Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
You will always get the results you have always got.
Fullan (1992) p. 27
Real change, then, whether desired or not represents a serious personal and
collective experience characterized by ambivalence and uncertainty; and if the
change works out it can result in a sense of mastery, accomplishment, and
personal growth. The anxieties of uncertainty and the joys of mastery are
central to the subjective meaning of educational change, and to the success
or failure hereof – facts that have not been recognized or appreciated in most
attempts of reform.
Fullan (2001)
School improvement
“Low morale, depressed, feeling unfairly blamed for the ills of society? You
must be a teacher.”
TES (1997)
Classroom press
Press for immediacy and concreteness
Press for multidimensionality and simultaneity
Press for adapting to every changing conditions
Press for personal involvement
Huberman 1983
Headship issues
Role change
Heads or teachers?
Chief executives or professional leaders?
Organizational managers or school leaders?
Increased paper work
Dealing with many agents
Not owning change!
Bush T, et al (ed.) (1999 )
“Cheshire Puss,” she began, rather timidly.. “Would you tell me, please, which
way I ought to go from here?”
“That depends a good deal on where you want to get to,” said the Cat.
“Then it doesn't matter which way you go,” said the Cat.
“Oh, you're sure to do that,” said the Cat, “if you only walk long enough.”
“a good school does not emerge like a pre packaged frozen dinner stuck for
15 minutes in a radar range; it develops from the slow simmering of careful
blended ingredients”
Research
Self-evaluation
Curriculum
Teaching & learning
Leadershio
Partnerships
Problems
School development planning
Joyce (1991)
Joyce (1991)
Co-operation
Dialogue
Negotiation
Concluding thoughts
In the early phase – more attention on prerequites e.g. student behaviour,
physical environment, communication and collaboration, parental involvement
with some teaching and learning objectives.
Later phase of SDP – schools more actively engaged in teaching and
learning issues, using some of earlier elements
(Hargreaves & Hopkins 1991)