By Michael Fullan
According to Fullan’s paintings with institution districts and big structures within the usa, uk, and Canada, this source lays out a finished motion plan for reaching entire process reform.
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Additional resources for All Systems Go: The Change Imperative for Whole System Reform
This example is dramatic but is only different in degree, not kind. The vast majority of court-awarded decisions to plaintiffs with corresponding new monies did not impact student learning because the strategy was simple minded—spend more money on piecemeal solutions. Whether it is new money from NCLB, court orders, or whatever, you can’t buy reform with simple resources, no matter how 26 THE SYSTEM large. So what’s the solution? Hanushek and Lindseth (2009) offer their version—carefully considered, but in my view inadequate to the task.
I agree with their intention, but the way to do that is not through rewarding the so-called best, but rather by improving the “working conditions” of teachers (which includes compensation), another idea I will develop later (see the discussion of performance pay and better alternatives in Chapter 5). My position does not rule out extra resources, pay, and so on for principals and teachers to work in the most difficult circumstances, changing the pay structure to give beginning teachers higher salaries, providing different routes to certification, paying teachers according to demonstrated additional expertise objectively assessed, or changing contracts in order to address incompetence or rigid seniority clauses.
They learn from each other in an ongoing, purposeful way. Beyond the clusters, schools learn from other schools in the district. They celebrate results and identify what’s working or not. They develop a fierce sense of pride and “collaborative competition” (see Boyle, 2009, and Fullan, 2010) in what they learn from each other as they try to outdo one another—for the challenge of it, for the good of the higher moral purpose (raise the bar and close the gap for all). In the partnership, the district presses forward; it is responsive to schools; it fosters transparency of results and of practice; it provides good and timely data on how schools are faring; it intervenes in a nonpunitive manner in schools that are struggling.