Suggested activity

Fullan (2007) offers the following “do” and “don’t” assumptions that he says are basic to planning and implementing a successful approach to educational change. Again, they reflect the complexity and depth of the change process. Do you agree with Fullan’s assumptions? How do they relate to your own experiences? How important are they? Do they align with the findings in the TPLD BES and if so, how?

1. Don’t assume that your version of the change is the one that should be implemented. Expect to change or develop your initial ideas through interactions with others.
2. Assume that there will be ambiguity, ambivalence, and uncertainty as people clarify what change means for them as they take part in reflective practice.
3. Assume that there will be conflict as people bring their multiple realities to the process of collective change. Expect the “implementation dip”.
4. Assume that people need pressure to change but provide the support they need to build their capacity and solve problems.
5. Assume that effective change takes time.
6. Don’t assume that people reject change because they reject the values embodied in it. There are many reasons for rejection, including the possibility that they are right!
7. Don’t expect everyone to change; aim to increase the numbers affected and take heart from the improvements that result.
8. Assume that you need a plan that is based on your understandings of the change process.
9. Assume that no amount of knowledge will make it clear exactly what to do. Your decisions should also take into account other factors such as political considerations and intuition.
10. Assume that the focus is on changing the culture of institutions – the relationships within and between institutions – not simply on implementing a particular innovation.

Adapted from Fullan, 2007, pages 122–125.

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