Consider your own context within your school and with your mentee. How can understanding of controlled disruption and coherence making impact your leadership of peers at this time, and at this level ?
Productive disturbance is to “disturb them in a manner that approximates the desired outcome,” (Fullan, 109). I think of it as making changes, or working through problems, that result in productive outcomes. In the beginning of the mentoring project, my mentee was a little hesitant to use technology, but because of her lack of experience, she was on board. This teacher has a busy schedule, so really the only time she implements class dojo is during math. She tried throughout the school day, but having to change her classroom routines and procedures wasn’t working. It was a distraction for her third grade class, and she didn’t want to change her student/teacher game she has in place during her reading time. Her and her students are used to the change now, they use it daily and everyone is participating.
“Coherence making involves seeking a balance between letting go and even encouraging disturbance on the one hand and building coherence, sense and direction on the other,” according to an article written by McCluskey. I think this is very important for the leaders and teachers in the schools to understand. Everyone needs to be on common ground and make sense of the change that is happening. Disturbing the system in such a manner “that approximates the desired outcome,” (Fullan, 109). Sometimes I don’t agree with some of the things the principal does in the school. These are mainly traditional, school spirit things. I just see how a lot has changed since I was in school, or since my younger sister was. It feels like our school spirit has been lost, students’ motivation has decreased, and I think its part of how the leader has changed things around the school. We discussed ways we can make our school and community feel more united.
“While disturbing the status quo appears to contradict coherence making, unsettling processes provided the best route to greater all-round coherence,” Leading in Education. I think about what it was like when I was in grade school, and today (the school in which I teach), how we are going thru changes that may seem unsettling now, but will have a greater outcome in the end. Our new school, the new teacher evaluation, new teachers, new curriculum, etc. are all examples of changes that are happening in our school.
Fullan, M. (2014). Leading in a Culture of Change. Somerset, NJ, USA: John Wiley & Sons, Incorporated. Retrieved from http://www.ebrary.com
Governance and Leadership Development. (n.d.). Retrieved November 21, 2015, from http://schoolboardsleadersinchange.blogspot.com/2010/02/coherence-making.html
Leading in Education. (n.d.). Retrieved November 21, 2015, from http://www.mikemcmahon.info/leadingcoherence.htm
Leading in complex situations. (n.d.). Retrieved November 21, 2015, from http://www.connected.org/learn/leadership.html
We are going to continue using Class Dojo after this mentorship because it’s working great with the kids. We have discussed how it’s okay that she doesn’t use the ipad because she’s uncomfortable with it. I’m fine with her using the computer (it’s a start).