1 / 11

Supervision, Change, and School Success

Supervision, Change, and School Success. R. Martin Reardon’s summary of Chapter 21 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 323-336. Assumptions about Change. Fullan (1991): Assume…

rhona
Télécharger la présentation

Supervision, Change, and School Success

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Supervision, Change, and School Success R. Martin Reardon’s summary of Chapter 21 Glickman, C. D., Gordon, S. P. & Ross-Gordon, J. M. (2009), 323-336

  2. Assumptions about Change Fullan (1991): Assume… • that the main purpose of the implementation is to replace your reality with that of the implementers • that effective implementation is a process of clarification of ambiguity, ambivalence, uncertainty • conflict & disagreement are fundamental to successful change (“Her Majesty’s Loyal Opposition”) • people need pressure to change, but in an environment which allows reaction, position taking, & interaction • effective change takes time: specific 2-3 yrs; organizational 5- yrs Chapter 21: 11 slides

  3. Assumptions about Change (ii) • Fullan (1991) (cont.) Assume… • there are a number of possible reasons for lack of implementation: value rejection, inadequate resources, elapsed time too short • that progress occurs when we take steps that increase the number of people affected • that you will need a plan based on evolutionary planning & problem-coping models • that no amount of knowledge will ever make it totally clear what action should be taken • that changing the culture is the real agenda: every single innovation should contribute to developing the institution Chapter 21: 11 slides

  4. Hall & Hord (1987): CBAM(http://www.nationalacademies.org/rise/backg4a.htm) Typical Expressions of Concern about an Innovation Chapter 21: 11 slides

  5. Levels of Use of the Innovation: Typical Behaviors Chapter 21: 11 slides

  6. Chaos Theory & Change • Hidden order exists within chaotic systems • Self-organization emerges from chaos: Some thought-provoking ideas • Nonlinearity • Analogous to bowling, not dominoes • Complexity • Length of coast of Britain depends on length of the measuring tape • Butterfly Effect • “sensitive dependence on initial conditions” • Impossible to predict long-term outcome of chaotic system • Fractals • Self-similarity at different scales • Feedback Mechanisms • Outputs become inputs: evolution: “chaos with feedback”? • Turbulence • System instability (internal or external sources): can lead to phase transition: Ferdinand Marcos? • Strange Attractors • Chaos not truly random: “deeply encoded structures” as parameters Chapter 21: 11 slides

  7. Chaos & School Change • Traditional approach has been linear • Schools are nonlinear, chaotic systems • Better to have an organic process than a blueprint. • Complexity: None of the following can precisely measure improvement needs or level of success • Research on effective schools • Legislated standards • Standardized achievement tests • Butterfly Effect: Medium range (1-2 yrs), not long range planning (5-10 yrs) • Built-in flexibility, broad guidelines, general goals • Focus on process: producing a “stream of wise decisions” • Fractals: Self-similarity across interactions • Reflective inquiry at school, team, classroom, & individual levels • Feedback: Using assessment data to modify teaching • Turbulence: Some is essential for progress • Construct a normative consensus: These things we hold fast to in times of turbulence • Strange Attractors: Create permanent pattern leading to school achievement • Student-centered learning Chapter 21: 11 slides

  8. Chaos at the Classroom Level • The brain learns in nonlinear ways • Supports constructivist teaching & learning • Complexity: Student learning can take many different forms • Multiple measures of student learning: matching assessment to learning goals • Butterfly Effect: No lesson will every go completely as planned • Individual attention to connect with personal context of learning • Fractals: Patterns cut across class, small-group, & individual levels • Reflective inquiry into classroom practice: clinical model, peer coaching, walk-through model • Feedback: Seek to institute Schon’s “reflection in action” • Remove distinction between learning & assessment • Turbulence: Create disequilibrium in existing conceptual schemas • Support reconstruction • Strange Attractor: Student-centered learning (again) Chapter 21: 11 slides

  9. Creating a Culture for Change • Culture RESISTS change? • Some school cultures foster +ve change • Saphier & King (1985) • 12 cultural norms that foster school improvement Chapter 21: 11 slides

  10. Changing the conditions of teaching Chapter 21: 11 slides

  11. What is success? A matter for the local school to decide • Strive to educate all students well, in ways that are consistent with education in a democratic society Chapter 21: 11 slides

More Related