Deep Learning Engage the World Change the World by Michael Fullan

Pull-out programs, 23

QR code, 93
Queen Elizabeth Public School (Ontario, Canada), 90
Quinn, Joanne, 29

Rantanen, Tommi, 92
Reduce Change to Increase Improvement (Robinson), 33–34
Relevant learning:

deep learning necessity, 3–4
Ontario, Canada, 51–52
Ringwood North Public School (Victoria, Australia), 66
Roberts, Emily, 94
Robinson, Viviane, 33–34
Robotics:
Montevideo, Uruguay, 44
Ontario, Canada, 91
Roosegaarde, Daan, 13–14
Rube Goldberg machine (Brauer College, Australia), 149

Saarenkunnas, Maarit, 153f
Sacred Heart (Christchurch, New Zealand), 93
Sahlberg, Pasi, 52
Schleicher, Andreas, 16
School conditions. See Deep Learning Conditions
Securing accountability:

characteristics of, 32
model illustration, 30f
Simplexity, 30
6Cs of global competencies:
character, 16, 17f, 18–19, 146f
citizenship, 16, 17f, 18–19, 145–146, 147
collaboration, 16, 17f, 18–19, 20f, 146–147
communication, 16, 17f, 18–19, 146f
competency defined, 18
comprehensiveness, 18–19
creativity, 16, 17f, 18–19, 145, 146f

critical thinking, 16, 17f, 18–19, 145, 146f
deep learning experience of, 16, 17f, 18–19, 20f, 21
in Deep Learning Framework, 34f, 35
in deep learning practices, 41–46, 53–55
Deep Learning Progression, 18–19, 20f
dimensions of, 17f
global competence defined, 18
learning experience criteria, 21
in learning partnerships, 59
measurability, 18, 19
neuroscience and, 21–23
Ottawa, Canada, 6–7
precision, 18, 19
unique characteristics of, 18, 19
well-being and, 21–23
Skype, 92
Small-data measures, 52–53
Social domain of well-being, 21, 22f, 23
Social movement, 56
Social studies project (Millgrove Public School, Canada), 151–152f
SOLO (Structure of the Observed Learning Outcome), 68
Southern Kern Unified District (Kern, California), 130–131
Speed Dating with the Pollies (Bendigo Senior Secondary College,
Victoria, Australia), 48–49
Spheros, 49
Springboard program (Tasmania, Australia), 72–73
Stirling Public School (Canada), 149, 150f
Stratford Central SS (Ontario, Canada), 91
Student choice, 84
Student leadership, 47–50
Student Learning Model:
aspirations, 62f, 63–66
caring environments, 63
expectations, 63
feedback, 62–63
learning to learn, 62–63
meaningful relationships, 63

metacognition, 62
model illustration, 62f
needs and interests, 63
relationships, 62f, 63
school examples, 64–66
student agency, 62, 63
Student-led learning, 25–26
Student partnerships, 62–66
Students as Researchers (Ontario, Canada), 50–51
Student voice:
Ontario, Canada, 50–51
Ottawa, Canada, 47–48
Sumo bot project (Ontario, Canada), 91
Surface, 92
Sustainability phase, new change dynamic, 123f, 124–126
Sway, 92
Sweat equity garden (New Brunswick, Canada), 49
System conditions. See Deep Learning Conditions

Tasman School District (Australia), 72–73
Teacher partnerships, 66–69

activator role, 67–68
collaborator role, 67f, 69
culture-builder role, 67f, 68–69
Teacher Self-Assessment Diagnostic, 36
Technology, 81
See also Leveraging digital
Tencent (China), 163
Toontastic 3D, 49
Tough, Paul, 68
Transformation leadership:
Coherence Framework for, 29–32
Collaborative Inquiry Process, 34f, 35, 36
Deep Learning Design, 34f, 35–36
Deep Learning Framework for, 33–36
macrolevel change, 33
microlevel change, 33

mobilization conditions, 34f, 35, 36
6Cs of global competencies, 34f, 35
synergetic support, 37
whole system change, 29–32, 33
Tuakana Teina, 64
21st century skills, 18, 47, 97
Twitter postings, 103, 105–108

