Action Plan: License Teacher Program Implementation - Assignment Example

Action Plan: License Teacher Program Implementation Introduction The general trend in Abu Dhabi education has, for a significant time, been one of improvement towards a model, internationally competitive and effective education system. Within this the development of staff and the leadership of schools have been fundamental. It is important to this writer that this trend continues and strengthens, and hence the decision to explore the possibilities of change in a particular school. As the Principal of a girls’ school, within the state system, it has become a passionate aim to innovate and facilitate excellence at the school. Within the aims of the education authorities in the Emirate, lies an innovation purposed toward the equipping of all students with the necessary skills and knowledge that would enable their entry into the global environment. Primary among the requirements identified as essential, is the ability to be bilingual – both Arabic and English proficiency will advantage students to a large degree. This drive toward bilingualism goes hand in hand with the need for Emirati students to be proficient in Mathematics and Sciences. Hence the decision to implement a License Teacher program at the school, with English instruction in Mathematics, English and Sciences by native English speakers. It is this desire, and the planning and theoretical basis of such planning which forms the content of this essay. It is acknowledged that this change is not an entirely novel one – such programs do exist in other schools. In the context of this school, however, this is likely to be perceived as a significant change and perhaps one that will not be universally welcomed by the faculty or the community at large. Still, it is the belief of this writer that this change is one of the highest priorities. Additionally, the argument presented here is that this initial change will be just a precursor and vehicle for a more fundamental change in the culture of the school. It is imperative that an open, change-welcoming and dynamic environment be developed at this school. The challenges are evident but the rewards may be significant. Young women may become better equipped to enter a change-driven, international environment, which is highly competitive. These students will be able to contribute to the continuing growth of the modern UAE and be successful, responsible and valued citizens either within the borders or as representatives of the country aborad. Rationale and Reasons for Implementation The Vision of the Abu Dhabi Education Council (ADEC) can be summarized as follows: Education is primary – with the system striving to be recognized and accepted as a world-class educational model, able to support all its learners to reach their full potential and become competitive in the global market. The Mission of ADEC extends on this Vision – aiming to produce world-class learners with a strong sense of culture and heritage prepared and able to meet global challenges. (ADEC website, 2010) It is therefore evident that one of the most essential aspects of the strategic planning for education, nationally, is the empowerment of learners so that they are able to become sustainably competitive in the global market. According to the ADEC Strategic Plan, 2020, Mathematics, English and Integrated Science must be promoted throughout the education system. (Kjeilen, 2010) In response to the need to enter and compete in global markets for jobs, focus has been placed on the bilingual skills of all learners. The perception is that the lack of English becomes an employment barrier for UAE nationals and thus the government response – a series of 5-year plans to advance education techniques, improve innovation skills, and focus on self-learning skills among students. Recruiting native English speaking teachers is part of this drive for change in the education system. (looklex, 2010) While progress in literacy and women’s education has been acknowledged by His Excellency, Dr Hanif Hassan, as reported on the education ministry website (Habib, 2008), it was also noted that challenges were ongoing and needed to be addressed throughout the education system. In a speech delivered by His Excellency Dr Mugeer Khamis Al-Khali, on February 7, 2010 (ADEC website, 2010) the proficiency of all learners in both Arabic and English is proposed as key. His Excellency went further to comment that “… an entrepreneurial workforce …” is integral to the future of the Emirate and that this workforce is being built “…through our education system.” It has been emphasized by the Education Ministry that Principals are essential in their leadership of the move towards improvement in schools. At an information workshop on professional standards for Principals (ADEC website, 2010) the necessity for motivation and skills development was noted. An effective Principal was defined as one who leads strategically, leads teaching and learning, leads the organization as well as the people, and, ultimately, plays a leadership role in the community. It should also be noted that expatriate students, from being permitted only to attend private schools in the UAE, were permitted entrance to government (or public) schools from September 2007. (Dubai FAQs website, 2010) Further, the desire and need for women to pursue careers has led to the statistic that of the 11% of UAE nationals who go on to achieve a university degree after secondary school, more than 50% are women. (looklex, 