Leadership & Leadership & SustainabilitySustainability

System Thinkers in ActionSystem Thinkers in Action

By Michael FullanBy Michael Fullan

SustainabilitySustainability

““The capacity of a system to engage in the The capacity of a system to engage in the complexities of continuous improvement complexities of continuous improvement consistent with deep values of human consistent with deep values of human purpose.” (Fullan 2005, p. ix)purpose.” (Fullan 2005, p. ix)

““It does not simply mean whether something It does not simply mean whether something will last. It addresses how particular initiatives will last. It addresses how particular initiatives can be developed without compromising the can be developed without compromising the development of others in the surrounding development of others in the surrounding environment now and in the future.” environment now and in the future.” (Hargreaves & Fink, 2000, p. 30)(Hargreaves & Fink, 2000, p. 30)

Chapter 1 Chapter 1 The Starting Point The Starting Point

Where are we in large-scale reform? Where are we in large-scale reform? According to Fullan, we are not nearly According to Fullan, we are not nearly there yet.there yet.

Apparent success: Nearly all success Apparent success: Nearly all success stories involve improvements in literacy stories involve improvements in literacy and numeracy at the elementary level and numeracy at the elementary level with a slight closing of the gap between with a slight closing of the gap between high- and low-performing schools. high- and low-performing schools.

National Literacy and National Literacy and Numeracy Strategies,Numeracy Strategies,

(NLNS) England(NLNS) England The most celebrated case of national large-scale school The most celebrated case of national large-scale school

reform initiating improvement in literacy and reform initiating improvement in literacy and numeracy.numeracy.

Used a combination of “accountability & capacity Used a combination of “accountability & capacity building” to mobilize leadership for literacy and building” to mobilize leadership for literacy and mathematics.mathematics.

Leadership roles established at the school, district, Leadership roles established at the school, district, regional and national levels. These roles were later regional and national levels. These roles were later supplemented by direct professional development for supplemented by direct professional development for school principals and initial teacher education. school principals and initial teacher education. Leadership was central to success. Leadership was central to success.

Capacity building involved the development of Capacity building involved the development of collective ability - dispositions, skills, knowledge, collective ability - dispositions, skills, knowledge, motivation and resources - acting together to bring motivation and resources - acting together to bring about positive change.about positive change.

Results of NLNSResults of NLNS

Impressive results in two stories: Impressive results in two stories: 11stst: Within a 4 year period (1997-2000), literacy : Within a 4 year period (1997-2000), literacy

and math proficiency increased from over 60% to and math proficiency increased from over 60% to nearly 75% in 20,000 schools. nearly 75% in 20,000 schools.

22ndnd: Performance plateaued in 2000, well below : Performance plateaued in 2000, well below acceptable levels and has remained as such for 3 acceptable levels and has remained as such for 3 years although strategy has become more years although strategy has become more sophisticated.sophisticated.

Even the good results were not sustainable and Even the good results were not sustainable and there was no indication that “deep learning” had there was no indication that “deep learning” had occurred even though the number of students occurred even though the number of students who learned to proficiently read and numerate who learned to proficiently read and numerate increased. increased.

““Deep Learning”Deep Learning”as defined by Guy Claxtonas defined by Guy Claxton

Four aspects:Four aspects: Resilience – ability to lock onto learning and to Resilience – ability to lock onto learning and to

resist distractions either from outside or within.resist distractions either from outside or within. Resourcefulness – ability to draw on a wide range Resourcefulness – ability to draw on a wide range

of learning methods and strategies as of learning methods and strategies as appropriate.appropriate.

Reflectivity – to think profitably about learning Reflectivity – to think profitably about learning and themselves as learners.and themselves as learners.

Reciprocity – making use of relationships in the Reciprocity – making use of relationships in the most productive, enjoyable and responsible way. most productive, enjoyable and responsible way.

Guy Claxton (2002 - Building Learning Power)Guy Claxton (2002 - Building Learning Power)

Deeper Learning NeededDeeper Learning NeededBereiter (2002)Bereiter (2002)

Bereiter argues Bereiter argues that what school that what school reform needs is far reform needs is far deeper learning for deeper learning for both students and both students and teachers as deep teachers as deep learning is one of learning is one of the eight elements the eight elements of …of …

Sustainability.Sustainability.