United Nations Rights of the Child, 103–109
United Nations Sustainabillity Goals (Ontario, Canada), 44–45
United States:

California, 130–131, 161–162
Common Core State Standards (CCSS), 25
Every Student Succeeds Act (ESSA), 25
Florida, 162–163
New Pedagogies for Deep Learning (NPDL) participation, 167–
168
Urban Crisis, The (Florida), 161
Uruguay:
deep learning expansion, 9–10
New Pedagogies for Deep Learning (NPDL) participation, 168
robotics (Montevideo), 43–44

Vision and goals, 120, 121f

Waimea Heights Primary School (Tasmania, Australia), 94
Wallwork, Alicia, 95
Webb, Caleb, 95
Well-being development:

cognitive domain, 21, 22f, 23
in deep learning experience, 21–23
domains of, 21, 22f, 23
emotional domain, 21, 22f, 23
model illustration, 22f
neuroscience research on, 21–23
physical domain, 21, 22f
social domain, 21, 22f, 23

Wheeled invention project (Christchurch, New Zealand), 93
Whole system change:

capacity building, 118, 125–126, 133–134
Deep Learning Conditions, 119–123
Deep Learning Conditions Rubric, 120, 121–122f, 123
deep learning practices, 126–136
defined, 117–119
district level, 130–135
external accountability, 136
go-outside-to-get-better-inside proposition, 118, 126–127, 130–
131, 134
go-slow-to-go-fast proposition, 118–119
internal accountability, 135–136
leadership for, 29–32, 33
new change dynamic, 123–126
school examples, 125–135
school level, 126–130
system level, 135–136
Wooranna Park Primary School (Victoria, Australia), 112–113, 114f,
115
World Economic Forum, 41, 42f
World Wildlife Fund, 45
Wroe, Jen, 90

Young Minds of the Future (Victoria, Australia), 66
YouTube, 53

Acknowledgments

When you conduct a global partnership involving hundreds of schools over
almost 5 years, you have thousands of people to thank. We have this in
spades, and we can say that our cardinal rule of learning holds up well,
namely that 80% of our best ideas come from leading practitioners. We find
these people in schools, districts, municipalities, governments, and more. We
thank these co-learners of all ages for what we have learned together.

We thank the Hewlett Foundation, particularly Barbara Chow and Marc Chun
for their decadelong commitment to deep learning and for their unequivocal
support. To the Stuart Foundation for their long-term funding of our work in
System Change in California, and for their comprehensive leadership when it
comes to deep system change.

We are blessed with committed quality all around us, the country and cluster
leaders in each country: Lynn Davie, Mary Coverdale, Ben Wilson
(Australia); Tom D’Amico, Anita Simpson, Dana Liebermann, Bill Hogarth,
Patrick Miller (Canada); Vesa Åyrås, Kati Tiainen, Kaisa Jussila, Paula
Vorne (Finland), Marlou van Beek, Baukje Bemener (Netherlands); Derek
Wenmoth, Margot McKeegan (New Zealand); Miguel Brechner, Claudia
Brovetto, and Andrés Peri (Uruguay); and Larry Thomas, Pam Estvold,
JoDee Marcellin (United States). Thanks to the scores of schools, teachers,
and administrators who contributed their stories in exemplars and videos.

Then our global team, a powerhouse of dedicated leaders: Mag Gardner,
Max Drummy, Cecilia de la Paz, Bill Hogarth, Catie Schuster, and Matt
Kane. We work with a host of thought leaders on various initiatives: Eleanor
Adam, Santiago Rincón-Gallardo, Jean Clinton, MaryJean Gallagher, Peter
Hill, Bill Hogarth, Cathy Montreuil, John Malloy, Joelle Rodway, Andreas
Schleicher, Michael Stevenson, Andy Hargreaves, Carol Campbell, and
more.

