“Productive disturbance is likely to happen when it is guided by moral purpose and when the process creates and channels new tensions while working on a complex problem” (111). We need leaders who can adapt to the school and the situations that arise within it. If the tension gets too high, the stress level can cause a lot of problems. “Principals not attuned to leading in a culture of change make the mistake of seeking external innovations and taking on too many projects” (2002). If the leaders are watching closely, they can cue into this and change things accordingly. With so many requirements and a huge amount of change there are several who pull away. But if the disturbance is productive, we are more likely to buy into the process. This is the idea of controlled disruption.
Coherence making is the idea of creating a logical, systematic way of dealing with the given situation. When our leaders take charge and work through ways to achieve our goals rather than putting it upon us, it gives us a route to follow which is open to modification by the whole. Knowing when to make a disturbance and when to focus on coherence making is key to keeping the community working together for the common goal(s). “Coherence, then, is what is in the minds and actions of people individually and especially collectively” (Fullan, Quinn, 2015).
By knowing this I am even more excited to continue my mentoring project after this class is over. This week I was able to get with my mentee’s students and present Storybird to them. I logged into my account and shared with them a poem and a picture book that I had created ahead of time. I then proceeded to demonstrate how to create a picture book or poem. We (my mentee and myself) then walked around the room assisting students in creating their own stories. It was such a huge success that they continued after lunch (I returned to help). We were even able to publish a couple of stories (we went through the editing process with a few students). The kids were so excited that they went home and shared it with their families. Parents are excited to be a part of this now.
Just being able to incorporate a new site for this teacher really pushed her to expand what she normally does. Even with the complications of the entire classroom of students, she saw the huge benefits of participating which helped to guide them towards her goal of teaching the students to publish their own books. A little disruption went a long way towards coherence.
Fullan, M. (2002). The Change Leader. Retrieved from http://www.ascd.org/publications/educational-leadership/may02/vol59/num08/The-Change-Leader.aspx
Fullan, M. (2014, February). Leading in a Culture of Change. San Francisco, CA: Jossey Bass (pp. 107-120).
Fullan, M., Quinn, J. (2015). Coherence: The Right Drivers in Action for Schools, Districts, and Systems. Retrieved from https://books.google.com/books?id=STjrCQAAQBAJ&pg=PT11&lpg=PT11&dq=coherence+making+school&source=bl&ots=RL6snDUOB8&sig=3So-dlM_lhiloZHnnCuz5w4EIj0&hl=en&sa=X&ved=0CGIQ6AEwCWoVChMI97P8yeGbyQIVhC6ICh3jCQHl#v=onepage&q=coherence%20making%20school&f=false
Storybird site: https://storybird.com/