2010) In the context of the writer – as leader of a girls’ school – this is a significant motivating factor. It is essential that these younger women are provided the opportunities they will need if they are to advance to the level of tertiary education and beyond. Furthermore, should the occasion arise for the enrolment of international students, the school will be able to manage the integration of such students. This may even advantage the school – at least part of this writer’s aims is to encourage tolerance between communities and respect for all cultures. Informed and encouraged by initiatives within the Education Ministry, and recognizing a changing environment and the need to adapt to such changes, this writer made the conscious decision to assist in leading her organization toward embracing change and the consequent delivery of excellence in her educational sphere of influence. Leadership Considerations An integral part of transforming a school, or even of implementing a change strategy, is, from the outset, leadership. In most institutions, there are existing constraints on leadership mostly due to the organizational culture. This is also true of schools. The culture makes it very clear what leaders can and cannot do and the leaders themselves understand these restrictions very well. (Shields & Stephenson, 2009, referring to for example Fullan & Hargreaves, 1991, Lorie, 1975) The culture of many schools is restricted by individualism – where teachers believe that they can work on their own exclusively. Further, a sense of conservatism and resistance to change exists. And, perhaps most restrictive for leadership initiatives, as sense of having to deal only with the present among teachers, where the day-to-day activities prevent a broader, forward-looking perspective among teachers. (Lorie, 1975, quoted by Shields & Stephenson) For these reasons, it is essential to look first toward the type of leadership that will be required to implement change in the school which is the subject of this essay. Fullan, (1993) proposes that 8 basic lessons should be learnt if change is to be implemented. These lessons are explored in the paragraph following: Change cannot be forced – neither people nor institutions can be forced to change according to a new principle or initiative. The process of change is ongoing and cannot be viewed as a single event, isolated from what has gone before or what is to come. Neither can change be sees as a direct, easily understood process, from one point to another. Problems will occur, and these should be welcomed, as they allow the participants in change to learn. The most fundamental step, and a first step which has to take place before planning and visions, is to encourage the right attitudes among people, and in the organization. It is important that the individual and the group have equal power in a change process. Both leader-initiated and initiative from followers must be included in the change process. To ensure that change is successful the institution cannot be isolated from the community or the wider environment in which the school exists. Finally, Fullan proposes that every individual must become part of the change by developing a mindset that welcomes and protects change. It is clear, then, from the theory of change suggested by Fullan above, that a particular leadership style is required if change is to be successfully implemented. The concept of transformative leadership is one that this writer particularly ascribes to. This is, however, not a simple and easy style to implement. It necessarily challenges conventional concepts of leadership, and the leader cannot be an isolated authority figure, forcing change. Neither can the leader ignore the requirements of the organization. But, more importantly, the leader must consider the cultures and attitudes of the people being led in leadership decisions. Leaders should be educators who understand specific required issues and possess specific required values. Such leaders would significantly contribute to schools of academic excellence, which reflect democratic principles, and embrace social justice. (Shields, 2009) In schools, it is vital that the leaders maintain a critical awareness of the process of change, and of the organization and people who form the organization. It is further necessary, particularly in the context of schools such as this one, that the leader must be culturally and spiritually sensitive to the teachers and students of the school. The focus must remain on social justice and democracy, though. Perhaps the most essential feature of such leadership is openness to dialogue. It is required that a leader who wants to implement change ensures that all participants in the process of change have a voice, and are empowered to contribute to the decisions surrounding change. Teachers must, in a school organization, feel that the leader is trustworthy and has the appropriate motivations, and open dialogue is certain to encourage the required level of trust and acceptance. Astin & Astin (2000) are quoted as proposing that a leader enhances equality, social justice and the quality of the lives of those being led. (Shields, 2009) Additionally, leaders ensure access to opportunity for all and encourage respect for diversity. Knowledge should be consciously advanced, intellectual honesty maintained and creative expression encouraged. Leaders must ensure that personal freedoms remain tied to a sense of responsibility, both within themselves and within those they are