From Facilitator to Activator

cc licensed image shared by flickr user The Darling Librarian

The definition of a motion leader is one who motivates the unmotivated in a way that the unmotivated then thank them for, Michael Fullan, ISTE Conference, 2012, Session Title: Stratosphere: Integrating Technology, Pedagogy and Change Knowledge

I came to ISTE (International Symposium on Tech Education) with one essential question: how can I, as a principal, support teachers in my school to improve learning? Perhaps attending an educational technology conference I should have shown more interest in the technology. And, I admit I was wowed by the technology. More significantly, I was moved by the learning.

I gained more than I ever expected, experiencing a shift in a paradigm I had embraced and that has shaped my leadership in recent years. In the very first session I attended Monday morning, Michael Fullan, in true motion leader style, motivated me (ok I was already motivated, but supported me) to shift my perspectives on the role of teacher and by extension the role of principal from facilitator of learning to activator of learning.

Quoting John Hattie, Michael Fullan relayed that there is a .17 effect size on student learning when teachers act as facilitators of learning through problem based learning, simulations and gaming, and individualized instruction. Alternatively, there is a .84 effect size on student learning when teachers serve as activators of learning through offering feedback, accessing thinking, supporting challenging goals, and monitoring learning. It does not take extensive training in statistical analysis to find this research compelling.

I know, we love problem based learning, simulations and gaming, and individualized instruction. And, Michael Fullan did offer appropriate caution in our interpretation of Hattie’s findings, positing that gaming, for example, as currently utilized may not yet be effective but that skilled teachers may develop high quality use. Still, without dogmatic either/or – facilitator or activator – lines in the sand, I accept and appreciate Michael Fullan’s redirection.

Michael Fullan activated my learning even further, leaving me not only with a direction, but also with some concrete steps as to how to move forward. And, again, it’s not about the technology. Wisdom I gleaned included:

  • Offer respect to others before it is earned
  • Engage in impressive empathy, meaning empathy even for those who stand in your way
  • Invest in capacity building – human capital and social capital
  • Build social contagion
  • Eliminate non-essentials
  • Focus on a small number of ambitious goals.

Perhaps it is paradoxical that at a technology conference I walked away with the message that what matters is not new, but eternal. What matters is what has mattered for millennia: the quality of our relationships, our respect for one another, and the supportive environments we create. I spent the rest of the conference attending some fantastic sessions, learning some impressive technology tools, but most essentially, connecting and engaging with others who care deeply about learning. At a conference about what is current, I focused on what is enduring.

To Michael Fullan, the ISTE organizers, the AVICHAI Foundation who sponsored my participation, and the engaging educators with whom I learned, from one of the motivated, thank you!

 Cross-posted on Shira’s blog, Sharing Our Blessings

 

 

 

2 comments for “From Facilitator to Activator

  1. July 11, 2012 at 8:56 pm

    What a potent post on the power of perspective. Thank you for sharing your ISTE 2012 experience with others. I’m grateful you felt Michael Fullan provided an enduring message. Fullan will be a lead facilitator at our first ISTE Leadership Conference in October. We hope superintendents, principals, CTOs will mark their calendars to attend. It’s leaders like you who can impact change!

    Sincerely,

    Deborah Mersino
    Senior Director, ISTE

    • sleibowitz
      July 11, 2012 at 9:03 pm

      Thanks, Deborah! Michael Fullan’s insights, and much more wisdom gleaned from sessions and conferences at ISTE 2012, offer meaningful, relevant guidance in the vital work of supporting student and teacher learning more effectively. I am grateful for the learning shared.

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