Choosing the wrong drivers for whole system Reform

Fullan uses the concept of a driver, as that deliberate policy or strategy lever designed to bring about a particular reform - a whole system reform. Thus a "wrong diver" is one that is flawed, because it can never bring about the desired reform.

The central thesis of this seminar paper is that the US and Australia have sound policy aspirations  and great goals  but that they crumble when looked at from the perspective of their policy drivers.  "At best they can tighten up an otherwise loose system and get temporary pockets of improvement, but can never establish the conditions for whole system reform"

This is because the drivers (the wrong drivers) chosen focus on

• Accountability using test results - no system in the world, says Fullan, has ever achieved whole system reform by leading with accountability
• Individual teacher quality strategies such as teacher bonuses or the individually based teacher performance management frameworks
• Technology as a solution in its own right and
• Fragmented strategies such as the Literacy and Numeracy National Partnership where systems could game the system by applying short term improvement strategies in a small number of schools to win reward funding

Whereas in Fullan's view the focus needs to be on

• Fostering intrinsic motivation of teachers and students - thus building virtuous circles of synergy, ownership, improvement and momentum
• Engaging teachers and students in continuous improvement of instruction and learning - especially for teachers around the learning- instruction - assessment nexus
• Inspiring collective or team work - thus building social rather that individual human capital
• Affecting all teachers and all students thus building systemic synergy

http://www.michaelfullan.ca/home_articles/SeminarPaper204.pdf