There has been great support for the production of this book. Our own team
shines with quality: Claudia Cuttress, Mary Meucci, and on graphics Trudy

Lane and Nolan Hellyer. We thank the Ontario Principals’ Council for their
longstanding support, and co-publication of all of our work. Finally, to our
fabulous publisher, Corwin: fast, flexible, and fastidious about quality. Arnis,
Desirée, Melanie, Deanna, and the Corwin infrastructure, we can’t thank you
enough.

About the Authors

Michael Fullan,
OC, is the former Dean of the Ontario Institute for Studies in Education
of the University of Toronto. Recognized as a worldwide authority on
educational reform, he advises policy makers and local leaders around
the world in helping to achieve the moral purpose of all children
learning. Michael Fullan received the Order of Canada in December
2012. He holds five honorary doctorates from universities around the
world.
Michael is a prolific, award-winning author whose books have been
published in many languages. His book Leading in a Culture of Change
was awarded the 2002 Book of the Year Award by Learning Forward
(formerly the National Staff Development Council), Breakthrough (with
Peter Hill and Carmel Crévola) won the 2006 Book of the Year Award
from the American Association of Colleges for Teacher Education
(AACTE), and Turnaround Leadership in Higher Education (with
Geoff Scott) won the Bellwether Book Award in 2009. Change Wars
(with Andy Hargreaves) was awarded the 2009 Book of the Year
Award by Learning Forward, and Professional Capital (with Andy
Hargreaves) won the AACTE 2013 Book of the Year and was given the
Grawemeyer Prize for 2015—an award that recognizes “the power a
single creative idea can have on the world.” Michael Fullan’s latest
books are The Principal: Three Keys for Maximizing Impact,
Coherence: Putting the Right Drivers in Action (with Joanne Quinn),
Indelible Leadership: Always Leave Them Learning, and The Power of

Unstoppable Momentum (with Mark Edwards). He currently serves as
an advisor to the premier and minister of education in Ontario.

Joanne Quinn
is an international consultant, author, and speaker and leads her own
consulting firm focused on whole system change, capacity building,
learning, and leadership. She is a cofounder and Global Director of
New Pedagogies for Deep Learning, a global partnership focused on
transforming learning. Joanne consults with governments, foundations,
and education systems and leads whole system change projects at the
state, province, national, and global levels. Joanne has provided
leadership at all levels of education as a Superintendent of Education,
Implementation Advisor to the Ontario Ministry of Education, and
Director of Continuing Education at the University of Toronto. Joanne is
past president of Learning Forward and founding president of the
Ontario affiliate.
Her recent books include the best-sellers Coherence: The Right
Drivers in Action for Schools, Districts, and Systems with Michael
Fullan and The Taking Action Guide for Building Coherence in
Schools, Districts, and Systems with Michael Fullan and Eleanor
Adam. Joanne’s diverse leadership roles and her passion to open
windows of opportunity for all give her a unique perspective on
influencing positive change.

Joanne McEachen
is an internationally recognized education leader who serves as the
Global New Measures Director for New Pedagogies for Deep Learning
(NPDL), cofounded and in partnership with Michael Fullan and Joanne
Quinn.
Joanne is also the CEO and founder of The Learner First. Her work
with The Learner First frames global lessons learned throughout her
experience in education over the past 30 years and through the NPDL
partnership in the context of the United States, revolutionizing
measurement, assessment, teaching, and learning through the lens of
whole system change. Her methodology interrogates the system through
the eyes of the least-served learners, embracing and celebrating their
cultural identities and individual interests and needs.
Joanne’s expertise spans every layer of the education system. She has
been a teacher, principal, regional manager (superintendent), and a
national and whole system change leader in New Zealand and around
the world. With firsthand experience addressing the issues faced by
schools, districts, and education departments, Joanne provides tools,
processes, measures, and thinking that, combined with leveraging digital
technologies, deepen learning for every learner.
The Ontario Principals’ Council (OPC) is a voluntary professional
association representing 5,000 practising school leaders in elementary
and secondary schools across Ontario. We believe that exemplary
leadership results in outstanding schools and improved student
achievement. We foster quality leadership through world-class
professional services and supports, striving to continuously achieve

“quality leadership—our principal product.”