17,99 €
Mehr erfahren.
- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
- Veröffentlichungsjahr: 2023
Break out of the traditional, narrow role of principal and transform your school for the better In 2014 Michael Fullan set his sights on the daily needs of school leaders in his bestselling book The Principal. This updated edition shows how the principal's role continues to change--alongside our changing world--and how we can embrace the transformation in short order. As crucial in-school influencers of student learning, principals have an opportunity and an obligation to maximize student achievement. But how? In The Principal 2.0, Fullan explains why the answer lies neither in micro-managing instruction nor in autonomous entrepreneurialism. He shows a new way forward that allows principals to expand their roles without overstepping and contribute to the development of the whole school. Even in difficult times of crisis, there's room for principals to take action. In The Principal 2.0, Fullan explains how to loosen focus on accountability and instead concentrate on capacity-building; focus less on technology and more on pedagogy; abandon fragmented strategies; and forgo individualistic solutions in favor of collaborative effort. * Discover the three key roles that administrators must play in order to have the biggest impact * Foster the professional capital of teachers and get more accomplished for all students * Find "action items" to help implement this proven program effectively * Adopt strategies that have been successfully field-tested in schools across the United States and Canada Discover why The Principal is a bestseller in educational leadership, and strike out into the future with this new edition, updated for the changing role of today's principals.
Sie lesen das E-Book in den Legimi-Apps auf:
Seitenzahl: 216
Ähnliche
Table of Contents
COVER
TITLE PAGE
COPYRIGHT
PREFACE
CHAPTER ONE: The Three Keys: Picking Up the Pieces
Three New Keys for Maximizing Impact
Pandemic Debris
CHAPTER TWO: A Long Time Coming
Too Broad, Too Narrow
Principal Autonomy and Micromanaging
Failure to Improve
Conclusion
CHAPTER THREE: Spirit Work: The First Key for Maximizing Impact
Spirit Work in the Service of Maximizing Impact
CHAPTER FOUR: Contextual Literacy: The Second Key for Maximizing Impact
The Bigger Picture
Conclusion
CHAPTER FIVE: Systemness in Action: The Third Key for Maximizing Impact
Ben Adlard Revisited
A More Privileged Start-Up
CHAPTER SIX: Future Making
The Journey to a New World
Teachers
The Student
Parents and Community
Where to from Here
REFERENCES
ACKNOWLEDGMENTS
ABOUT THE AUTHOR
INDEX
END USER LICENSE AGREEMENT
List of Tables
Chapter 1
Table 1.1 The Pandemic Shock
List of Illustrations
Chapter 1
Figure 1.1 Lead Learners
Chapter 2
Figure 2.1 Research Findings on Leadership Effectiveness That Might Surprise...
Chapter 3
Figure 3.1 Spirit Work
Figure 3.2 9 Pillars: Bessborough Elementary School
Chapter 4
Figure 4.1 Connected Autonomy
Figure 4.2 Heritage Staff Responses, 2016–2018
Figure 4.3 Princes Hill Values
Figure 4.4 Principles of Learning
Figure 4.5 Home-Based Floor Plan
Figure 4.6 Framework for Improving Student Outcomes (FIS0)
Chapter 5
Figure 5.1 The Elusiveness of System Change
Chapter 6
Figure 6.1 Change Process and Change Content
Guide
Cover
Title Page
Copyright
Preface
Table of Contents
Begin Reading
References
Acknowledgments
About the Author
Index
End User License Agreement
Pages
i
ii
v
vi
ix
x
xi
xii
xiii
xiv
1
3
5
6
7
8
9
10
11
13
15
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
33
35
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
61
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
97
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
147
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
175
176
177
179
180
181
182
183
184
185
186
187
188
189
Praise for The Principal 2.0
“At a time when school leaders throughout the world are facing unprecedented challenges, Fullan has come up with inspirational guidance as to how best to respond. As someone struggling with system change in various contexts, I find his advice both authoritative and challenging. Essential reading for me.”
—Mel Ainscow, Emeritus Professor, University of Manchester and Professor of Education, University of Glasgow
“This book provides essential guidance for principals on how to navigate change and thrive at a time when school leadership has never been more critical.”
