Essential Question: Consider your own context within your school and with your mentee. How can understanding of controlled disruption and coherence making impact your leadership of peers at this time, and at this level?
I thought this was a good model of what we have been learning about. We have gone through and read each chapter in Fullan’s book, Leading In A Culture Of Change. I know the process and the steps at this time and level and know I can make a difference at my school.
Looking at the below chart, in order to make change happen, you first must have moral purpose. It is when you care about those you work with that you can make a positive difference in their lives. You must understand change and have relationships with other to make change happen. I know I already have this. I get along with all of my coworkers and have good relationships with them. According to Fullan (2008), “It is the interactions and relationships among people, not the people themselves, that makes the difference in an organization’s success.” There also must be knowledge sharing and creation. “In turn, sharing of information creates a collaborative culture, which cycles back to more sharing” (Fullan, 2008).
The last part is coherence making—when people start making meaning of the change.
My knowing this process of change can help me support others at my school as we work through coming changes. When change happens, it is often messy and chaotic. Many times people fear change because they are used to doing things their way. Fullan (2008) states that an organization “is a living system and driving systems must change and grow or they will die.” I think we need to change and adapt to things that are new. We can’t keep teaching the old ways. Times have changed and so has technology. We want our students to be prepared for the future, so we must change to help them. “When change occurs, there will be disturbance, and this means there will be differences of opinions that must be recoiled. Effective leadership guides people through the differences and, indeed, enabling differences to surface.” Here, he is talking about controlled disruption. As DuFour (2004) suggests, teachers who work in teams may engage in an ongoing cycle of questioning that promotes deep learning and leads to higher levels of student achievement. This is what we want as teachers and, if we see that we are helping the students, then we will have reached our goal.
By knowing and applying Fullan’s change model, I know that I can make a difference with my coworkers. By knowing this model I can be that positive leader and guide my team through a culture of change where new measures are instituted in ways that make coherent sense and any disruption to teachers’ work lives and student learning are controlled.
DuFour, R. (2004). What is a” professional learning community”?. Educational leadership, 61(8), 6-11.
Fullan, M. (2001). Fullan Change Model. Retrieved November 21, 2015, from http://www.unrwa.org/userfiles/file/leading_4_the_future/module1/Moral purpose and change Fullan.ppt coherence making
Fullan, M. (2008). PowerPoint. Retrieved November 21, 2015, from http://www.slideshare.net/jdellavalle/fullans-power-point
Fullan, M. (2014). Leading in a Culture of Change. Somerset, NJ, USA: John Wiley & Sons, Incorporated. Retrieved from http://www.ebrary.com