Other researchers have pointed out the importance of teachers being involved at every stage of school reforms (Day, 1999; Zins & Illback, 2007) I can but add my recommendation on this score. The teachers at HKPS were all academically qualified and therefore in a strong position to provide input into decision making about the switch to IBD. Of course if they had been invited to do so, not everyone would have accepted the offer with alacrity. But by being denied any real say teachers at HKPS had little sense of ownership and less commitment to the reform, even though some became increasingly supportive of the philosophy of the new curriculum. If the management team was fearful that opening up the topic of curriculum change to staff
involvement would lead to resistance or delay, it could have enlisted the help of professional facilitators. Any expense in providing more information to and opportunity for involvement by staff during the transition period would surely have paid off ‘in spades’. The cost of recruiting new staff for those who left during and at the end of 2006-07 would have far outweighed proper professional consultation.
At the very least there were two actions that should have been taken in the lead-up to the change to the IBD curriculum: 1) direct input from the IBO to the teachers, clarifying its aims, student learning profile (Appendix One) and constructivist philosophy; and 2) a forum that allowed for open exchange of ideas, concerns and questions to be raised, followed by an ‘open line’ throughout the year between the management team and the teachers.
Finally, when making complex changes it is important to consider the physical and emotional toll that each change will make on staff members. The data in this study suggested that it wasn’t the IBD curriculum itself that was the biggest source of tension; it was the accompanying pedagogy, plus the ongoing expectations for exam success and the manner in which these matters were imposed that had the most impact. In addition, the many initiatives/organizational changes that accompanied this curriculum caused further resentment. The participants were tired out, cynical and resistant because either they could not see the need for the changes and/or they resented very much not having an avenue of appeal.
6.
Conclusion
As I draw this project to its conclusion, I wish to note that it has affected me in several ways. I have learned the value of gathering data in an ethnographic manner and of trusting that I could make sense of it without resorting to some form of
measurement. This was realized when I reflected on the data I had gathered and came to some personal realisations: I had entered into this research thinking that the teachers would resist the IBD curriculum itself, yet the data revealed a broader range of legitimate concerns and areas of tension. As the year progressed, my interaction with the participants broadened my outlook on the realities of the organisational changes. For example, I came to see that a two-hour lesson and two-week timetable might be advantageous for English teachers but not for subjects that required constant skill practice and reinforcement. I realised that as secondary teachers we are accustomed to seeing the school through the perspective of our little departmental ‘empire’, and we are quite unaware of the tension the IBD may be causing for other subject teachers.
As the participants’ concerns were revealed, certain propositions emerged, such as their shared concern about students’ language ability, the time required for planning the course, and the changes required to ensure a successful transition from the old to the new curriculum. All of these were apparently causing a sense of tension and anxiety both individually and as a group. However, through the constructivist epistemology I began to see causation in a more fluid and interrelated manner, which prompted me to not jump so quickly into ‘fact’ conclusions about what was causing what. I gradually learned to be more open to the complexity of the humans’ often rather paradoxical behaviour. For example, the stereotyping of students’ English proficiency and passivity was as much a participant’s code for ‘we’re overworked and underpaid’ as for a serious assessment of the students’ ability.
The constructionist view is that the negativity of the teachers’ responses to the organisational change of curriculum and pedagogy at HKPS reflected a complex
ongoing struggle for all concerned – not a matter that could be settled by the measurement of clearly identifiable factors/variables, such as pressure of work, management demands on their time etc. that were causing the negativity.
This is not to deny there were onerous exigencies or aggravations; these abounded. For example, the lack of communication between the management team and the teachers at HKPS during the study period was palpable. Across the subject areas teachers were definitely facing an increased workload, a new pedagogical philosophy, lack of space and resources, and an emotional feeling of being on their own with little or no support from above. Participants’ perceptions that they were unable to share ideas with, question, and have their concerns taken seriously by management were very real to them and having consequences for others.
In terms of future research, there is a real need for further qualitative research into the teaching conditions in private schools; in particular, international private schools where the teachers are away from their homeland and network of family and friends and faced with a situation similar to what occurred in HKPS. All schools can be seen to be autocratic and hierarchical because of their inherently conservative nature. However, there is a high likelihood that private schools are particularly so because of the strong controlling pressure of parents and administrators who are very reactive to what parents want (it is a business after all) and the lack of union support for teachers. With the huge growth in interest in the IBD curriculum worldwide, it might behove the IBO to carry out research into the implementation processes that private schools go through when they change curriculum and expect the teachers to ‘happily go along for the ride’. If the IBO wants to promote inquiry-based, student learning and the development of a globalized international community, they should
offer more support for the teachers who are at the ‘chalkface’ struggling with a multitude of school-based changes while adapting to the new pedagogy.
Appendices
Appendix one: The IB learner profile
The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:
Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research showing independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable: They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators: They understand and express ideas and information confidently
and creatively in more than one language and a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded: They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Appendix two: interview questions
Demographic data:
Q1. How many years have you been teaching? Q2. How many years at this school?
Q3. How many years have you taught A-Level?
Q4. How many years have you taught the IB Diploma?
The curriculum change:
Q5. What is the change in curriculum being introduced in this school?
Q6. How do you see your role in implementing the curriculum change from A- Level to the IBD?
Q7. What is your opinion about the decision making process behind this curriculum change?
Q8. Describe the funding/resourcing arrangements for your professional development, and resourcing for your subject.
You and the curriculum change:
Q9. Based on your previous experience with the A-Level curriculum in schools, how do you think the current curriculum change will affect your teaching? Q10. How do you think the initiation of this curriculum change to IBD will affect
your working roles as a teacher/administrator and how do you feel about this? Please give examples:
Q11. Do you feel that you have a voice in department and staff meetings in regard to this curriculum change? Please give examples:
Q12. What are your understandings of what these curriculum changes will mean to you as a teacher/administrator?
Q13. How are you planning for the curriculum change? Please give examples: Q14. From your understanding of the changes, what will the impact be on your
assessment and evaluation strategies? Please give examples:
The school and the curriculum change:
Q15. Will the curriculum change affect the way the school is operated? Please give examples:
Q16. Is this a fundamental shift in curriculum changes in this school? Please give examples:
Appendix three: interview schedule
Date
Name
Location
Situation
06-9-06 Jeffrey English teacher His classroom Hong Kong Port School
After school, middle of term one in his classroom. 10-9-06 Marion HOD and
Physical Education teacher
The PE Office After school while other PE teachers were away at a carnival. She spoke to me first, and later joined them.
24-9-06 Paul a Creative arts
teacher
Coffee shop in Happy Valley, Hong Kong.
Paul did not want to be
interviewed at school. 26-9-06 Jane a Science teacher Her laboratory S32 at
Hong Kong Port School.
Term one after school, just before the mid-term break. 2-10-06 Ron HOD and Creative
arts teacher
In an art room He was concerned that students were working on their work after school.
6-10-06 Vivian HOD and Science
teacher
Her laboratory S33 at Hong Kong Port School.
Term one after the mid-term break.
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