—Amanda Datnow, Chancellor's Associates Endowed Chair and Professor, Education Studies, Associate Dean and Faculty Equity Advisor, School of Social Sciences, University of California, San Diego
“Michael Fullan lights the path and continues to ignite our mission as educational leaders. If we have the courage, his words here will show us the way to improve our teams, our schools, our systems, and ourselves to positively impact student outcomes.”
—Dan Wilharber, Principal, Scott Highlands Middle School
“Fullan is a master of unearthing the nuances of leadership that help create success. This book and the narratives within highlight successful strategies for system transformation based on the critical role of the principal. What is clear is that if you are to change a system, first you need to change yourself and your own views of what constitutes powerful and enduring leadership. Fullan’s analysis and reflections help guide the way to the right doors and toward pathways to achieve the transformation we desire and need.”
—Jordan Tinney, Retired Superintendent, Surrey School District, British Columbia
“I love this manuscript. It speaks to my personal beliefs as an educator, a coach, consultant, adjunct, a former principal, community member, and, most importantly, as a grandparent of school age children in systems that is challenging for them (almost daily), it speaks to me about people and relationships and the possibility of promise for schools and for the future of leadership. The focus on culture, self-care, humanity and context is central to the work of current school leaders.”
—Ruth Hellams, Retired Principal, Educate Consultant, Adjunct Faculty
THE PRINCIPAL 2.0
Three Keys to Maximizing Impact
Michael Fullan
Copyright © 2023 by Jossey-Bass Publishing. All rights reserved.
Published by John Wiley & Sons, Inc., Hoboken, New Jersey.Published simultaneously in Canada.
Except as expressly noted below, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4470, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at www.wiley.com/go/permission.
Certain pages from this book (except those for which reprint permission must be obtained from the primary sources) are designed for educational/training purposes and may be reproduced. These pages are designated by the appearance of copyright notices at the foot of the page. This free permission is restricted to limited customization of these materials for your organization and the paper reproduction of the materials for educational/training events. It does not allow for systematic or large-scale reproduction, distribution (more than 100 copies per page, per year), transmission, electronic reproduction or inclusion in any publications offered for sale or used for commercial purposes—none of which may be done without prior written permission of the Publisher.
Trademarks: Wiley and the Wiley logo are trademarks or registered trademarks of John Wiley & Sons, Inc. and/or its affiliates in the United States and other countries and may not be used without written permission. All other trademarks are the property of their respective owners. John Wiley & Sons, Inc. is not associated with any product or vendor mentioned in this book.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Further, readers should be aware that websites listed in this work may have changed or disappeared between when this work was written and when it is read. Neither the publisher nor authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages.
For general information on our other products and services or for technical support, please contact our Customer Care Department within the United States at (800) 762-2974, outside the United States at (317) 572-3993 or fax (317) 572-4002.
If you believe you've found a mistake in this book, please bring it to our attention by emailing our reader support team at [email protected] with the subject line “Possible Book Errata Submission.”
Wiley also publishes its books in a variety of electronic formats. Some content that appears in print may not be available in electronic formats. For more information about Wiley products, visit our web site at www.wiley.com.
Library of Congress Cataloging-in-Publication Data:
Names: Fullan, Michael, author.
Title: The principal 2.0 : three keys to maximizing impact / Michael Fullan.
Description: Second edition. | Hoboken, New Jersey : Wiley, [2023] | Revised edition of the author’s The principal, [2014] | Includes index. | Description based on print version record and CIP data provided by publisher; resource not viewed.
Identifiers: LCCN 2022053691 (print) | LCCN 2022053692 (ebook) | ISBN 9781119890287 (epub) | ISBN 9781119890324 (adobe pdf) | ISBN 9781119890270 (paperback) | ISBN 9781119890270 (paperback) | ISBN 9781119890324 (adobe pdf) | ISBN 9781119890287 (epub)
Subjects: LCSH: School principals. | Educational leadership.
