In his proposal that change unfolds when forces promoting it are increased or forces hindering it are decreased, Fullan rightly recognizes the need to “unfreeze’ or alter the current situation, existing mindset or typical ways of doing things. While his description of change is simple in its conception, the process by which change is accomplished is more complex in its practice—particularly as it depends on individuals appreciating the need for change, accepting their responsibility as change makers and taking the steps to implement it—even if the outcome is not always assured.
Change, in any industry, organization or system, is difficult under the best of circumstances and school systems are no exception. Although many pay lip service touting the benefits of change, much of what happens in schools remains the same year to year especially among veteran teachers whose experience span decades. Meaningful change is often blocked by resistances that have their origin in fear—particularly with respect to the perceived ability to cope, handle and manage change and its potential impact on self-esteem if efforts are unsuccessful. For many, the status quo provides a level of familiarity and comfort that change threatens to disrupt.
Even the most progressive educational system—one whose teachers accept education’s moral purpose to educate today’s children for tomorrow’s world—will fall short without the willingness and courage to take a step—a step made easier when knowledge is acquired and shared among staff who experience supportive relationships that nurture growth.
Change may be inevitable but you would not always know it in schools.
Change, in any industry, organization or system, is difficult under the best of circumstances and school systems are no exception. Although many pay lip service touting the benefits of change, much of what happens in schools remains the same year to year especially among veteran teachers whose experience span decades. Meaningful change is often blocked by resistances that have their origin in fear—particularly with respect to the perceived ability to cope, handle and manage change and its potential impact on self-esteem if efforts are unsuccessful. For many, the status quo provides a level of familiarity and comfort that change threatens to disrupt.
Even the most progressive educational system—one whose teachers accept education’s moral purpose to educate today’s children for tomorrow’s world—will fall short without the willingness and courage to take a step—a step made easier when knowledge is acquired and shared among staff who experience supportive relationships that nurture growth.
Change may be inevitable but you would not always know it in schools.
Prensky, Marc, "The Prensky Challenge, www. marcprensky.com, 2004.
1 comment:
You mentioned "without the willingness and courage to take a step"...whose job is it to "take that step" and what step would that be?
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