Fullan M Quinn J 2016 Coherence: The Right Drivers In Action

Fullan M Quinn J 2016coherence The Right Drivers In Action

Leaders need to find the glue that will increase the coherence of district and school efforts at every level and build a clear path to improve learning. A crucial component of this is developing and sustaining focused direction amidst complex internal and external demands. The first right driver of the Coherence Framework is focusing direction, which involves integrating purpose-driven goals, clarity of strategy, and change leadership to adapt to changing contexts.

Focused direction comprises four elements: shared moral purpose, impactful goals, clear strategies, and effective change leadership. Leaders must develop a shared moral purpose centered on deep learning for all children, regardless of background. However, having a moral imperative alone is insufficient unless there is measurable progress, fostering persistence and resilience among educators. Leaders need to understand their personal moral purpose by reflecting on key questions about their values, actions, and progress in realizing their goals, and must foster this purpose in others through relationship-building, respect, and creating meaning.

Goals that impact are often overwhelmed by excessive and disconnected mandates, which create overload and fragmentation. Multiple initiatives with little connection hinder staff's ability to develop deep understanding and effective implementation. To counter this, districts must focus on a limited number of ambitious, clearly connected goals, reducing complexity and fostering coherence. Examples from districts like York Region in Ontario and Long Beach Unified illustrate that sustained, focused efforts—such as a long-term literacy initiative—can lead to substantial improvements even within complex political and demographic contexts.

Achieving focused direction requires a strategic approach: first, acknowledging overload openly through transparent assessment; second, building collaborative planning involving all stakeholders; third, reducing and reframing initiatives by focusing on student learning and alignment; and finally, cultivating engagement through ongoing communication and shared reflection. Effective communication means regular check-ins, fostering shared understanding, and ownership of strategic goals among staff, leadership, and community members.

Change leadership in the context of coherence is dynamic and fluid, requiring leaders to serve as facilitators of continuous learning and adaptation. The process of change is non-linear, with leaders supporting staff through confidence and competence challenges. The fishbowl metaphor illustrates the importance of clarity, support, and a culture of collaboration to facilitate leapfrogging from current to future practices. Leaders should foster a vivid, shared vision of change, recognizing early successes and nurturing capacity at all levels.

Good change leaders leverage the new dynamic of participation and learning, balancing push and pull strategies, and fostering vertical and horizontal capacity. They understand that change is an ongoing journey rather than a one-time event, emphasizing the importance of sustained effort, trust, and adaptive learning to achieve coherence and improved student outcomes over time.

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In the contemporary landscape of education, achieving coherence within districts and schools is a complex yet crucial endeavor. Fullan and Quinn (2016) emphasize that leaders must act as architects of focused direction, crafting a clear and inspiring path amid external pressures and internal challenges. The foundation of this effort hinges on the development of a shared moral purpose, a unifying commitment to deep and equitable learning for all students, which serves as the moral glue binding various initiatives and efforts.

The essence of focused direction lies in aligning purpose, impactful goals, strategic clarity, and change leadership. Leaders must cultivate a collective moral purpose rooted in the conviction that every child deserves an excellent education, a belief that remains vital despite setbacks and the existence of multiple, often competing mandates. Development of this moral purpose requires self-awareness—leaders must understand their personal values and actions—and an ability to translate moral imperatives into concrete, shared goals. Through deliberate relationship-building, active listening, and respectful dialogue, leaders foster a moral environment that connects all stakeholders—teachers, staff, students, parents, and community members—around a common cause (Fullan & Quinn, 2016).

However, moral purpose alone cannot drive effective change. It must be operationalized via a manageable set of ambitious, interconnected goals that focus effort and foster coherence. Overload of initiatives—often driven by external mandates and fragmented priorities—distracts educators from deep implementation. Successful districts such as York Region in Ontario and Long Beach Unified in California demonstrate that persistence with a limited, well-structured set of goals leads to significant gains. Their emphasis on a long-term focus—such as literacy—guided all decisions and created a common language of practice, thereby aligning efforts and reducing confusion (Knudson, 2013; Mourshed, Chijioke, & Barber, 2010).

