Professor Michael Fullan, OC
Advisor, Premier and Minister of Education, Ontario; Professor Emeritus, Ontario Institute for Studies in Education (OISE), University of Toronto, Canada
Professor Michael Fullan, OC, is the former Dean of the Ontario Institute for Studies in Education of the University of Toronto. Recognized as a worldwide authority on educational reform, he advises policymakers and local leaders around the world in helping to achieve the moral purpose of all children learning. Michael Fullan received the Order of Canada in December 2012. He holds honorary doctorates from several universities in North America and abroad.
Professor Fullan is a prolific, award-winning author whose books have been published in many languages. His book Leading in a Culture of Change was awarded the 2002 Book of the Year Award by Learning Forward (formerly the National Staff Development Council), Breakthrough (with Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award from the American Association of Colleges for Teacher Education (AACTE), and Turnaround Leadership in Higher Education (with Geoff Scott) won the Bellwether Book Award in 2009. Change Wars (with Andy Hargreaves) was awarded the 2009 Book of the Year Award by Learning Forward and Professional Capital (with Andy Hargreaves) won the AACTE 2013 Book of the Year, and was given the Grawemeyer Prize for 2015 . Michael Fullan’s latest books are: The Principal: Three keys for maximizing impact, Coherence: Putting the right drivers in action (with Joanne Quinn), and Indelible leadership: Always leave them learning. He currently serves as an Advisor to the Premier and Minister of Education in Ontario.
How School Leaders Achieve Transformation
Based on our empirical work at the school level in several countries this session will identify what school leaders to bring about transformational change in their schools. Insights include ‘principal as lead leader’, school leader as fostering professional capital, principal as co-leader, and school leader as developing the internal school culture and its relationship to the external environment in terms if what I call principal as ‘system as system player’.