Everyone is a leader, has the capacity to lead, therefore leadership should be encouraged in all, not just the elite few.
Leadership is vertical over time: influenced by the impact of predecessors, have implications for successors. Don’t just chuck out what was left to you and don’t expect that everything you leave behind will stay.