leading. Hence, transparent, encouraging, trustworthy, and respectful leadership must be cultivated. Excellence in leadership, and in the outcomes at the school, will result from such leadership. The good leader acts as a catalyst for change, and is supportive, empowering, visible, and accessible. (Shields & Stephenson, 2009) The intention of the writer, thus, is to implement a style of leadership at the school in question which maintains high, flexible and attainable expectations. The achievements and success of the teachers and students will be recognized and acknowledged. An approach to teaching and to ongoing change will be cultivated, where each member of the organization’s staff will become a scholar-teacher, or scholar-practitioner, so that ongoing learning and flexibility is possible. While respecting the traditions and cultures of individuals, the participation and commitment of each individual will be promoted, so that change is not just “top-down” but instead becomes a process to which all can contribute. (Barbules, 1993 quoted by Shields, 2009) Added to this approach, the sharing of ideas, diverse opinions, and the necessary empowering attitudes from leadership must form the basis of a change plan. Teamwork and a spreading of accountability and responsibility will enable all teachers to feel involved and able to contribute to the change under discussion, but also to further innovations and change strategies. In short, the belief that “…the truth is not born and does not reside in the head of an individual …” will inform new leadership practice at the school. A “…collective search for truth …” through “…dialogical intercourse between people …” (Bakhtin, 1973, quoted by Shields, 2009) must become the dominant pattern in this school organization. Planning Leading on from the theory and intention related to leadership, as discussed above, a particular metaphor must be employed to examine the current nature of the organization – the school – under the spotlight. The ideal school functions as a human body with living, open systems. It has life cycles, with the time for changes occurring naturally and organically, as adaptations to new and changing environments are called for. (Shields & Stephenson, 2009) Many schools, however, are affected by numerous factors which affect the health of the organism. Most important in this functioning organization are the people, who can be likened to the heart of the organization or organism. It is beyond question that the people need to become “healthy” in their attitudes and approaches if the organization is to continue to exist and achieve success. Where rigid, hierarchical structures exist in an organization, and fixed duties for each individual are enforced, without flexibility, the organism’s heart becomes unhealthy. Appropriate thought, ideas and changes cannot circulate through the body (to extend this metaphor), if only formalized, centralized communication is permitted. An exclusively centralized authority base would then further prevent the success of the organization, as individuals would feel disempowered and unable to express themselves creatively and without threat or fear. Fullan (as quoted by Shields & Stephenson, 2009) advises that a moral commitment to sharing is essential for change to occur. Likewise, safe conditions in which to share ideas must be created. Receptive listening to ideas by the school leader is one way to create this atmosphere. Another is to reward sharing and initiative, rather than giving in to the individualized approached more traditional in teaching. Critical assessment of processes both established and new is also worth promoting. Furthermore, values and beliefs should be modeled by the leadership and throughout the organization. A vision of change must be understood and shared, while conflict must be dealt with not ignored. Importantly, compatible staff should be hired and, in so doing, teamwork can be fostered. Always, Fullan suggests, people must come first. Positive traditions, ceremonies, rituals and symbols should be maintained and valued. Decision-making must be facilitated by planning teams, or faculty study groups, who will communicate, and share ideas and innovations. Time must be made to reflect, both individually and as a total organization, and collective decisions should be made on new teaching methods or staff development strategies. Value can found in team teaching and peer observation strategies and interdisciplinary planning and teaching. To summarize, the leader of a school must ensure that relationships are developed between people which help to produce desirable results. Everyone should be aware of the change strategies and feel that they are making a positive contribution toward implementing changes. And, importantly, the changes should merge with the overall purpose and aims of the school. A plan to implement change in the school under discussion, then, needs to begin with the modification of the heart of the organization, so that the people are open to change and willing to contribute, and commit, to the process of change. It is not as simple as just importing some new strategies, in order of importance, into the school. Rather an entire pattern has to be changed. School culture involves the historically transmitted patterns of meaning. Norms, values, beliefs, ceremonies, rituals, traditions, and myths are collectively understood by members of the school community. (Shields & Stephenson, 2009, referring to Stolp & Smith, 1994) The commitment of the teachers, students and the parent