As a leader in the field of special education, it is not uncommon to be faced with adversity as you implement change initiatives to impact students with exceptionalities. This challenge may come from a colleague, parent, principal, or even the superintendent. Despite the challenger’s title, you must remain steadfast as an advocate for your students, supporting policy and practice for your change initiative. Although it may be easier to persuade some of your colleagues, it is best that you equip yourself with elements that will develop focus and coherence across complex systems. Fullan and Quinn (2016) identified four elements for whole system improvement that they called the “right drivers” encompassing the Coherence Framework. For this discussion, consider the qualities of an effective leader in implementing whole systems change and how the “right drivers” influence system change within a special education program.
· Review Chapter 1 of the Fullan and Quinn course text, focusing on the four right drivers. Consider how the “right drivers” support leaders in sustaining system change, as seen through the Ontario and California Model.
· Review the Cooper et. al article. Reflect on the teachers’ practices in implementing change within their organization.
· Review Fullan’s article, reflecting on the school leader establishing professional capital and how it impacts whole systems change.
· Review “The Six Secrets of Change” in Fullan’s “Motion Leadership: The Skinny on Becoming Change Savvy.” Reflect on the aspects identified and how focus is placed on teachers, staff, students, and the community as the “right drivers” are embraced to influence change.
A brief summary analyzing each of the right drivers (capacity building, collaboration, pedagogy, and systemness) for whole system change. Consider the following:
· Analyze the inner workings of each component.
· Explain how the right drivers look in practice. Cite evidence from the examples used in the text.
· Discuss how the “right drivers” will influence effective systems change within a special education program.
· Explain the qualities needed for a leader when implementing a whole system change initiative.
Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.
- Chapter 1, “Coherence Making” (pp. 1–16)
Cooper, K. S., Stanulis, R. N., Brondyk, S. K., Hamilton, E. R., Macaluso, M., & Meier, J. A. (2016). The teacher leadership process: Attempting change within embedded systems. Journal of Educational Change, 17(1), 85–113.
The Teacher Leadership Process: Attempting Change within Embedded Systems by Cooper, K.; Stanulis, R.; Brondyk, S.; Hamilton, E.; Macaluso, M.; Meier, J., in Journal of Educational Change, Vol. 17/Issue 1. Copyright 2016 by Kluwer Academic Publishers – Dordrecht. Reprinted by permission of Kluwer Academic Publishers – Dordrecht via the Copyright Clearance Center.
Fullan, M. (2002). The change leader. Educational Leadership. 59(1), 16–20. Retrieved from http://www.ghaea.org/files/IowaCoreCurriculum/Module1/Mod1-FullanChangeLeaderArticle.pdf
The Change by Fullan, M., in Education Leadership, May 2002. Copyright 2002 by Association for Supervision & Curriculum Development. Reprinted by permission of Association for Supervision & Curriculum Development via the Copyright Clearance Center.
Fullan, M. (2016). Amplify change with professional capital. Journal of Staff Development, 37(1), 44-48.
Hargreaves, A, & Ainscow, M. (2015). The top and bottom of leadership and change. Phi Delta Kappan, 97(3), 43-48. doi: 10.1177/0031721715614828
Fullan, M. (2010). Motion leadership: The skinny on becoming change savvy. Retrieved from http://michaelfullan.ca/wp-content/uploads/2016/06/11_TheSkinny_US.compressed.pdf
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