Other reasons for failureOther reasons for failurein school reform…in school reform…

Critics such as Bereiter (2002) and Barber (2002) Critics such as Bereiter (2002) and Barber (2002) argue that reform strategies are heavily, centrally argue that reform strategies are heavily, centrally directed at the district or state levels. directed at the district or state levels.

They also argue that centrally driven reforms can They also argue that centrally driven reforms can be a necessary first start measure when be a necessary first start measure when performance is seriously unacceptable but can performance is seriously unacceptable but can never carry sustainability. never carry sustainability.

Barber argues that some conditions for reform Barber argues that some conditions for reform can be “knowledge poor” to “knowledge rich” can be “knowledge poor” to “knowledge rich” meaning quality knowledge is not being meaning quality knowledge is not being generated and assessed on an ongoing basis.generated and assessed on an ongoing basis.

Chapter 2 Chapter 2 The Intriguing Nature of The Intriguing Nature of

SustainabilitySustainability In order to achieve large-scale reform, In order to achieve large-scale reform,

we must first look toward the concept we must first look toward the concept of sustainability and strategies of sustainability and strategies essential for whole-system capacity essential for whole-system capacity building on an ongoing basis.building on an ongoing basis.

Solutions must be theoretical and Solutions must be theoretical and practical to people working on the real practical to people working on the real problem of transforming real systems. problem of transforming real systems.

Understanding Sustainability: Understanding Sustainability: Eight ElementsEight Elements

Public service with a Public service with a moral purposemoral purpose

Commitment to Commitment to changing context at all changing context at all levelslevels

Lateral capacity building Lateral capacity building through networksthrough networks

Intelligent accountability Intelligent accountability and vertical relationships and vertical relationships – encompassing capacity – encompassing capacity building and building and accountabilityaccountability

Deep learningDeep learning Dual commitment Dual commitment

to short-term and to short-term and long-term resultslong-term results

Cyclical energizingCyclical energizing The long lever of The long lever of

leadershipleadership

1 – Public Service With A1 – Public Service With AMoral PurposeMoral Purpose

Moral purpose must transcend the Moral purpose must transcend the individual to become an organization and individual to become an organization and system quality in which collectivities are system quality in which collectivities are committed to three aspects of moral committed to three aspects of moral purpose: purpose:

Raising the bar and closing the gap of student learning; treating people with Raising the bar and closing the gap of student learning; treating people with demanding respect; and altering the social environment for the better. demanding respect; and altering the social environment for the better.

The eight elements of sustainability, when The eight elements of sustainability, when pursued in combination, compel all levels of pursued in combination, compel all levels of the system to take moral purpose seriously.the system to take moral purpose seriously.

Commitment To Changing Commitment To Changing Context At All LevelsContext At All Levels

We must invest in and develop institutions which We must invest in and develop institutions which are “learning systems” - systems capable of are “learning systems” - systems capable of bringing about their own continuing bringing about their own continuing transformation.transformation.

Embedding high expectations and performance Embedding high expectations and performance permanently in the workings of public service permanently in the workings of public service organizations means changing “whole systems”, organizations means changing “whole systems”, often radically, and equipping them to adapt often radically, and equipping them to adapt more effectively to ongoing change.more effectively to ongoing change.

Changing whole systems means changing the Changing whole systems means changing the entire context – the structure and cultures - entire context – the structure and cultures - within which one works. within which one works.

Lateral Capacity BuildingLateral Capacity BuildingThrough NetworksThrough Networks

Capacity building through collaboration with Capacity building through collaboration with peers is a powerful element to the system. peers is a powerful element to the system.

Collaboration rather than competition promotes Collaboration rather than competition promotes motivation that will transform learning motivation that will transform learning experiences for students, teachers and school experiences for students, teachers and school leaders. It also promotes turning good ideas into leaders. It also promotes turning good ideas into focused implementation.focused implementation.

