All Systems Go: The Change Imperative for Whole System Reform by Fullan

Pecha Kucha Script (20 Slides/20 Seconds)

Slide 1: Schools across the country have been trying to transform for nearly a quarter century
with little to no success. Applying quick fixes have netted little gain, and may very well be
contributing to the problem. The result is many believe that change is not possible. Fullans
work in All Systems Go provides a pathway for systemic change in schools.
Slide 2: The key to All Systems Go is the concept of collective capacity. This has the potential
to be a high leverage point but is frequently neglected by leadership at all levels. The power of
collective capacity is it allows ordinary people to do extraordinary things. It generates an
emotional commitment and technical expertise that no amount of individual capacity can match.
Slide 3: Fullans book provides practical ways to tackle reform. Far too often leaders look to
the superficial bullets that have little impact. With systemic changes every part of the whole
system will work in concert for the betterment of all. Actual solutions need not be complicated
but require a small number of interrelated strategies.
Slide 4: Before any strategies can be employed leaders must embrace seven key big ideas for
system reform For the entire system to be on the move these concepts must be present at all
times and provide a foundation for all within the system. This will take relentless commitment
from leadership at all levels.
Slide 5: The first big idea is ALL CHILDREN CAN LEARN. Many will say this but few live
out this idea on a daily basis. All children can learn at high levels gaining critical reasoning and
problem solving skills. Second is A SMALL NUMBER OF KEY PRIORITES. Every successful

organization pursues a small number of core priorities that have leverage power. They do them
exceedingly well.
Slide 6: The third idea is RESOLUTE LEADERSHIP. Successful schools have resolute leaders
that stay on message, especially during rough patches. It is easy for leaders to compromise in the
name of moral, but resolute leaders continue to push for progress and build on success. They are
able to withstand scrutiny in the pursuit of a higher purpose.
Slide 7: Fourth is the idea of COLLECTIVE CAPACITY. As leaders we must build the skills of
every individual in the system through disciplined collaboration. For true systemic change all
must be working together for the betterment of all. The fifth idea is executing STRATEGIES
WITH PRECISION. When applying certain strategies with precision the speed and quality of
change can be greatly accelerated.
Slide 8: Change can happen within one year if done with precision around a small number of
priorities. Sixth is INTELLIGENT ACCOUNTABILITY. Creating shared responsibility
increases individual accountability, enhancing the collective capacity of all within the system.
All policies and strategies must be transparent.
Slide 9: The seventh big idea is ALL MEANS ALL. You cant solve the problem of whole
system reform through piecemeal efforts. The system must include and work for everyone.
These ideas are central to systemic change, without them, true changes to the system cannot
occur.
Slide 10: One inadequacy within the current system is often the allocation of resources.
Resources being money plus Whole system reform requires a much more complex use of

available resources. Using class sizes as an example, you can buy class size reduction, which is
a simple resource that is singular in nature.
Slide 11: However, simply buying smaller classes will not have an impact on its own. For be
effective you must pair smaller classes sizes with high quality professional development and
instructional leadership. High quality PD and instructional leadership cannot be purchased. It
must be developed.
Slide 12: Linking a small number of core priorities and appropriately allocating complex
resources will help schools and districts avoid the quick fixes that drain budgets with little to no
lasting academic gains. Rather now resources can be applied to collectively building the
capacity of all within the system.
Slide 13: When a school district and all its schools get in sync, greater student learning happens
across the district. To build the capacity of the teachers, successful districts have a clear focus,
use data effectively, and have strong instructional leaders to develop others. Resources are
mainly utilized to support teaching and learning.
Slide 14: These districts also reduce distractors by limiting the number of initiatives, eliminating
those that do not align with the vision. They develop strong ties to their community and
effectively communicate their core principles frequently. Thus an identity is developed that both
the teachers and community take pride in.
Slide 15: District and school leaders acting out of resolute leadership form a strong alliance to
each other in the service of a higher cause. The willingness to collaborate for mutual benefit is
what Full describes as collaborative competition, people working for the betterment of all.

Slide 16: When schools engage in purposeful collaboration, the capacity of all is raised.
Individuals alone cannot transform the system. However we must not ignore building the
capacity of individuals within the system as long as the improvements align to the collective
culture.
Slide 17: The top performing countries in the world draw from the highest 30% of graduating
classes. The United States at best draws from the middle 30%. This highlights the need for the
U.S. to build the collective capacity of all its teachers. There will be an uncomfortable period as
embrace the idea that we must all basically become better.
Slide 18: That is why school transformation requires as system response. Establishing purpose
that is widely shared, prioritizing improvement of instruction, and using data for decision making
is the pathway for transformation. It will take relentless leaders engaging everyone in the system
for change to be possible.
Slide 19: As schools and districts solidify their core priorities, collaboration with politicians is
the next step. Communicating a collective goal of improving education brings people to a higher
purpose. We must find areas where self-interest and collective good substantially overlap.
Without common ground no amount of money will transform the system.
Slide 20: There is overwhelming evidence that schools need to improve. The solution is not a
program; it is a small set of common principles and practices relentlessly pursued. The school or
district that invests in a small number of complex factors make all systems gothe win-win will
expand exponentially and pay dividends for generations to come.