New mind-sets arise from mastery as much as the reverse.
It has long been known that expertise is central to successful change, so it is surprising how little attention we pay to it beyond one-shot workshops and disconnected training.
To have any chance of making teaching a noble and effective profession—and this is my theme here—teachers must combine the mantle of moral purpose with the skills of change agentry.
Moral purpose and change agentry, at first glance, appear to be strange bedfellows.
On closer examination they are natural allies (Fullan 1993).
Being A Change Agent Essay Research Paper On Survival
Stated more directly, moral purpose—or making a difference—concerns bringing about improvements. In addition to the need to make moral purpose more explicit, educators need the tools to engage in change productively.
For the beginning teacher, they may be underdeveloped. Block emphasizes that “creating a vision forces us to take a stand for a preferred future” (1987, p. To articulate our vision of the future “is to come out of the closet with our doubts about the organization and the way it operates” (p. Once it gets going, it is not as private as it sounds.
Especially in moral occupations like teaching, the more one takes the risk to express personal purpose, the more kindred spirits one will find.
In a random sample of 20 percent of 1,100 student teachers, the most frequently mentioned theme was “to make a difference in the lives of students.” Of course, such statements cannot be taken at face value because people have a variety of motives for becoming teachers.
Nonetheless, there is a strong kernel of truth to this conclusion.