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Coherence: The Right Drivers in Action for Schools, Districts, and Systems Coherence: The Right Drivers in Action for Schools, Districts, and Systems by Michael Fullan
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“coherence making strategies” as the route to success. They focused direction, employed collaborative capacity building, went deep in pedagogy, and secured internal group-based accountability across the whole system.”
Michael Fullan, Coherence: The Right Drivers in Action for Schools, Districts, and Systems
“Entrepreneurialism does not just pertain to business endeavors. Every time a group tries to solve a social problem (youth crime, homelessness, bullying, and so on), they require the entrepreneurial skills of critical thinking, problem solving, innovative ideas, collaboration and communication, and the qualities of character. The mark of an educated person is that of a doer (a doing-thinker; a thinker-doer)—they learn to do and do to learn. They are impatient with lack of action. Doing is not something they decide to do—daily life is doing, as natural as breathing the air. Along with doing is an exquisite awareness of the ethics of life. Small-scale ethics is how they treat others; large-scale ethics concern humankind and the evolution of the planet.”
Michael Fullan, Coherence: The Right Drivers in Action for Schools, Districts, and Systems
“consists of the shared depth of understanding about the purpose and nature of the work. Coherence, then, is what is in the minds and actions of people individually and especially collectively.”
Michael Fullan, Coherence: The Right Drivers in Action for Schools, Districts, and Systems
“The Coherence Framework has four components: focusing direction, cultivating collaborative cultures, deepening learning, and securing accountability.”
Michael Fullan, Coherence: The Right Drivers in Action for Schools, Districts, and Systems