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The New Meaning of Educational Change, Third Edition
Over the last 30 years there have been numerous attempts at planned educational change. It is widely accepted that the benefits have not equalled the cost, and all too often the situation has seemed to worsen. In this book, Michael Fullan distils from these experiences the most powerful lessons about how to cope with, and influence, educational change. In compiling the best theory and practice his goal is to explain why change processes work in the way that they do and to identify what has to be done to improve the success rate. Adding to the reputation of the previous editions of this book, the author has revised and expanded it extensively, making it the definitive reference for the innovative educator in the new millenium. This is an essential new edition of the key book by Michael Fullan, one of the world's leading education writers and is designed to surpass the success of earlier editions.
297 pages, Paperback
First published January 1, 1991
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Displaying 1 - 11 of 11 reviews
January 5, 2009
This book is a long, entailed description of the education system as a whole, with several explicit examples of how and where educational change fails and succeeds. The book feels much like a discussion in which Fullan lets the reader engage his thought process and assume the stance of a willing participant in the struggle for reform. He makes many powerful statements throughout the book, but the most profound idea, which I believe captures both the spirit and mechanics of change, is that effective implementation of educational change is the result of a long term, large scale commitment, where meaning is shared and understood, and permeable systems work in unison on all levels, from individuals in classrooms, to school districts and beyond.
The first and possibly most important aspect of Fullan’s argument is that change is met with ambivalence and uncertainty more often than not. It is the fear of the unknown that keeps us from challenging ourselves and others. One mechanism to overcome this initial wariness is the clear and supported explanation of the meaning behind changes. Teachers and administrators need to know exactly what they are doing and they all have to be on the same page. Without these initial conditions, it is hard for any real progress to take place. Superficial transformations may occur over the short term, but long lasting effects require everyone involved to have a stake in the shared meaning behind any and every movement.
However, in defense of teachers, there a dozens of new and improved methods for learning and teaching that come out every year and educators are forced to endure the latest trends as if they were all perfectly formulated plans that had past the test of time over and over again. The unfortunate outcome is that whenever teachers encounter a new concept or idea, they are initially suspect of this foreign entity, especially when it is not their own brainchild. This of course leads directly to the fact that teachers aren’t actually afraid of change, but rather, they are unwilling or unable to accept any questioning or criticism of their style and judgment. I believe this is a prevalent problem that not only prevents the adoption of solid reform, but also creates educational communities in which the individuals are divided by their unwillingness to endure the self-exposure of intercollegiate input. The major difficulty with this train of thought is that it is highly reflexive. Teachers like to run their classrooms the way they want to and if no one challenges them, then they don’t have to change. Everyone moves quietly along without stepping on each other’s toes.
The obvious detriment in this egoistic environment is to the students. Fullan says that teachers have no chance of becoming better educators, “unless each and every teacher is learning every day.” (p.153) This refers to both academic and social learning. As much as reading articles and books on education can help generate ideas for teachers, we as teachers, already know that the best way to learn and grow is through experience, especially shared experience. When we teach others, we learn ourselves and in doing so create a mutual relationship where both sides benefit. If teachers do not work with their peers, or connect with the growing bodies of literature and science that are redefining the ways we understand education, even the best will fall prey to repetitious, outdated, and uninspired methodologies.
The fact is, there is a dearth of great teachers in this country. It is a problem that we have been dealing with for a long time. “After years of worrying about issues like school funding levels, class size, and curriculum design, many reformers have come to the conclusion that nothing matters more than finding people with the potential to be great teachers.” (Most Likely to Succeed: Malcom Gladwell The New Yorker, December 15, 2008) This is exactly what we need. Bad teachers will sink their students; good teachers will keep them afloat. We need great teachers to make our students soar.
However, as much as we promote our love and perusal of knowledge, many countries, including our own, do not value education as highly as they should. Great teaching and great teachers do not work a nine to five. They work all day teaching, disciplining, and organizing afterschool activities. When the bell rings they coach the sports teams and chaperone dances. They attend student concerts and plays. They sink their disposable income into books and technologies that will better their students’ lives. Their compensation is less than satisfactory and less than appealing for the highly educated and motivated graduates coming out of this countries top universities. The consequence of these conditions often lead to large numbers of unqualified teachers within school systems as well as strikes and campaigns like Work to Rule, that challenge our lack of true commitment to the incalculable benefits of education. The Work to Rule campaign, which has been a popular form of protest in school district in Ontario over the last decade, functions by adhering to the exact stipulations of teacher contracts. Teachers arrive and leave work at the precisely the time it starts and ends. They do not coach sports, or do any extra curricular activities. They only work during there free periods at school and do not spend any time after they leave the building on their jobs.