Classification: LCC LB2813.9 (ebook) | LCC LB2813.9 .F85 2023 (print) | DDC 371.2 23/eng/20230—dc03
LC record available at https://urldefense.com/v3/__https://lccn.loc.gov/2022053691__;!!N11eV2iwtfs!u1iNHiiZ9asb7dvJ9URzSYYmD9Vvzlq8mZbogRFbrpvp_w67AWtMFUmi1pcPw3rsVHq5-rcHqDS78zfi$
LC record available at https://urldefense.com/v3/__https://lccn.loc.gov/2022053692__;!!N11eV2iwtfs!u1iNHiiZ9asb7dvJ9URzSYYmD9Vvzlq8mZbogRFbrpvp_w67AWtMFUmi1pcPw3rsVHq5-rcHqFimYG1P$
COVER DESIGN : PAUL MCCARTHYCOVER ART: © GETTY IMAGES|JORDAN LYE
PREFACE
PRINCIPAL 2.0 IS BRAND-NEW BOOK, WITH 90% OF IT ORIGINAL. So much has happened in the principalship in the past five years. We are on the frontlines of action, and we have captured its dynamic tension and potential breakthroughs with powerful examples of what the new principalship looks and feels like. I think this will turn out to be a new and crucial era for the heads of schools. They will be expected to build a new internal school and community “system”: one that includes students and parents, health and well-being experts; one that develops a local and regional entity addressing poverty, equity, and new learning; one that develops students to be changemakers. Never have the stakes been higher.
I am also aware that the combination of an already broken system, the pandemic in all its forms, climate collapse, and the plummeting of social trust has made it increasingly difficult, and in some cases impossible, for health care workers and educators to survive. It is this scenario that has led many of us to tackle the matter of system transformation using what we call the humanity paradigm. This is not an abstract proposition. It is heavily grounded in local development, middle-level mobilization (regional development), and eventually pushing upward to system change. This book—our principals in action—contains many of the elements that will be essential for system change. The immediate period, the rest of this decade (2023–2030) will be crucial to progress, and perhaps even to our very survival. The ideas in this book should be seen as concrete examples of feeding forward into what could only be called the battle of the decade—whether education (well-being and learning) could become a central force for societal survival and flourishing.
Our team of about 10 (sometimes more) works on two overlapping endeavors. One is systemness—the idea that systems need greater coherence and cohesion. We recognize that the system is dynamically diverse, which to a certain extent can be a good thing, but currently too chaotic, risking the future of humanity both physically (climate catastrophe) and socially (deadly conflict, and gross inequality). Thus, we work with whole districts, regions, states, and countries to improve education systems that will benefit all. Eventually we want the bottom (local communities) and the middle (districts) to be driving forces for system transformation as much as or more than the state. This is direct work—try to make the change happen as you study and work with the system. It was Kurt Lewin who said, “If you want to understand something, try changing it!”
A second and compatible part of our system work is called New Pedagogies for Deep Learning (https://www.deep.learning.global/). We focus on:
Certain global competencies (the 6Cs: character, citizenship, collaboration, communication, creativity, critical thinking)
New learning design and pedagogies that transform the roles of students as learners and all those who work with them
New conditions at the school, community, district, and state levels
We partner with clusters of schools, whole districts, states, and other entities in almost 20 countries. Above all, we help develop and establish new purposes for education: well-being and learning with respect to individual, community, and societal development. Individual academic development occurs within this framework but does not dominate it as it has for the past two decades. Belongingness is a key factor.
In all this work, the principal of course is pivotal—caught in the middle. Are they an agent of the state or the local community? It doesn't help much to say both. But the principalship does give us a powerful entry point to enter, understand, and try to change the system. This book captures the new role of principals required for the demands of an increasingly complex universe and for the opportunities it presents to fulfill humanity and its responsibilities in the rest of this century.
We often acknowledge that some 80% of our best ideas come from the interaction with leading practitioners (including, by the way, young people who in many ways make the best change agents). Again, Kurt Lewin: “There is nothing so theoretical as good practice.” I feature such practitioners in eight vignettes spread over the chapters. In Chapter 3, we examine a turnaround example from England; a pivoting success using technology in rural New Brunswick, Canada; and a dynamic transformation of a primary school in the South Island of New Zealand.