By increasing the amount of purposeful By increasing the amount of purposeful interaction and infusing it with the checks and interaction and infusing it with the checks and balances of quality knowledge, self-organizing balances of quality knowledge, self-organizing patterns (desireable outcomes) will accrue. patterns (desireable outcomes) will accrue.

Intelligent Accountability Intelligent Accountability and and

Vertical RelationshipsVertical Relationships Sustainable societies must solve the change problem of Sustainable societies must solve the change problem of

how to get both local ownership and external how to get both local ownership and external accountability and get this into the entire system. accountability and get this into the entire system.

As communities interact around given problems, they As communities interact around given problems, they generate better practices, shared commitment and generate better practices, shared commitment and accountability to peers. accountability to peers.

Vertical relationships (state/district, district/school) Vertical relationships (state/district, district/school) must also be strengthened. must also be strengthened.

The entire system must be involved in a codependent The entire system must be involved in a codependent partnership, being open to addressing problems as they partnership, being open to addressing problems as they arise and to eliminate the negative effects of overload, arise and to eliminate the negative effects of overload, multiple innovations, and fragmentation or lack of multiple innovations, and fragmentation or lack of coherence.coherence.

Deep LearningDeep Learning

Sustainability requires continuous improvement, Sustainability requires continuous improvement, adaptation, and collective problem solving in the adaptation, and collective problem solving in the face of complex challenges that keep arising. face of complex challenges that keep arising.

Adaptive work demands learning, experimentation Adaptive work demands learning, experimentation and difficult conversations. Species evolve where and difficult conversations. Species evolve where cultures learn. cultures learn.

Deep learning requires extinguishing fears, setting Deep learning requires extinguishing fears, setting up a system of transparent data-gathering coupled up a system of transparent data-gathering coupled with mechanisms for acting on the data, and with mechanisms for acting on the data, and making sure all levels of the system are expected to making sure all levels of the system are expected to learn from their experiences. learn from their experiences.

Dual Commitment To Short-Dual Commitment To Short-TermTerm

And Long-Term ResultsAnd Long-Term Results In today’s knowledge base, there is no excuse In today’s knowledge base, there is no excuse

for failing to design and implement strategies for failing to design and implement strategies that get short-term results which are necessary that get short-term results which are necessary to build morale and trust for longer-term to build morale and trust for longer-term investments.investments.

It is necessary to set attainable goals, take It is necessary to set attainable goals, take action to obtain early results, and intervene in action to obtain early results, and intervene in situations of terrible performance while situations of terrible performance while investing in the eight sustainability capacity-investing in the eight sustainability capacity-building elements. building elements.

Over time, the system gets stronger and fewer Over time, the system gets stronger and fewer severe problems occur as they are preempted severe problems occur as they are preempted by corrective action sooner rather than later.by corrective action sooner rather than later.

Cyclical EnergizingCyclical Energizing

Sustainability is cyclical for two fundamental Sustainability is cyclical for two fundamental reasons: energy and periodic plateaus. reasons: energy and periodic plateaus. Energy is the fundamental currency of high Energy is the fundamental currency of high

performance and finds its sources in physical, performance and finds its sources in physical, emotional, mental and spiritual. In essence, these emotional, mental and spiritual. In essence, these sources must be fostered in order to maintain desired sources must be fostered in order to maintain desired levels. levels.

Periodic plateaus or “leveling off” are inherent in any Periodic plateaus or “leveling off” are inherent in any innovative measures where a lot of energy is used to innovative measures where a lot of energy is used to maintain the same higher-level performance. maintain the same higher-level performance. Additional time and ingenuity are required for the next Additional time and ingenuity are required for the next adaptive breakthrough. adaptive breakthrough.

The Long Lever The Long Lever Of LeadershipOf Leadership

Leadership at all levels must be the Leadership at all levels must be the primary engine if a system is to be primary engine if a system is to be mobilized in the direction of mobilized in the direction of sustainability. sustainability.

Leaders must help put into place the Leaders must help put into place the eight elements of sustainability, all eight elements of sustainability, all working together simultaneously. working together simultaneously.

