Continuous Improvement

The two most significant elements of Fullan’s Continuous Improvement Model are collective capacity and strategies with precision. I find this to be true in my setting because without cooperation and collaboration, very little can be accomplished. For example, administrators should initiate feedback based on systematic assessments of instructors (Fullan, 2012). This keeps the lines of communication open for rich discussions that advance the change efforts.  Additionally, it takes planning and specific strategies to gain consensus and implement programs effectively. If there is any division in the mission and expectations, the system will fall apart. Fullan (2010) referred to cohesion and collaboration as the essential components for continued improvement. Teachers need to feel supported and they need to be given the opportunity to have a voice in the decision-making process. According to Fullan (2011), the top methods of effective teaching rely on collaboration to be successful. Administrators need to be closely involved with teachers in order to be proactive in the decision-making process (Laureate Inc., 2013).

Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousand Oaks, CA: Corwin.

Crockett, J. B., Billingsley, B. S., & Boscardin, M. L. (Eds.). (2012). Handbook of leadership and administration for special education. New York, NY: Taylor & Francis.

Fullan, M. (2010). Capacity building. Retrieved from http://www.michaelfullan.ca/media/13435862150.html

Fullan, M. (2011). Whole system reform for innovative teaching and learning. Retrieved from http://www.michaelfullan.ca/media/13435855110.html

Laureate Education (Producer). (2013a). Continuous improvement and systems change [Video file]. Retrieved from https://class.waldenu.edu