community, as well as that of people in the wider environment to many of the traditional approaches usual at the school, is profound. There is marked resistance to change and that will have to be managed with great care. On a simpler, practical level, the change required at this school is the establishment of a License Teacher program, where English, Mathematics and Science would be taught at the school by native English speakers. The benefits for students, on a personal level, would be enormous, while the program would also align with the stated intentions of the Education Ministry to empower Emirate students to become globally competitive workers and professionals while contributing even more value to the progress of their own nation. (See: Rational and Reasons for Implementation, above) Students would embark on a path that would enable them to become bilingual speakers of Arabic and English, and be equipped with the knowledge and skills that would advantage them – both in seeking access to further education, and in a more global employment market. The logistics of the plan are not complicated, superficially: Teachers (the number is still to be determined) will be recruited both nationally and internationally. The existing channels for the appropriate advertising and marketing will be employed – a selected employment agency, accessible through the Education Ministry will be identified. Once teachers with the appropriate and suitable qualifications and characteristics have been employed, a process of orientation and induction will be carried out. Advantage will be taken of the programs already in place, under guidance of ADEC. An in-school orientation will take place: a central characteristic of this will be to familiarize the incoming teachers with the cultures, traditions and structures of the school itself, but also to increase the understanding of the teachers regarding the cultures, traditions and approaches of the teachers, students and community of the school. The additional program will be timetabled as necessary and will be implemented for the students. Ongoing evaluation and reflection will refine and adapt the program so that it becomes an effective and successful addition to the school. All of this, however, must be implemented only after thorough preparation and significant processes to aid in changing the mindsets of the people at the heart of the school. To this purpose, a frame in which the implementation of change, on an ongoing basis is possible will be constructed. Starting at the level of the individual, certain normative behaviors will have to change. Teachers will be encouraged and empowered to be more open in their contributions to the policy, the structures and the change strategies of the school. An initial meeting will be held, for all staff, at which the strategic future of the school will be discussed. It will not be announced that this is a planning or strategy meeting. Predetermined groups of teachers (perhaps by interest indicated, or by friendship circles, or by voluntary participation) will be asked to prepare discussion documents for this meeting. The school leadership will ask teachers, per group, to research and present short “openers” and a summary document for distribution for discussion on: The national policies – specifically the development planning for 2020. Statistics on current educational trends in the UAE, at primary, secondary and tertiary levels Programs for License Teachers at other schools, broadly – in technology interventions; or in mathematical or science interventions The orientation of international teachers, as implemented by the ADEC At a follow-up meeting, the issue of strategy will be raised by the leadership of the school, and the teachers will be asked to promote their conceptions of what a good future direction for the school would be. Some preparation strategy will be implemented – with teachers in smaller groups or individually asked to apply their minds to possible strategic changes. The school leader will also present and motivate the idea of a License Teacher program as outlined above. It will then be revealed that a new, necessary innovation is the License teacher program. The process, however, should include some debate about all possible innovations, and even a democratic acceptance of some of these. Perhaps a timeframe can be adopted for the implementation startup dates for some practicable innovations beyond the implementation of the present program. A third meeting should be held, then, as a planning meeting for the implementation of the License teacher program. The school leader should present an outline program for the \plan, as above. Volunteer teams, or teams by specialization – the mathematics and science, and language teachers – should be tasked with aspects of the implementation. So, for example, there could be a “welcoming committee” and perhaps an “orientation committee” as per the specific steps mentioned above. Subsequent discussion could be based in these teams, with frequent informal or scheduled meetings between teams and the school leadership. Certainly, the school leader will adopt an open-door policy, which will enable easy and immediate communication between the teachers and the leader, for this initiative’s duration, but also into the future. This exercise will form the basis of a more ongoing development of a staff-wide culture of openness, responsibly critical thought and reflection, and communication and sharing. Logistically, it will be necessary to develop a timetable to include