Andy Hargreaves

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The Long and Short of Educational Change
Welcome to

• Andy Hargreaves

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Sustainable development

• Sustainable development, democracy and peace
  are indivisible as an idea whose time has come.
• Wangari Maathai

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Sustainable leadership

• Sustainable leadership matters, spreads and
  lasts. It is a shared responsibility that does
  not unduly deplete human or financial resources,
  and that cares for and avoids exerting damage on
  the surrounding educational and community
  environment.
• Hargreaves Fink 2003

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Sustainability

• Sustainability is the capacity of a system to
  engage in the complexities of continuous
  improvement consistent with deep values of human
  purpose.
• Fullan 2004

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Unsustainability

• Imposed, short-term targets transgress every
  principle of sustainable leadership and learning
• Hargreaves Fink 2006

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Unsustainability

• Repetitive change syndrome is
• Initiative overload
• Change-related chaos
• Abrahamson 2004

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Initiative Overload

• The tendency of organizations to launch more
  change initiatives than anyone could ever
  reasonably handle
• Abrahamson 2004

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Seven principles of sustainable leadership

• Depth
• Endurance
• Breadth
• Justice

• It matters
• It lasts
• It spreads
• It does not harm the surrounding environment

Continued
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Seven principles of sustainable leadership

• Diversity
• Resourcefulness
• Conservation

• It promotes diversity cohesion
• It conserves expenditure
• It honours the past in creating the future

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The Long and Short of Change

• Hargreaves and Finks Proposition
• The urgency of targets is inversely related to
  the degree of power held by those responsible for
  implementing them.

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SHORT
LONG
evasive, unaccountable
cynical, opportunistic

urgent, confidence-boosting
enduring, sustainable

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SHORT
LONG
Government-imposed short-term achievement targets
UN Millenium Goals

shared targets, quick wins
authentic transformations In practices and beliefs

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Ten Strategic Solutions forToday and Tomorrow

• Correct valuation
• Sustainable growth rates
• Ethical consistency
• Balanced investments
• Prioritized planning
• Broadened language and vision
• Intermediate indicators
• Shared targets
• Less initiativitis
• Build from the bottom steer from the top

Adapted from Dodd and Favarro The Three Tensions
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Build from the Bottom, Steer from the Top
An inspiring and inclusive societal vision
promotion of deep and broad learning that
supports it
high quality teachers who can produce the
learning (quality control at entry)
strong professional learning communities (trust,
cooperation, responsibility)
outstanding leadership development at all levels
local curriculum development within a broad
steering system
learning networks
the strong help the weak
local partnerships
accountability by sample, not census
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Post Standardisation and the six seductions
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Post-Standardisation

• Increased innovation
• Personalised learning
• Networks and federations
• Assessment for learning
• Distributed leadership

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Stuck on Standardisation

• Achievement plateaux
• Tunnel vision
• Collateral damage
• Illusions of improvement
• Lowered sights
• Cynical selection
• Depleted capacity

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The Six Seductions Seducere - to lead aside

• The seduction of technological transformation
• The seduction of customisation
• The seduction of statistical manipulation
• The seduction of presentism
• The seduction of overreach
• The seduction of leadership distribution

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Long Lost Strategies

• Long term
• Long winded
• Long lost

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Long Lost Strategies

• All talk, no action
• Outdated five year plans
• Evanescent visions
• Evasive targets
• Procrastination, filibustering, indifference and
  dithering

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Finnishing Schools

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Finnish Improvement Qualities

• Clear societal vision
• Strong public investment
• High quality, high status teachers
• Steering by the state
• Local curriculum development
• Trust, cooperation and responsibility
• Improvement through uplift
• Leaders who teach
• No initiativitis

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Thank you Email hargrean_at_bc.eduWebsitewww.a
ndyhargreaves.com

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