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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…

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Supervision, Change, and School Success

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  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

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