Michael Fullan

Motion Leadership

International School Leadership Webinars

Posted December 9, 2014 in Home, Posts by admin

International School Leadership is offering a series of free online webinars. The webinars feature principal training program conversations abroad, and interviews with members of their advisory committee including:

Andy Hargreaves

Avis Glaze

Karen Edge

Ken Leithwood

Lyn Sharratt

Michael Fullan

For more information, please go to:

http://internationalschoolleadership.com/media/

 

 

 

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Hargreaves & Fullan win the Grawemeyer Education Award

Posted December 4, 2014 in Home, Posts by admin

The Grawemeyer Awards are five annual prizes given in the fields of music, political science, psychology, education and religion. They were founded by H. Charles Grawemeyer to help make the world a better place.

Grawemeyer distinguished the awards by honoring ideas rather than life-long or publicized personal achievement. He also insisted that the selection process for each of the five awards–though dominated by professionals-include one step involving a lay committee knowledgeable in each field. As Grawemeyer saw it, great ideas should be understandable to someone with general knowledge and not be the private treasure of academics.

PR Newswire has just posted the following:

LOUISVILLE, Ky., Dec. 3, 2014 /PRNewswire-USNewswire/ — Treat them with respect, let them learn from their peers and give them the freedom to make decisions as a team.

That’s the formula for developing great teachers, say two scholars who will share the 2015 University of Louisville Grawemeyer Award in Education for the ideas expressed in their book, “Professional Capital: Transforming Teaching in Every School.”

Teachers will automatically elevate their own competency when placed in a team environment that encourages individual contributions, group interaction and continuous learning, said Andy Hargreavesand Michael Fullan.

Using that approach to boost teacher skills works much better than using performance-based education models to reward or punish individual teachers, the pair found.

“Hargreaves and Fullan explain how teachers can thrive when they are treated with dignity and given freedom to exercise professional judgment together,” said award director Melissa Evans-Andris.  ”They also show how undue emphasis on teacher accountability has subverted the profession by pitting teachers and schools against each other and stealing the joy of teaching.”

Teachers College Press published “Professional Capital“ in 2012.

Hargreaves holds the Thomas More Brennan Chair in Education at Boston College’s Lynch School and previously taught at the University of Toronto’s Ontario Institute for Studies in Education. He has a doctorate from University of Leeds, a postgraduate certificate from Sheffield City College of Education and a bachelor’s degree from University of Sheffield.

Fullan is professor emeritus at the same University of Toronto education institute, where he taught for more than 40 years and was education dean from 1988 to 2003. He has undergraduate, master’s and doctoral degrees from University of Toronto and was special policy adviser in education to OntarioPremier Dalton McGuinty from 2004 to 2013.

Both now advise Ontario Premier Kathleen Wynne on education issues.

Five Grawemeyer Award winners are being named this week. The university presents the prizes annually for outstanding works in music composition, ideas improving world order, psychology and education and gives a religion prize jointly with Louisville Presbyterian Theological Seminary.

This year’s awards are $100,000 each.

Photo - http://photos.prnewswire.com/prnh/20141119/159663
Photo - http://photos.prnewswire.com/prnh/20141119/159662

 

SOURCE University of Louisville

RELATED LINKS
http://www.louisville.edu

http://www.prnewswire.com/news-releases/hargreaves-fullan-win-grawemeyer-education-award-284696381.html

 

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NSW – Fullan article in The Age

Posted November 6, 2014 in Home, Interviews by admin

NSW educators wanting to improve public school system could learn from Ontario

In Australia, relentless debates over education, arguments over curriculum and disputes about funding models could easily leave observers convinced the sky isn’t far off falling down.

Some of the bad news is true. But the good news is that, with the right strategies in place and some persistence, education systems can not only stave off doom but can, in fact, make substantial progress.

Ontario, Canada, which has characteristics similar to NSW, was stagnant in 2003. In a decade, the percentage of students reaching the highest standard in literacy and numeracy has risen from 54 to 70 per cent and high school graduation rates have risen from 68 to 83 per cent across its 900 secondary schools. The goal now is to move from great to excellent.

So what matters most as you try to improve something as large and as complicated as the NSW public school system, with its 2218 schools, 755,000 students and more than 70,000 teachers?

Starting from the top, you need a compelling vision and a coherent direction. And when you implement it, you need to engage schools and communities in a strong two-way partnership.

This vision must permeate all levels of the system. You need to create the expectations and belief that all students can achieve, regardless of postcode. You need to develop agreement and alignment of practices in schools, along with the capacity of leaders and peer teachers to give constructive feedback to each other.

Read more: http://www.theage.com.au/comment/nsw-educators-wanting-to-improve-public-school-system-could-learn-from-ontario-20141103-11fzdb.html#ixzz3IGLt64On

 

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Big-City School Reforms: Lessons from New York, Toronto, and London

Posted October 6, 2014 in Posts by admin

518GC-CoyIL

Michael Fullan and Alan Boyle

Big cities have struggled to improve public school systems. This book shows why—and offers a framework for achieving future success. Fullan and Boyle, internationally renowned thinkers on school change, demonstrate that while the educational challenges of big cities may be overwhelming, they are not insurmountable. They draw on ten years’ of research to identify six essential “push” and “pull” actions that enable big school systems to improve student achievement.

Leaders must push to challenge the status quo, convey a high sense of urgency, and have the courage needed to intervene. But they need to also pull together to create a commonly-owned strategy, develop professional power, and attend to sustainability. Examining three major cities—New York, Toronto, and London—through the decade of 2002–2012, this book weaves case studies with careful analysis and recommendations to hone in on which policies and strategies work best to raise the bar for all students and reduce the gap for the disadvantaged. Big-City School Reforms offers invaluable advice to those leading the next phase of school reform in cities around the world. This is an eminently practical book that focuses on big problems and big solutions.

This encouraging book draws on the recent experiences of New York, London, and Toronto to identify what it takes to transform big-city school systems. It recognises their complexities without being overawed by them. By concentrating on the factors that seem to matter most, it offers real hope that we can now tackle some of the key issues that have frustrated reform efforts in the past.”Geoff Whitty, director emeritus, Institute of Education, University of London, UK

“Fullan and Boyle present a compelling framework for motivating and sustaining improvement in large urban school districts. The authors’ premise that system leaders must optimally balance push and pull strategies serves as an important lesson to school-level leaders as well.”
Sandra J. Stein, education and leadership consultant

“In this important new book, Fullan and Boyle answer the most important question facing the leaders of the world’s major cities: what will it take to significantly improve the quality of public education? Through a sophisticated analysis of the policies pursued in New York, Toronto, and London, the authors make it possible for us to see why some cities are making more progress than others. Their clear and compelling insights couldn’t be more relevant and timely.”
Pedro A. Noguera, Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development, Executive Director, Metropolitan Center for Urban Education, New York University

Published in 2014 by:

Teachers College Press and Ontario Principals’ Council

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Facilitator’s Guide to The Principal: Three Keys to Maximizing Impact

Posted October 1, 2014 in Recommended by admin

For those who have a copy of ‘The Principal: Three Keys to Maximizing Impact’, we would like to offer you a copy of the Facilitator’s Guide produced by Joanne Quinn and Eleanor Adam. There is no fee for this package of material that includes the Facilitator’s Guide, Powerpoint presentations for each of the chapters, and PDFs for Action Items and Discussion Topics for each chapter.

This professional development training kit can be downloaded from www.wiley.com/go/theprincipal

The password is the last five digits of the book’s ISBN, which are 27239.

 

The Principal by Michael Fullan

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