Reforming Reform

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Reforming Reform : 

Reforming Reform What could happen if teachers were centrally implicated in the processes of school reform?

Starting Point : 

Starting Point A system’s underlying values, those that are explicit in the actions of its members, can shed light on why we do what we do. Argyris (1993, 2002) --> a need for clarifying our underlying values in order to ensure that our espoused values are congruent with our values-in-use, in other words, in order to ensure that what we do is in line with what we say we want to do. Point of entry --> examine beliefs about the underlying values of the teacher’s role in the learning process, as they permeate the system, in order to see the effect these beliefs have on policy around educational change processes, such as education reform in Quebec.

What could happen if teachers were centrally implicated in the processes of school reform? : 

What could happen if teachers were centrally implicated in the processes of school reform? If teachers were more central to the processes of educational reform, then would there be less resistance to change initiatives in schools? Eventually, I could follow this with, “what is the effect of recognizing teachers as agents that must be equally involved in the process of educational reform?”, however at the moment there is a need to explore the first question.

Music and Life : 

Music and Life

Are we focusing on the cymbal crash? : 

Are we focusing on the cymbal crash? Teachers as change agents Bezzina (2006)‏ Marriott (2003)‏ So why doesn't change happen? Weiner (1999)‏ Lam (2005)‏ Collinson (2006)‏

On the eve of QEP... 1999 : 

On the eve of QEP... 1999 Whether the promise of this revolution can be fulfilled hinges upon the ability of teachers and the government to transcend a history of conflict and mistrust and build a very different working relationship over the next several years (Weiner, 1999, p.12)‏ Have we revolutionized the education system?

Three thousand teachers came out to demonstrate in the February 2 action, to demand a moratorium on the education reform they have been saddled with for eight years. They affirmed that the reform has only eroded both their own working conditions as well as the learning conditions of students entrusted to them at the elementary and high school levels. Marxist-Leninist Daily, February 19, 2008 - No. 24 http://www.cpcml.ca/Tmld2008/D38024.htm : 

Three thousand teachers came out to demonstrate in the February 2 action, to demand a moratorium on the education reform they have been saddled with for eight years. They affirmed that the reform has only eroded both their own working conditions as well as the learning conditions of students entrusted to them at the elementary and high school levels. Marxist-Leninist Daily, February 19, 2008 - No. 24 http://www.cpcml.ca/Tmld2008/D38024.htm This occured on a Saturday. Teachers are not allowed to strike in Quebec.

After-the-fact consultation : 

After-the-fact consultation

Teacher and student learning: Systemic : 

Teacher and student learning: Systemic Lam (2005)‏ Highly flexible school structure Liberates teachers Sense of control Increased motivation Increased PD (teacher sought) Positive effects extended to students Academic, attitude, skill

...Systemic : 

...Systemic Increase in student learning connected to organizational structure Mulford and Silins (2003)‏ Climate, culture, leadership, locus of control, collegiality, collaboration

Slide 13: 

GODDARD, R., HOY, W. & HOY, A. (2000) Collective teacher efficacy: its meaning, measure, and impact on student achievement, American Educational Research Journal, 37(2), pp. 479–507 '..a one unit increase in collective teacher efficacy is associated with an increase of more than 40% of a standard deviation in student achievement’ (p. 501)‏ HECK, R. (2000) Examining the impact of school quality on school outcomes and improvement: a value-added approach, Educational Administration Quarterly, 36(4), pp. 513–552. School climate connected to increased learner outcome

Importance of the system : 

Importance of the system Observing, understanding, and considering the whole system, its underlying values, and the relationships that are embedded within it are key to effecting authentic, lasting change (Argyris, 1999; Bonner, et al, 2004; Flood, 1990; Jackson, 2001).

Post-modern organizational development : 

Post-modern organizational development Relationship Contextual Narrative-based generation of ideas Dismissal of the notion of objectivity (yup, I went there...)‏ Merging of change theories No one-size-fits-all Cultural significance Bush, 2006; Midgley, 2003; Cummings & Thanem, 2003 Marshak (2003)‏

Reflective Action Research Process : 

Reflective Action Research Process action research cycle is subverted, to place reflection as the entry point. Reflection continues to permeate the whole process, forming the ground, the basis of the action. Rosen, 2005 and 2006

Theory of Action : 

Theory of Action a mechanism through which we can become aware of why we do what we do, the actual values and beliefs behind our actions, and possibly re-align our actions with our values. It helps to connect thought to action Argyris and Schon (1974...2002)‏ Espoused theory – theory we know and admit Theory-in-use – what we actually do, maybe unknown to us

Appreciative Inquiry : 

Appreciative Inquiry AI seeks, fundamentally, to build a constructive union between a whole people and the massive entirety of what people talk about as past and present capacities: achievements, assets, unexplored potentials, innovations, strengths, elevated thoughts, opportunities, benchmarks, high point moments, lived values, traditions, strategic competencies, stories, expressions of wisdom, insights into the deeper corporate spirit or soul– and visions of valued and possible futures. Taking all of these together as a gestalt, AI deliberately, in everything it does, seeks to work from accounts of this “positive change core”—and it assumes that every living system has many untapped and rich and inspiring accounts of the positive. Link the energy of this core directly to any change agenda and changes never thought possible are suddenly and democratically mobilized.

Dialogue and Conversation : 

Dialogue and Conversation a powerful tool for uncovering values, beliefs, and the assumptions that frame them in order to create change in organizations. Wheatley (2002) – the way we humans think together Maturana (1996) – biology of cognition We live in conversation Achinstein (2002)– conversations about conflicts can create new ways of thinking and new ways of doing things

Possible steps and difficulties : 

Possible steps and difficulties Extensive review of the literature. Review of anecdotal evidence from within a school system. Conversation, through interviews and group dialogue will be the main method of gathering data. Suggestions for further study, possibly concrete steps for action depending on outcome of above. Dealing with data Dismissal of objectivity Entanglement with system – my role. Am I client or consultant/researcher?

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