Chapter 3 Chapter 3 Leadership To The ForeLeadership To The Fore

What kind of leadership is needed for What kind of leadership is needed for sustainability? Leaders who are sustainability? Leaders who are explicitly cognizant of and committed to explicitly cognizant of and committed to pursuing in practice the implementation pursuing in practice the implementation of the eight elements of sustainability. of the eight elements of sustainability.

Leaders must be system thinkers in Leaders must be system thinkers in order to change systems on an ongoing order to change systems on an ongoing basis. basis.

Leadership – Leadership – Where Are We Now?Where Are We Now?

Leadership is the key to reform.Leadership is the key to reform. Our society tends to seek a “savior” in leaders; Our society tends to seek a “savior” in leaders;

one who can miraculously “right the ship”. one who can miraculously “right the ship”. Fullan argues that there are very few leaders in Fullan argues that there are very few leaders in

any sector who actually work on developing any sector who actually work on developing leaders beyond themselves. leaders beyond themselves.

The main mark of an effective principal is not The main mark of an effective principal is not just his or her impact on the bottom line of just his or her impact on the bottom line of student achievement, but also on how many student achievement, but also on how many leaders he or she leaves behind who can go leaders he or she leaves behind who can go even further. even further.

Continuity Of DirectionContinuity Of Direction

Sustainability is linked to continuity of deepening direction Sustainability is linked to continuity of deepening direction over time. over time.

Leaders must have a dual focus on performance and Leaders must have a dual focus on performance and development of leadership in others. development of leadership in others.

There are too few leaders who are working to develop There are too few leaders who are working to develop leadership in others and in education where there is a high leadership in others and in education where there is a high turnover of teachers. This situation is disastrous as it turnover of teachers. This situation is disastrous as it creates a discontinuity of direction. creates a discontinuity of direction.

Sustainable leadership maintains improvement from one Sustainable leadership maintains improvement from one leader to the next and spreads across many leaders and leader to the next and spreads across many leaders and schools in a district. schools in a district.

Evidence suggests that principal succession today is not an Evidence suggests that principal succession today is not an episodic crisis but a chronic process. Its suddenness and episodic crisis but a chronic process. Its suddenness and frequency cripple most improvement efforts, and its frequency cripple most improvement efforts, and its predictable regularity creates longer-term staff cynicism predictable regularity creates longer-term staff cynicism about any and all attempts at change. about any and all attempts at change.

What Leaders Can DoWhat Leaders Can Do

Individual sustainability concerns the ability to keep on Individual sustainability concerns the ability to keep on going without burning out. going without burning out.

The key to this problem is cyclical energizing where The key to this problem is cyclical energizing where leaders seek sources and situations that push the leaders seek sources and situations that push the limits of their energy and engagement, coupled with limits of their energy and engagement, coupled with rituals or periodic breaks that are energy recovering. rituals or periodic breaks that are energy recovering.

Not only does energy affect the individual leader, it Not only does energy affect the individual leader, it also has far-reaching consequences for those with also has far-reaching consequences for those with whom they work. whom they work. ““Leaders are the stewards of organizational energy…. They Leaders are the stewards of organizational energy…. They

inspire or demoralize others first by how effectively they inspire or demoralize others first by how effectively they manage their own energy and next by how well they mobilize, manage their own energy and next by how well they mobilize, focus, invest and renew the collective energy of those they focus, invest and renew the collective energy of those they lead. (Fullan, p. 35).lead. (Fullan, p. 35).

Energy CreatorsEnergy Creators

Are enthusiastic and always positiveAre enthusiastic and always positive Use critical thinking, creativity, and Use critical thinking, creativity, and

imaginationimagination Stimulate and spark othersStimulate and spark others Practice leadership at all levelsPractice leadership at all levels Are able and willing to scrutinize their Are able and willing to scrutinize their

practice and willing to make their practice practice and willing to make their practice accessible to othersaccessible to others

