2. Michael G Fullan Michael Fullan is Professor Emeritus of the Ontario Institute for Studies in Education of the University of Toronto. Recognized as a worldwide authority on educational reform, Michael is engaged in training, consulting, and evaluating change projects around the world and his books have been published in many languages. An innovator and leader in teacher education. He participates as researcher, consultant, trainer, and policy advisor on a wide range of educational change projects with school systems, teachers' federations, research and development institutes, and government agencies in Canada and internationally. www.michaelfullan.ca

3. He has published widely on the topic of educational change.

4. Teaching is at its core a moral profession To have any chance of making teaching a noble and effective profession, teachers must combine Mantle of moral purpose and Skills of change agentry To have any chance of making teaching a noble and effective profession, teachers must combine Mantle of moral purpose and Skills of change agentry Redesigning schools 4 core capacities for building greater change capacity Society’s missed opportunity Key images for teacher preparation A new profession Why TEACHERS must become CHANGE agents Inquiring Mastery Collaboration Organizational structures, norms and practices of inquiry Development of increased reper - toires of skills and know how among organisational members Collaborative work structures Why? Who? Why? Who? Persistent questioning Life-long learning Persistent questioning Life-long learning Behave (not just think) = deeper understanding Ceiling Start? What happens along the way? Tools and strategies The teacher of the future must be equally at home in the classroom and in working with others to bring about continuous improvements. *Teacher education today? *University of Toronto: 10 points for best faculty of education in the country Pilot project at the University of Toronto: redesigning the entire teacher preparation program 6 proposed points 12 guidelines *Systems don’t change by themselves *Actions of individuals and small groups working on new concepts produce breakthroughs. *The new paradigm for teacher professionalism synthesizes the forces of moral purpose and change agentry. Personal vision building Individual Shared vision building Institutional

5. To have any chance of making teaching a noble and effective profession, teachers must combine Mantle of moral purpose and Skills of change agentry To have any chance of making teaching a noble and effective profession, teachers must combine Mantle of moral purpose and Skills of change agentry Theme Moral purpose – making a difference – concerns bringing about improvements. Moral purpose keeps teachers close to the needs of children and youth. Change agentry causes them to develop better strategies for accomplishing their moral goals. Those skilled in change appreciate its volatile character and seek ideas for coping and influencing change towards some desired end.

6. 4 core capacities for building greater change capacity Personal vision building Inquiring Mastery Collaboration To break the status, we need a new conception of teachers professionalism that integrates moral purpose and change agentry – one that works simultaneously on individual and institutional development. Personal vision comes from within. It gives meaning to work. It exists independently form the organisation. Once it gets going, it is not as private as it sounds. Especially in a moral occupations like teaching, the more one takes the risk to express personal purpose, the more kindred spirits one will find. Personal purpose is the route to organisational change. Persistent questioning Inquiring is the engine of vitality and self- renewal. Information and ideas in the environment fuels personal purpose. Teachers as change agents are career long learners. People behave their way into new visions and ideas – not just think their way into them. Mastery means a deeper understanding. Beyond exposure to new ideas, we have to know where they fit, and we have to become skilled in them, not just like them. There is a ceiling effect to how much we can learn if we keep to ourselves. The ability to collaborate on both a small- and large-scale is becoming one of the core requisites of postmodern society.

7. Society’s missed opportunity Currently, teacher education is not geared towards continuous learning. Teacher education has the honor of being the worst problem and the best solution in education. Kramer visited 14 colleges around the US and concludes : Everything needs to know about how to teach could be learned by intelligent people in a single summer of well planned instruction. She found plenty of examples of moral purpose – caring people, committed to social equality. She found that there was a missing emphasis on knowledge and understanding. Teacher education institutions themselves must take responsibility for their current reputation as laggards rather than leaders of educational reform. University of Toronto – major reform effort in 1988 Partnership with schools (90 lectures and 1100 students) Starting paper: Faculties of Education should not advocate things for teachers of schools that the are not capable of practicing themselves. 10 points

8. Key images for teacher preparation 1. Working with all students in an equitable effective and caring manner by respecting diversity in relation to ethnicity, race, gender and special needs of each learner 4. initiating, valuing and practicing collaboration and partnerships with students, colleagues, parents, community, government, and social and business agencies. 2. Being active learners who continuously seek, assess, apply, and communicate knowledge as reflective practitioners throughout their careers 5. Appreciation and practicing the principles, ethics, and legal responsibilities of teaching as a profession. 3. Developing and applying knowledge of curriculum, instruction, principles of learning and evaluation needed to implement and monitor effective and evolving programs for all learners. 6. Developing a personal philosophy of teaching which is informed by and contributes to the organizational community, societal and global contexts of education 6 points Preparatory programs should prepare their students for a “real world” which they must understand and seek to change if as persons and professionals they are to grow, not only to survive.