2.5 How to Get There (Chapt. 5)
2.5.1 Reconceptualize the role of school leadership
2.5.2 Recognize and work with the continuum of development
2.5.3 Get the school size right
2.5.4 Invest in leaders developing leaders
2.5.5 Improve the teaching profession
2.5.6 Improve the capacity of the infrastructure
Again, thes are highly prescriptive change recommendations, rather than being descriptions of changes that have worked "in the real world."
2.5.1 Reconceptualize the role of school leadership
Formally include "building enduring greatness" as part of the principal's role.  Move more authority, including budget authority, to the school level.  Note that Seattle's system of letting funding follow the child has made a move in this direction.
2.5.2 Recognize and work with the continuum of development
Performance training sects (Hargreaves)
Results driven
Standardized Scripts
Imposed requirement
False certainty
Intensive training
Deference to authority
Sects of performance
Transfer knowledge
See related topics and documents
Teaching in the Knowledge Society (in press), Hargreaves, A. New York: Teachers College Press
Professional Learning Communities
Local solutions
Continuous learning
Transform knowledge
Shared inquiry
Joint responsibility
Communities of practice
Situated certainty
Evidence informed
2.5.3 Get the school size right
This is a growingly popular concept in the United States, and one I happen to agree with.  There seems to be far more evidence for its worth than, for example, for the value of class sizes of 20 as opposed to 25.  But, Dr. Fullan really doesn't cite any of the evidence for this, and he most definitely doesn't even give a nod toward the economic challenges (and tax burdens!) associated with an effort, especially in large systems to reach the size ranges he recommends: 
  • Elementary schools of 350 or less
  • High schools of 600 or less
2.5.4 Invest in leaders developing leaders
2.5.5 Improve the teaching profession
  • More collaborative time
  • Tackle unwillingness to perform head on
  • Resource support
2.5.6 Improve the capacity of the infrastructure
  • Leadership embraces transparent accountability
  • Union insistence on competence and capacity
Dr. Fullan provides no discussion whatsoever as to why a union might take this position.  I can think of some reasons, but it would take close cooperation and a great deal of trust between not only union leadersip and top system administration, but also with school board and other policy and political leadership.
  • Make high capacity at the school level more than the luck of the draw, and give it permanence
  • Working conditions
  • Career-long performance standards
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