Wish to improve on their previous bestWish to improve on their previous best

Energy NeutralsEnergy Neutrals

Competent, sound practitionersCompetent, sound practitioners Willing to address the taskWilling to address the task Good at maintenanceGood at maintenance Sometimes uncomfortable accepting Sometimes uncomfortable accepting

examination of their practice by othersexamination of their practice by others Capable of improving on their previous Capable of improving on their previous

bestbest

Energy Consumers Tend ToEnergy Consumers Tend To

Have a negative view of the worldHave a negative view of the world Resent change and practice blocking Resent change and practice blocking

strategiesstrategies Use other people’s time excessivelyUse other people’s time excessively Not feel good about themselvesNot feel good about themselves Be unable and unwilling to critically examine Be unable and unwilling to critically examine

their teaching practicetheir teaching practice Appear not to want to improve on their Appear not to want to improve on their

personal bestpersonal best

Energy CreatorsEnergy Creators

The goal of all would-be leaders is to become The goal of all would-be leaders is to become more like “energy creators” and to be aware more like “energy creators” and to be aware of how they can cultivate energy creation in of how they can cultivate energy creation in other leaders they are in a position to mentor. other leaders they are in a position to mentor.

Sources of energy creation: moral purpose, Sources of energy creation: moral purpose, emotional intelligence, quality relationships, emotional intelligence, quality relationships, quality knowledge, physical well-being – all quality knowledge, physical well-being – all mobilized to engage the mind and heart in mobilized to engage the mind and heart in attempting to solve complex adaptive attempting to solve complex adaptive challenges. challenges.

What Systems Can DoWhat Systems Can Do

The key to changing systems is to produce greater The key to changing systems is to produce greater numbers of “system thinkers”. numbers of “system thinkers”.

As more and more leaders become system thinkers, As more and more leaders become system thinkers, they will gravitate toward strategies that alter they will gravitate toward strategies that alter people’s mental awareness of the system as a whole, people’s mental awareness of the system as a whole, thereby contributing to altering the system itself. thereby contributing to altering the system itself.

Fullan does not believe that we have made any Fullan does not believe that we have made any progress at all in actually promoting systems thinking progress at all in actually promoting systems thinking since Peter Senge (1990) first raised the issue. since Peter Senge (1990) first raised the issue.

The discipline of systems thinking provides a different The discipline of systems thinking provides a different way of looking at problems and goals – not as isolated way of looking at problems and goals – not as isolated events but as components of larger structures. events but as components of larger structures.

Systems Thinking In Systems Thinking In PracticePractice

The key to sustainability.The key to sustainability. But how do we go about promoting But how do we go about promoting

it?it?

Chapter 4 Chapter 4 The New Work Of LeadersThe New Work Of Leaders

This work entails leaders immersing themselves This work entails leaders immersing themselves in the eight elements of sustainability as in the eight elements of sustainability as mentioned earlier.mentioned earlier.

Technical and adaptive solutions: Technical and adaptive solutions: Technical solutions involve solving problems that can Technical solutions involve solving problems that can

be addressed through current knowledge or know-how. be addressed through current knowledge or know-how. Example: moving literacy scores up as demonstrated Example: moving literacy scores up as demonstrated in England in the NLNS.in England in the NLNS.

Adaptive challenges concern problems whose solutions Adaptive challenges concern problems whose solutions are not known. Example: moving beyond the plateau are not known. Example: moving beyond the plateau as also demonstrated in England in the NLNS. as also demonstrated in England in the NLNS.

Heifetz’s (2004) Properties OfHeifetz’s (2004) Properties OfAn Adaptive ChallengeAn Adaptive Challenge

The challenge consists of a gap between The challenge consists of a gap between aspiration and reality, demanding a aspiration and reality, demanding a response outside our current repertoire.response outside our current repertoire.

Adaptive work to narrow the gap requires Adaptive work to narrow the gap requires difficult learning.difficult learning.

The people with the problem are the The people with the problem are the problem, and they are the solution.problem, and they are the solution.

Adaptive work generates disequilibrium Adaptive work generates disequilibrium and avoidance.and avoidance.

Addressing Adaptive Addressing Adaptive ChallengesChallenges

Requires complex learning in politically Requires complex learning in politically contentious situations where there are many contentious situations where there are many inertial forces pulling us back to the status quo or inertial forces pulling us back to the status quo or keeping us from persisting in addressing the keeping us from persisting in addressing the challenge. challenge.