formal, day-to-day operations meetings but add to that, regular and prioritized meeting times for discussion and review of larger values, strategies and evaluations. Teachers should consistently be encouraged to participate, either by formally being asked to prepare information topics, or by being encouraged to develop presentations based on their own concerns or newly gained knowledge. Perhaps, when teachers have attended meetings, or courses, or workshops outside the school, they could present “report-backs” to the rest of the staff. Indeed, the attendance of in-service training, and the full utilization of such opportunities will be encouraged. As suggested by Shields & Stephenson, 2009, with reference to the work of Watkins and Marsick, 1999, it is necessary to pay heed to 3 levels of learning: the individual; the team, and the organization. If continuous learning opportunities are provided, enquiry and dialogue are consistently encouraged, collaborative patterns are established, people are empowered toward a collective vision of improvement and strategic leadership is provided for learning, success is certain to follow. Important to this model, too, however, is to connect the organization to its environment. With this in mind, the plan will also include regular communication to parents – through written communication; scheduled information sessions; and even one-on-one meetings where necessary. Parent communities can be notoriously absent from the children’s schooling process, but can ironically also become very involved when some change is imminent. The process must be “sold” to them as a positive, modern innovation that is exclusively for the benefit of their children. The specific innovation to be implemented is intended as a necessity, but also an additional benefit may result from the systems it encourages. It is hoped that this will be the beginning of the development of a holographic model for the school. The vision, values and culture of the school should change so that the new is constantly embraced, while the traditional is maintained and improved on. In the holographic model envisioned, the school will be “run” by teams, with diversified roles, all contributing to the collective intelligence. A critical, repetitive practice of roles should enable a dynamic, flexible atmosphere. With continuing referencing to the environment and community surrounding the school, the changes “out there” could be anticipated and adaptation could be constant, always informed by past experience of change. Hence, design of new strategies would remain dynamic and ongoing, with the pattern becoming: design – plan; evaluate – reflect; design – plan: in effect, this process would continue to repeat. Although comfortable sharing and collaboration does exist in many schools, deeper concerns are not shared in most. Teaching, curriculum, long-range planning and the shared purpose of schooling are seldom discussed. (Fullan & Hargreaves, 1991, as referred to by Shield & Stephenson, 2009) It will thus not be a simple, direct process to change the culture of the school toward one of sharing and collaboration. But, when a culture of collaboration does exist, the advantages of teachers who inspire and motivate one another positively are enormous. While this will not be an overnight event, the writer concedes, it may be a good base from which to grow the school into such a change-friendly, dynamic institution. Evaluation and Comments There has been criticism of the education system generally, by such writers as Saunders & Quirke (2002) who commented in that year that despite the UAE being a fast-developing, modern country “…the secondary-school system remains very traditional.” On the Gulf News website, senior reporter Anjaria Sankar revealed some areas of dire concern exposed in the education system in Dubai. Of note for the purposes of this paper, the comment of numerous parents on the website’s interactive commentary page, calls for a review of the Abu Dhabi educational system, similar to that reported on from Dubai. One parent on the commentary page complains about “…teachers talking in their mother language, hindering the proper English development.” Simultaneously, His Excellency Dr Al-Khali commented recently that no introduction of English should be at the expense of Emirati’s culture and heritage. A full orientation, he believes, is essential for English native speakers arriving in the UAE. (ADEC website, 2010) It is immediately clear that the implementation of a License Teacher program will have to be carefully managed, in light of both government policy and the perceptions of the community of parents. Certainly, ADEC advises on its website that parents should be encouraged to be more actively involved in the education of their children. Of most importance is the need to continually evaluate the program as it is implemented and continues. The planning notes above will, hopefully, enable the implementation of a plan successfully. Teachers will be made aware of the plan, through a process of introducing a more open, communicative, non-threatening school environment. They will then be specifically informed of the parameters of the plan – and will hopefully want to learn more. When the teachers begin to question how the implementation of the plan will affect them, they should be encouraged by a new, more transparent approach to change from the school management and leadership. Thereafter, they will learn the processes of the innovation and begin to complete the tasks required: the teams