In the New Meaning of Educational Change Fullan clearly states that great teachers and progressive education systems are not only the result of support from administrations and governments, but also the sound interaction of colleagues. Teachers function on extremely high levels, constantly answering questions, explaining lessons, and planning the next move. They cannot be expected to survive in classrooms by themselves and when they are, they fail. The tragedy is that many teachers prefer this failure to the choice of working with their peers to better their educational techniques. Elizabeth Campbell in her work concerning negative and unethical behavior in teaching communities discovers that they often treat colleagues, “with a kind of unquestioned loyalty, group solidarity, and an essential belief that teachers as professionals should not interfere in the business of other teachers, criticize them or their practices, or expose their possibly negligent or harmful behavior even at the expense of students’ well being.” (The New Meaning of Educational Change, Fullan). In these instances mutual respect provides an easy escape from engagement, crippling the ability of teachers to learn and develop.
However, teachers are one of three major parts of the system that Fullan addresses. There are of course bureaucrats, administrators, and government officials and policies that have a tremendous effect on how this country proceeds towards its goal. The author promotes a strong set of beliefs that reveal change is impossible unless everyone has an understanding of the cause and the procedure. Everyone must be involved on multiple levels. If a teacher stays only in the classroom, it’s no good. If an administrator works in his office all day, how can he make reform happen based on the individual experience of the community he or she is working in. They must connect with teachers and parents and forge lasting relationships between all partnerships so that change can plant it’s roots. Change can happen quickly, Fullan says sometimes even in the span of a few years, but in these instances, the groundwork is clearly laid, supported, and executed by educators that move ahead together.
…..
Although there is a lot of work to be done on all levels, I believe that Fullan addresses almost all of the problems today’s educational system faces and also offers several areas for improvement and change. He says that everyone must not only be on board for the change that is happening, but they must also maintain a positive, motivate, and outright tireless effort to make education better. He defines his movement by terms like confidence, respect, integrity, and competence. He knows that change is possible, yet it becomes muddled with so many different problems to face including some of the difficulties Fullan doesn’t address, like population dynamics. There is no immediate cure for any of these problems. They must be dealt with day by day, effort by effort, but at least there is hope in solidarity and shared meaning.
The first and possibly most important aspect of Fullan’s argument is that change is met with ambivalence and uncertainty more often than not. It is the fear of the unknown that keeps us from challenging ourselves and others. One mechanism to overcome this initial wariness is the clear and supported explanation of the meaning behind changes. Teachers and administrators need to know exactly what they are doing and they all have to be on the same page. Without these initial conditions, it is hard for any real progress to take place. Superficial transformations may occur over the short term, but long lasting effects require everyone involved to have a stake in the shared meaning behind any and every movement.
However, in defense of teachers, there a dozens of new and improved methods for learning and teaching that come out every year and educators are forced to endure the latest trends as if they were all perfectly formulated plans that had past the test of time over and over again. The unfortunate outcome is that whenever teachers encounter a new concept or idea, they are initially suspect of this foreign entity, especially when it is not their own brainchild. This of course leads directly to the fact that teachers aren’t actually afraid of change, but rather, they are unwilling or unable to accept any questioning or criticism of their style and judgment. I believe this is a prevalent problem that not only prevents the adoption of solid reform, but also creates educational communities in which the individuals are divided by their unwillingness to endure the self-exposure of intercollegiate input. The major difficulty with this train of thought is that it is highly reflexive. Teachers like to run their classrooms the way they want to and if no one challenges them, then they don’t have to change. Everyone moves quietly along without stepping on each other’s toes.
The obvious detriment in this egoistic environment is to the students. Fullan says that teachers have no chance of becoming better educators, “unless each and every teacher is learning every day.” (p.153) This refers to both academic and social learning. As much as reading articles and books on education can help generate ideas for teachers, we as teachers, already know that the best way to learn and grow is through experience, especially shared experience. When we teach others, we learn ourselves and in doing so create a mutual relationship where both sides benefit. If teachers do not work with their peers, or connect with the growing bodies of literature and science that are redefining the ways we understand education, even the best will fall prey to repetitious, outdated, and uninspired methodologies.
The fact is, there is a dearth of great teachers in this country. It is a problem that we have been dealing with for a long time. “After years of worrying about issues like school funding levels, class size, and curriculum design, many reformers have come to the conclusion that nothing matters more than finding people with the potential to be great teachers.” (Most Likely to Succeed: Malcom Gladwell The New Yorker, December 15, 2008) This is exactly what we need. Bad teachers will sink their students; good teachers will keep them afloat. We need great teachers to make our students soar.