Entails progressive interactions that move the Entails progressive interactions that move the organization forward and regressive interactions organization forward and regressive interactions that slow things down or make them worse. that slow things down or make them worse.

Conditions and human nature in complex times Conditions and human nature in complex times favor regressive actions – a regression toward favor regressive actions – a regression toward simpler earlier-learned behaviors in times of simpler earlier-learned behaviors in times of stress. stress.

Progressive InteractionsProgressive Interactions

Find value in certain kinds of conflict and deal Find value in certain kinds of conflict and deal with it productively with it productively

Provide feedback that is conducive to learningProvide feedback that is conducive to learning Access good knowledge on an ongoing basisAccess good knowledge on an ongoing basis Make people feel committedMake people feel committed Generate patterns of cumulative coherenceGenerate patterns of cumulative coherence Help people focus collectivelyHelp people focus collectively Are reflective-action oriented (strong on doing)Are reflective-action oriented (strong on doing) Give people experiences outside themselves Give people experiences outside themselves

that foster system thinkers in actionthat foster system thinkers in action

Chapter 5 Chapter 5 Leadership At The School LevelLeadership At The School Level Involves how the principal relates to the Involves how the principal relates to the

teachers, students, parents and the teachers, students, parents and the community and to other schools within community and to other schools within and beyond the district. and beyond the district.

Leaders’ work is a mixture of technical Leaders’ work is a mixture of technical and adaptive issues: raising and and adaptive issues: raising and enhancing student achievement and enhancing student achievement and changing the system into a professional changing the system into a professional learning community. learning community.

Chapter 6 Chapter 6 Leadership At The District Leadership At The District

LevelLevel Each level above the leader helps or Each level above the leader helps or

hinders when it comes to sustainability. hinders when it comes to sustainability. As the teacher is affected by the culture As the teacher is affected by the culture

of the school, the school is affected by of the school, the school is affected by the culture of the district or the region. the culture of the district or the region.

The district role can foster continuous The district role can foster continuous improvement of schools or it can harm improvement of schools or it can harm continuity through neglect or misguided continuity through neglect or misguided policy actions. policy actions.

Site-based Management AndSite-based Management AndDistrict StructuresDistrict Structures

Benefits of site-based management: Benefits of site-based management: greater empowerment at the school level greater empowerment at the school level more control over the budgetmore control over the budget acceptance of accountabilityacceptance of accountability

Essentials of district structures: Essentials of district structures: agency is responsible for helping develop capacity agency is responsible for helping develop capacity

for continuous improvement and for intervening for continuous improvement and for intervening when performance is lowwhen performance is low

agency is responsible for encouraging lateral sharing agency is responsible for encouraging lateral sharing and capacity building which are fundamental for and capacity building which are fundamental for sustainability sustainability

Chapter 7 Chapter 7 Leadership At The System Leadership At The System

LevelLevel If the key to the future success is the If the key to the future success is the

increase of system thinking in action, increase of system thinking in action, system leaders have a dual role: system leaders have a dual role: To make system coherence more and To make system coherence more and

more evident and accessiblemore evident and accessible To foster interactions – horizontally and To foster interactions – horizontally and

vertically – that promote system vertically – that promote system thinking in others thinking in others

The Problem OfThe Problem OfSystem LeadershipSystem Leadership

Two competing strategies: Two competing strategies: Networking Networking

Strengths in lateral capacity and increments in Strengths in lateral capacity and increments in system thinkingsystem thinking

Weaknesses in converting good ideas into Weaknesses in converting good ideas into sustained actionssustained actions

Intelligent AccountabilityIntelligent Accountability Educational ideas are complexEducational ideas are complex Quality knowledge is a key element of Quality knowledge is a key element of

successful reformsuccessful reform

EpilogueEpilogueIt’s Going To Be HardIt’s Going To Be Hard

The way for paving the road for sustainability is The way for paving the road for sustainability is going to be hard.going to be hard.

There has to be a balanced practice of the eight There has to be a balanced practice of the eight elements of sustainability through leadership.elements of sustainability through leadership.

