Change For The Better

The process of change can be a difficult one. It is claimed that the human brain scans its sensory environment to discern changes, with the idea that anything new can be either a threat or an opportunity. I have been reliably informed by some experts who spend far more time studying these matters than I do, that the brain is an optimal efficiency machine, attempting to process everything it perceives in a binary fashion. Essentially it asks whether the changed landscape in front of it is worth the energy needed to bring it under control. Thus, humans are prone to avoid change unless it results in something of obvious benefit.

In examining major changes to a school culture such as those envisioned with the introduction of a new program it is important to anticipate a degree of resistance. It appears to be only human after all. Often proposed changes are examined through the lens described above. Is the change worth the effort? Will it require more work, and if so, what will the benefit be? These are the normal reactions to change that apparently most, if not all people exhibit.

When you consider that education tends to be a field that is more conservative than most, the challenge of change in this area is even greater. In his cleverly titled book: Seven Secrets of the Savvy School Leader ( http://www.robevans.org/Pages/pubBook_SevenSecrets.htm), Robert Evans points out that teaching attracts people who have an attraction to security and a strong ethic of service. Let's face it, the reward of money is not the prime motivator for teachers; the rewards are far more intrinsic and vocational in nature. Thus loyalty, familiarity, and continuity feature strongly in the field of education. For the most part these are good things, but not when you are trying to affect change on a large scale.

Introducing a program such as the IB into a school involves massive change. It impacts everything from what is taught at the start of a school year to when it is assessed (not necessarily at the end), and everything in between. It challenges schools to adopt a new framework for teaching and learning, and it places a particular onus on the student to be responsible for her or his own learning. During a year in which our graduates have taken their first ever IB Diploma Program exams (grade 12), and our Primary Years Program students (grade 6) have presented their first Exhibition of work, the impact of change has been noticeable. While the full evaluation surrounding program change will take place over time, and there may still be those who yearn for the past, the early indications are that the changes have been positive. A heightened academic profile has been noted at the senior end through the taking of the IB exams, while our younger students have transformed their own learning through the exhibition of work that is student-centered and reflects their personal interests.

In every respect this represents Change for the Better.

The Importance of Developing Student Voice

One of the most distinguishable features of the IB program is the image of the student at the centre of all of its programming. Although the program changes significantly throughout each stage, the student image is the same for the Primary Years Program (PYP), Middle Years Program (MYP), and the Diploma Program (DP). Placing the student at the centre makes a bold statement- the IB is a student-centered program at all stages of development. The image is linked closely to the Learner Profile which also runs throughout each stage of the IB. One of the traits of the Learner Profile is that of communicator.

We all know that communication takes a variety of forms in the modern world, much of it digital like this blogpost. However, a key aspect of communication that is sometimes underemphasized is student voice. I have had the great privilege of working with students in the areas of debate and public speaking since the start of my career. I can vividly remember the opportunity that was offered to me as a young teacher when I was asked to take on the debate and public speaking responsibilities at my school. It has remained an important part of what I do today as a teacher and administrator.

It would be too easy- and also untrue- to say that today's students do not engage in the speaking arts as readily due to the proliferation of digital media as a primary form of communication. Yes, the rise of social media has led to a massive shift in the way that we communicate, regardless of generational differences. But it is also true that the spoken word- debate, public speaking, and other forms of oral communication such as model United Nations- is as important today as it ever was. In fact, a case can be made that the need for well-organized, well-articulated thoughts will always be a key feature of healthy societies.