However, as much as we promote our love and perusal of knowledge, many countries, including our own, do not value education as highly as they should. Great teaching and great teachers do not work a nine to five. They work all day teaching, disciplining, and organizing afterschool activities. When the bell rings they coach the sports teams and chaperone dances. They attend student concerts and plays. They sink their disposable income into books and technologies that will better their students’ lives. Their compensation is less than satisfactory and less than appealing for the highly educated and motivated graduates coming out of this countries top universities. The consequence of these conditions often lead to large numbers of unqualified teachers within school systems as well as strikes and campaigns like Work to Rule, that challenge our lack of true commitment to the incalculable benefits of education. The Work to Rule campaign, which has been a popular form of protest in school district in Ontario over the last decade, functions by adhering to the exact stipulations of teacher contracts. Teachers arrive and leave work at the precisely the time it starts and ends. They do not coach sports, or do any extra curricular activities. They only work during there free periods at school and do not spend any time after they leave the building on their jobs.
In the New Meaning of Educational Change Fullan clearly states that great teachers and progressive education systems are not only the result of support from administrations and governments, but also the sound interaction of colleagues. Teachers function on extremely high levels, constantly answering questions, explaining lessons, and planning the next move. They cannot be expected to survive in classrooms by themselves and when they are, they fail. The tragedy is that many teachers prefer this failure to the choice of working with their peers to better their educational techniques. Elizabeth Campbell in her work concerning negative and unethical behavior in teaching communities discovers that they often treat colleagues, “with a kind of unquestioned loyalty, group solidarity, and an essential belief that teachers as professionals should not interfere in the business of other teachers, criticize them or their practices, or expose their possibly negligent or harmful behavior even at the expense of students’ well being.” (The New Meaning of Educational Change, Fullan). In these instances mutual respect provides an easy escape from engagement, crippling the ability of teachers to learn and develop.
However, teachers are one of three major parts of the system that Fullan addresses. There are of course bureaucrats, administrators, and government officials and policies that have a tremendous effect on how this country proceeds towards its goal. The author promotes a strong set of beliefs that reveal change is impossible unless everyone has an understanding of the cause and the procedure. Everyone must be involved on multiple levels. If a teacher stays only in the classroom, it’s no good. If an administrator works in his office all day, how can he make reform happen based on the individual experience of the community he or she is working in. They must connect with teachers and parents and forge lasting relationships between all partnerships so that change can plant it’s roots. Change can happen quickly, Fullan says sometimes even in the span of a few years, but in these instances, the groundwork is clearly laid, supported, and executed by educators that move ahead together.
…..
Although there is a lot of work to be done on all levels, I believe that Fullan addresses almost all of the problems today’s educational system faces and also offers several areas for improvement and change. He says that everyone must not only be on board for the change that is happening, but they must also maintain a positive, motivate, and outright tireless effort to make education better. He defines his movement by terms like confidence, respect, integrity, and competence. He knows that change is possible, yet it becomes muddled with so many different problems to face including some of the difficulties Fullan doesn’t address, like population dynamics. There is no immediate cure for any of these problems. They must be dealt with day by day, effort by effort, but at least there is hope in solidarity and shared meaning.
November 21, 2008
This books would be boring for most people. Since I'm in a class on curricular change, it was interesting (but not facinating) to me. I think I've decided that change is too difficult. There is too much inertia in the school system and I'm not very good a being a pioneer. Michael Fullan is certainly the head guru of change in education. I can't believe he's been studying this stuff for the past 20+ years!
January 9, 2021
An excellent book by Fullan whose wealth of experience makes him worth reading. His basic thesis is that change at the school and system level can only really take place when teachers and school leaders work collaboratively together on instructional practice, raising the professional capacity of the team rather than just the individual. He draws on a wide range of research and is a major contributor to the area of systemic improvement. Very helpful for a school leader thinking about the right approach to student learning improvement.
April 4, 2018
I agree with points made about the need for quality and sustained professional development and the need for capacity building. However, this text has removed itself from any political context and negates to reflect on the need for professionals and leaders to work together to proactively articulate the need for activism in the face of deliberate attacks on education by a neo liberal agenda. Accepting the status quo may mean collusion?
July 11, 2020
Fullan's analysis of educational change is in-depth and incredibly dense. I found myself frequently rereading paragraphs and sentences. But there is important insight and lesson and his views are supported by robust research.
July 11, 2020
Fullan's analysis of educational change is in-depth and incredibly dense. I found myself frequently rereading paragraphs and sentences. But there is important insight and lesson and his views are supported by robust research.
December 22, 2021
The book dissects and categorizes all aspects of educational leadership.
However, it is painful to read. One of the books on the subject of educational leadership that I found to be boring to read.
However, it is painful to read. One of the books on the subject of educational leadership that I found to be boring to read.
September 14, 2011
This is DENSE reading material. Luckily my classmates and I are taking it chapter by chapter for discussion and explanation.
May 3, 2012
A lot of solid, useful material but too broad. It would have been better done as a handbook on Educational Change.
December 30, 2014
Shows how difficult it is to change education (for the better).
November 22, 2020
Great presenter
Displaying 1 - 11 of 11 reviews