Coherence: The Right Drivers in Action for Schools, Districts, and Systems

by Michael Fullan

A recent report on effective learning teams and networks with school leaders (Leskiw-Janvary, Oakes, & Waler, 2013) identified six key factors that increased the impact of these networks: Collaborative inquiry: Collective learning and understanding encourages innovation and meaning while practices are analyzed, leading to purposeful, effective action. Leadership: All members share flexible, emergent leadership by asking effective, timely questions to create the compelling disturbances that generate new ideas and questions. Relationships: All members take risks within a trusting environment and operate in interdependent ways. Instructional focus: A continuous process with evidence of new, quality thinking and intentional changes in practice is embedded. Groups are established based on explicit needs, and meaningful, relevant, appropriate data are strategically collected. Reflection: Ongoing focused reflection leads to integration of learning and deeper understanding. Theories of action are refined based on new learning that results in a change in practice. Accountability: As a result of collective learning, changes in teacher instructional practice lead to improved student outcomes. School leaders in the networks point out that they always begin with the needs of the school. Trust and relationships are key, and they note that the variety of experience levels in the network means they learn with one another and on behalf of one another. They see this as building capacity tha...