tasked with specific aspects of the introduction of the program should lead this process and enable the positive buy-in of the staff complement, generally. This should lead to the teachers’ realization that the program will have a positive impact on the learning of the students, and hence they will begin to collaborate to make the program a success. The benefits will then be clear and the newly-found culture of openness to change will hopefully lead to new initiatives from the teachers, and alternatives that will have to be evaluated, discussed and perhaps implemented, too. To use another metaphor, the organization should work in the same way as a brain. The leader should be a control-center, to organize and direct the organization toward a goal. Both the logical left brain and the creative right brain of the people and of the organization should be employed to construct the best possible changes. This dynamic interplay of logic and creativity will ensure continuing, critically-tested change. The “brain” will be flexible and self-repairing in that there are many people’s thinking and critical awareness focused on the growth and improvement of the organization. The commitment of teachers to the implementation of the plan should also help to ease the settling in of the new teachers. If they are accepted as part of a necessary, even desirable, new strategy, they will be the appropriate, valuable members of the school team envisioned. The interaction of these teachers with the existing staff will also encourage a culture of acceptance of diversity and inter-cultural respect. This attitude among the staff will reflect positively on the students and enable the encouragement of these positive values among the student body, too. This writer concedes that the implementation of such an innovation is not going to proceed as smoothly as it may appear in this plan. Problems, conflicts and disagreements are certain to occur. This writer nonetheless continues to be encouraged by the ADEC values of continually improving performance through teamwork, integrity, transparency, respect, accountability and compassion. (ADEC website, 2010) Conclusion It is not easy to embark on a solitary quest for innovation and improvement. It is not necessary, however, to be solitary in this drive. The evidence presented above argues very clearly for the process of change to be participatory and empowering. A culture of change, when successfully developed, ensures that a leader is able to manage and incorporate all stakeholders in education in the ongoing development of the school. Support and even policy from the education authorities provide additional encouragement. This is evidently a proven path, accepted as effective and successful in moving toward a total education system characterized by excellence and innovation. It would not be acceptable to allow this school to abdicate its responsibility and avoid the necessary changes. The changing of the culture of a school, hence, becomes a priority so that changing conditions and developments can be adapted to immediately and efficiently. The implication is that the school would be ready to deal with any challenge successfully and effectively adapt t changing circumstances in the immediate and global environment. While this paper suggests a plan for change, with some attention to the details of the plan, it is more important, in the opinion of the writer, to facilitate an environment in which flexibility and openness to change characterize the school’s culture. The beginnings of that change, it is proposed, can be seen in the plan to implement a License Teacher program, as the precursor to more positive change, initiated both by leadership and by the faculty. The incorporation of the community at large and the influence of external environments are acknowledged as important. In a world context, where change is ongoing and rapid, it is imperative that the school contributes to the development of young adults competent to face the challenges they will encounter in further education and in the global job market. This writer hopes to make a small but hopefully significant contribution to the lives of her students. References Abu Dhabi Education Council Holds Cultural Orientation for New English Native Speakers ADEC website “News” (Published online February 7, 2010) available at http://adec.ac.ae/en accessed February 14, 2010 ADEC Mission and Vision and Values available on http://www.moe.gov.ae/ Fullan, M. (1993) Changing Forces: Probing the depths of educational reform. New York: Falmer Press Habib, A. (2008) Minister of Education Reviews UAE Efforts in Developing Education available on http://www.moe.gov.ae/English/Pages/h250908 2aspx accessed February 14, 2010 Kjeilen, T. (2010) Education in the UAE available on http://looklex.com/e.o/uae.education.htm accessed February 14, 2010 Navas, N. (May 17, 2009) Reader post on http://gulfnews.com/news/gulf/uae/education/physical-abuse-of-students-reported-1.68911 Sankar, A. (2009) Physical Abuse of Students Reported Gulf News, 23:35 May 16, 2009 available at http://gulfnews.com/news/gulf/uae/education/physical-abuse-of-students-reported-1.68911 accessed February 15, 2010 Saunders, B. & Quirke, P (2002) Let my laptop lead the way: A Middle Eastern Study Copyright Bradley Saunders, Zayed University and Phil Quirke, Abu Dhabi Men’s College, 2002 Shields, C. (University of Illinois) & Stephenson, L. (Zayed University) (2009) A series of lectures on Change and Change Management in Organizations with focus on schools. Read More