To foster focused direction amid overload and fragmentation, districts should adopt a four-step strategic approach. The first step involves transparency: acknowledging overload openly through honest assessment—using surveys, focus groups, or interviews—to understand stakeholders’ perceptions and identify overlapping or unnecessary initiatives without assigning blame. The second step emphasizes collaboration: forming small, representative task teams that include diverse voices—teachers, union representatives, parents, and students—to develop shared strategies. This collaborative process ensures that strategies are contextually relevant and widely accepted.

The third step involves reducing and reframing initiatives by prioritizing student learning outcomes. Leaders are encouraged to ask, “What learning do we want for our students?” and craft a focused vision around this core. This step includes stripping away distractors—such as redundant paperwork or competing mandates—and consolidating efforts around a handful of clear, ambitious goals that link logically. For example, Hawaii's Department of Education successfully reduced bureaucratic demands by 50%, exemplifying how targeted reduction and streamlining support meaningful focus (Hawaii DOE, 2014).

The final step centers on cultivating engagement through continuous communication and feedback. Regular, meaningful conversations—via meetings, social media, or informal check-ins—facilitate common understanding and ownership. Leaders should model strategic discussions, ask staff what is working or what needs attention, and create a culture where feedback is valued. Over time, this fosters shared language and commitment, essential components of coherence (Fullan & Quinn, 2016).

In parallel with establishing focused direction, the role of change leadership becomes paramount. Change today is increasingly non-linear and dynamic, characterized by rapid digital communication and unpredictable external influences. Leaders must serve as facilitators rather than directors, creating conditions for continuous learning and adaptation. The fishbowl metaphor vividly illustrates the process: leaders support staff through their “leap” from current to future practices, acknowledging fears related to confidence and competence. Building capacity, providing support, recognizing early successes, and fostering a collaborative culture are all essential to sustaining change (Fullan, 2001; Hargreaves, Boyle, & Harris, 2014).

Effective change leaders also understand the importance of vivid vision and shared purpose. They articulate a clear destination while supporting the journey—making the change process tangible and relatable. Through deliberate support systems, professional development, and recognition, leaders help staff move from awareness to mastery. Patterns of success, even small ones, build momentum and confidence, reinforcing the progress of the entire system toward coherence. This ongoing, participative process ensures that change is embedded deeply and sustainably—ultimately leading to improved learning outcomes for all students (Fullan & Quinn, 2016; Kirtman & Fullan, 2015).

In conclusion, achieving coherence through focused direction and effective change leadership requires a deliberate, strategic approach centered on moral purpose, clear goals, collaborative planning, and continuous learning. Leaders play a vital role in aligning efforts, reducing overload, and fostering a resilient culture that embraces ongoing change. As districts navigate the complexities of today’s educational environment, the principles outlined by Fullan and Quinn serve as a guiding framework for sustainable, meaningful improvements in student learning and equity.

References

• Fullan, M. (2001). Leading in a culture of change. Jossey-Bass.
• Fullan, M., & Quinn, J. (2016). Coherence: The right drivers in action for schools, districts, and systems. Corwin.
• Hargreaves, A., Boyle, A., & Harris, A. (2014). The Cloud-based school: Transforming schools for the digital age. Routledge.
• Hawaii Department of Education. (2014). Reducing paperwork and demands in schools—Report to the Legislature.
• Kirtman, L., & Fullan, M. (2015). Moving compliance to the side of the plate. In J. Hattie & H. Timperley (Eds.), The power of feedback (pp. 150-170). Routledge.
• Knudson, J. (2013). Building instructional coherence through district literacy programs. Education Week.
• Mourshed, M., Chijioke, C., & Barber, M. (2010). How the world's most improved school systems keep getting better. McKinsey & Company.
• Fullan, M. (2010). Motion turns to commitment: Developing a moral purpose for education. Educational Leadership, 67(4), 11-17.
• Fullan, M. (2017). Leadership, learning, and the power of the whole system. Harvard Education Press.
• Hargreaves, A., & Fullan, M. (2012). Professional capital: Transforming teaching in every school. Teachers College Press.