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Why Teachers Must Become Change Agents Michael Fullan Dr. Karen Burke, CSJ Western Connecticut State University 1.

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Presentation on theme: "Why Teachers Must Become Change Agents Michael Fullan Dr. Karen Burke, CSJ Western Connecticut State University 1."— Presentation transcript:

1 Why Teachers Must Become Change Agents Michael Fullan Dr. Karen Burke, CSJ Western Connecticut State University 1

2 Personal Reflection Why did you become a educator? Why did you become a educator? Why do you remain in education? Why do you remain in education? 2

3 To Make A Difference in the Lives of Students 3

4 Fullan’s Theme To make teaching a noble and effective profession teachers must combine the mantle of moral purpose with the skills of change agentry. To make teaching a noble and effective profession teachers must combine the mantle of moral purpose with the skills of change agentry. 4

5 Four Core Capacities for Building Greater Change Capacity Personal Vision-Building Personal Vision-Building Inquiry Inquiry Mastery Mastery Collaboration Collaboration 5

6 Personal Vision-Building Examining and re-examining why we came into teaching. Examining and re-examining why we came into teaching. What difference am I trying to make personally? What difference am I trying to make personally? Creating a vision forces us to take a stand for a preferred future. Creating a vision forces us to take a stand for a preferred future. Alternative Assignment: Write your own vision statement for you as an educator. Alternative Assignment: Write your own vision statement for you as an educator. 6

7 Inquiry “The essential activity for keeping our paradigm current is persistent questioning.” “The essential activity for keeping our paradigm current is persistent questioning.” Life-long learners Life-long learners Career-long learners Career-long learners Fueled by information and ideas in the environment. Fueled by information and ideas in the environment. 7

8 Mastery Expertise is central to successful change. Expertise is central to successful change. Strong initial teacher education Strong initial teacher education Career-long staff development Career-long staff development Not just exposed to new ideas but skilled in them! Not just exposed to new ideas but skilled in them! 8

9 Collaboration There is a ceiling effect to how much we can learn if we keep it to ourselves. There is a ceiling effect to how much we can learn if we keep it to ourselves. Work together Work together Join forces Join forces Team up Team up Work in partnership Work in partnership Pool resources Pool resources Act as a team Act as a team Cooperate with each other Cooperate with each other 9


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