In Chapter 4 we check out a quick turnaround of a listless school in California; a major change in culture in a diverse, multicultural high school in Ottawa, Canada, along with how the district context enabled it; and a new, dramatic development of primary school in Melbourne, Australia, that was founded almost 150 years ago.
In Chapter 5 we visit Adlard, the successful school from England, in relation to how it fared during the depths of COVID-19; and focus on a brand-new secondary school in Toronto, Canada, that hit the ground running.
In all these cases it is the principal who enables the local school to come alive—a leader who is equally plugged into the local community and the wider societal policy and social context. Together they produce graduates and citizens who are aware of what the world is facing. They are the beginning, I think, of a potential new era for education marked by well-being and learning where individual, community, and societal development are pursued simultaneously and synergistically.
The last line of the first edition of The Principal is: “There is no time to waste!” Well, the all-encompassing COVID-19 pandemic had something to say about that. Where are principals now? In a 2022 survey by the RAND Corporation titled, “Are Principals on the Brink of a Breakdown?” some 85% of principals reported experiencing job-related stress; 48% said they were struggling with burnout; and 28% reported symptoms of distress. Society itself is reeling physically with disastrous climate change and with plummeting social distance between and across many levels (Sullivan, 2022).
The truth is that schools and society have been in a long-term decline for the past 50 or more years (see Fullan & Gallagher, 2020). We live atop a time bomb. The relentless inequality, boredom, and alienation that students experience in school grows as they progress up the grade levels: by Grade 10 or 11, barely two-thirds of students were engaged at school. In this respect, the pandemic has pulled the rug out from under any stability that might have remained. My conclusion in this second edition is that the current radical disruption could turn out to be a good or a bad thing—we know it will not be a no-thing! A lot will depend on the evolving principalship, which I have attempted to capture in this new book.
We are going to enter the system through the portal of the principalship with a view to understanding and increasing the leverage of principals to help change the system for the better. In my mantra of learning most from those doing the job, we are going to get inside the thinking and action of school principals. I am a great fan of nuance—seeing beneath complexity, how things tick, and how to enable them to tick better. In the course of the following chapters, you will witness what effective principals do. You will find that principals are expected to help develop and lead a local system of internal cohesion at the school and community level, to be leaders among district and regional entities, and to be able to take into account what is going on in the wider society. Indeed, we will find that the new principalship is anchored in local communities, while recognizing that in many ways they must simultaneously take into account national and worldwide matters.
What would it take to leverage such leaders for further progress? In chapter 1, “The Three Keys: Picking Up the Pieces,” we will start where COVID-19 has taken us (and know that the pandemic has not yet departed) and why it represents a major opportunity to redefine our future. The three new keys are described in chapter 1. In chapter 2, “A Long Time Coming,” I trace some of the evolution of the role of the principal that take us to the three new keys. Chapters 3, 4, and 5 are based in turn on the keys in action. The final Chapter 6 is about where we go from here. We know one thing: “It won't be static.” Read this book like you are a participant in a live action movie.
We are at an inflection point where current forces for societal change will result in a change of direction that the world will take. The trouble is that the direction is precarious and unpredictable. This book is intended to shape the odds toward the betterment of humanity through new learning. Mobilize others and learn together, and don't be afraid to push upward for needed changes!
CHAPTER ONEThe Three Keys: Picking Up the Pieces
If we can use the metaphor of picking up the pieces, we will find that a lot of the pieces were not worth saving. This chapter starts with a brief account of the three new keys for maximizing positive impact on learning and well-being. I then double back and consider what the pandemic debris signifies for worse and for better. From there, I proceed to whether we have grounds for optimism and provide advice for those principals who want to stay and lead (and indeed those who might want to move into the principalship to play such a breakthrough role). Chapters 2, 3, and 4 will focus on each of the three keys using specific examples from school principals in action with whom we work.