The number of “progressive interactions” must The number of “progressive interactions” must be increased and the number of “regressive be increased and the number of “regressive interactions” decreased.interactions” decreased. Progressive interactions maximize quality knowledge Progressive interactions maximize quality knowledge

and social cohesion and contain two aspects: and social cohesion and contain two aspects: “process smart” – good exchange of ideas, good “process smart” – good exchange of ideas, good decisions and solutions, farseeing plans – and decisions and solutions, farseeing plans – and “people smart” – interactions that foster “people smart” – interactions that foster cohesiveness and energize people to work together.cohesiveness and energize people to work together.

EpilogueEpilogueContinuedContinued

System or organizational intelligence is hard to System or organizational intelligence is hard to obtain for at least six reasons: obtain for at least six reasons: The five brain backlash – too many voices making things The five brain backlash – too many voices making things

unproductively complicatedunproductively complicated Cognitive oversimplification – the human tendency to Cognitive oversimplification – the human tendency to

oversimplify cognitive processingoversimplify cognitive processing Emotional oversimplification – the equally human Emotional oversimplification – the equally human

tendency to oversimplify emotionstendency to oversimplify emotions Regression in the face of stressRegression in the face of stress The domino effect in which one person’s regressive The domino effect in which one person’s regressive

behavior tips others in the same directionbehavior tips others in the same direction Power advantage – the fact that power figures Power advantage – the fact that power figures

sometimes take advantage of regressive interactionssometimes take advantage of regressive interactions

The Call For The Call For Today’s LeadershipToday’s Leadership

Developmental leaders (system thinkers in action) who Developmental leaders (system thinkers in action) who do not stand back and conduct passive analysis, but do not stand back and conduct passive analysis, but learn to size up situations quickly and intuitively. learn to size up situations quickly and intuitively.

These leaders adopt progressive practices and function These leaders adopt progressive practices and function as role models, facilitators and mentors within a group, as role models, facilitators and mentors within a group, helping to move it toward a progressive culture. helping to move it toward a progressive culture.

The long lever of leadership serves to create a culture The long lever of leadership serves to create a culture of many leaders who inspire each other in the new of many leaders who inspire each other in the new direction and fight against regressive practices. direction and fight against regressive practices.

The new leadership entails seeking lateral and The new leadership entails seeking lateral and horizontal capacity building and cyclical energizing to horizontal capacity building and cyclical energizing to fuel the needs of sustainability.fuel the needs of sustainability.

Sustainability is not a short-term event but a long-term Sustainability is not a short-term event but a long-term process. process.

New LeadershipNew Leadership

Taking on the difficulties of Taking on the difficulties of incorporating and supporting the incorporating and supporting the eight elements of sustainability as eight elements of sustainability as determined by Fullandetermined by Fullan

Motivating people to take on the Motivating people to take on the complexities and anxieties of difficult complexities and anxieties of difficult change change

Michele’s EpilogueMichele’s Epilogue

As the infamous French philosopher Descartes once said, As the infamous French philosopher Descartes once said, “Je pense, donc je suis.” I think, therefore I am.“Je pense, donc je suis.” I think, therefore I am.

As “system thinkers” we think, therefore we are. But As “system thinkers” we think, therefore we are. But what do we think in the call for massive school reform what do we think in the call for massive school reform and do we all think the same? What is it that we really and do we all think the same? What is it that we really are and what is it that we are supposed to be? How do are and what is it that we are supposed to be? How do we do the things we are supposed to do? And how do we do the things we are supposed to do? And how do we continue to foster growth and improvement on an we continue to foster growth and improvement on an ongoing basis? Is it truly possible for national school ongoing basis? Is it truly possible for national school reform to actually happen? reform to actually happen?

Will we ever be truly satisfied with the current state of Will we ever be truly satisfied with the current state of affairs of public education at any given time? I believe affairs of public education at any given time? I believe we will forever be looking to improve education as our we will forever be looking to improve education as our society changes. The keys to leadership are dealing society changes. The keys to leadership are dealing with changing situations in ever-changing societies. with changing situations in ever-changing societies.