Three New Keys for Maximizing Impact
The original three keys—leading learning, being a district and system player, and becoming a change agent—based on current practice about a decade ago were helpful and were grounded in our knowledge of working with schools and school systems. Things have changed dramatically since 2014. It is a different world now—more ragged, more inventive, more volatile for better or worse. New ideas are crystallizing; some of them are deadly worrying, others exciting. Our team has been close to these ideas, and as usual we are learning from being at the scene of action. We are trying to identify and help those who want to make the best of the situation, indeed learning with those who are working on breakthrough solutions. We present here at the outset the emerging, tentative conclusions about this empirical (and we would say theoretical) work. I portray this work in this section and spend the rest of the book tracking it down and capturing it. The basic framework is portrayed in Figure 1.1.
Lead learners is a democratic concept. It encompasses all leaders from the 6-year-old climate activist to the 100-year-old pot stirrer. Lead learner means two things: being a role model for all others who come within your sphere and helping others to learn especially in interaction with groups focusing on a cause. Put sharply, your job as a leader is to work with others to bring about desirable change while enabling the leadership skills of others who can carry on perhaps better than you after you depart. The three new keys will come alive in the chapters where the examples are presented. They include new exciting breakthroughs around the concept of spirit work (Fullan & Edwards, 2022); the powerful contextual literacy that nuance uncovered as we followed Leonardo da Vinci's lead to get into the weeds of local culture (Fullan, 2019); and the elusive systemness for 30 years, and more following Peter Senge's Fifth Discipline (1990). We will also uncover the new dynamic concept, connected autonomy (Fullan, Spillane, & Fullan, 2022). As we shall see connected autonomy captures the dynamic equilibrium of being simultaneously autonomous from and connected to others.
Figure 1.1 Lead Learners
But first, we have to address the pieces caused by the world and society going off-kilter in the last 100 years, but particularly the last decade. We will find peril and promise among the innovations, societal developments, remnants, and other spinoffs of the wild period in which we live. What better place to start than the pandemic that has blindsided us in the past four years (has it really been only that long)?
Pandemic Debris
The single best summary I have seen about the pandemic fallout for education comes from my colleague Valerie Hannon and her coauthor of the recent book FutureSchools (Hannon & Temperley, 2022). They call their list The Pandemic Shock. They identified 10 “shocks” (one of which pertained to higher education, omitted here). Their list is contained in Table 1.1.
Table 1.1 The Pandemic Shock
Source: Hannon and Temperley, FutureSchool (2022).
How enormously important the social function of schools was. On every survey about what (if anything) students missed about school the item that came top was—friends and people.
That, notwithstanding decades of expectation that digital technology would transform learning. When it came to it, almost all schools were woefully unprepared. Technology had not been brought into the DNA of schools, and the removal of face-to-face connection revealed how primitive the majority of use was.
That although some schools knew and understood their communities, it was revealed how many did not. The home circumstances and real-life conditions of their families came as a revelation to many schools.
How the flexibility of
release
from attendance at school had been enjoyed by students, especially those for whom the rigidities of factory-style school routines did not fit.
It was revealed how the functioning of economies depended on the safe custody of children to free up parents to work. While homeschooling was revealed as a viable and attractive option for some (a tiny minority), most parents needed others, elsewhere, to look after their children, even as working from home became normalized.
It was revealed how the standardized assessment industry consumes time, energy, and money. And for what?
Leadership is a key determinant. Whether of countries, cities, or the local primary school, leadership can make the difference: between optimism and hope; vitality or despair; and in the case of the health security of nations, literally between life and death.
The equity gap, which was already grotesque, is now unconscionable and unsustainable. Social safety nets were seen to be eroded or nonexistent. Poverty and race were revealed to be preexisting conditions for vulnerability—to viral infection and many other ills. Contrasts could not be ignored in the life circumstances of children—some of whom enjoyed rich, varied, and enjoyable learning experiences during lockdown while others had a full stop to their learning. Some endured increased levels of domestic violence toward both women and children.
The occasion of COVID-19 gave many people cause to reflect upon their values—what
really
mattered. Care became priceless; oil became worthless. Nature blossomed and gave solace. Relationships were understood to be at the very essence of a good life.
Shock 1
: The social value of schools was what students and teachers missed the most. Very few apparently missed learning. (Restoring learning to its proper place linked to well-being is one reason good principals would want to stay or new ones to join.)
Shock 2:
