Strategic change at Harris Secondary School

Table of Contents

Guideline 1: Identify a new mission or a need for reform within the school

Harris Secondary School is a coeducational institution in Barbados with a roll of nine hundred and seventy four (974) students ranging in age from eleven (11) years old to seventeen years (17) old . In Barbadian schools termly marks are accumulated through continuous assessment but the exam mark is a one or two part examination at the end of the school year.

Caribbean students write regional Caribbean Examination Council’s examinations in various subjects. These courses are two year courses beginning in fourth form which culminate in Caribbean Secondary Education Certificate examinations at the end of the Fifth form Year.

The table below shows the percentage pass in mathematics throughout the school. The pass mark from first to fourth form is 50 percent. The pass mark in the CXC examination is unknown as that is an external examining body.

Due to the poor level of mathematics results at Harris Secondary School the strategic change is to improve learning outcomes in mathematics by adapting instructional methods to meet the 21st Century learner.
The school’s present mission is “To provide a secure, structured and innovative environment which empowers staff and students to maximise their potential to develop into responsible, creative, caring members of our changing society”. This mission fits well with the new change.

Guideline 2: Seek support for educational change

In terms of seeking educational change it will be necessary to research the different instructional methods which can be used. For example constructivism in the mathematics classroom and integrating technology in the mathematics classroom. There is literature to suggest that the use of technology helps motivate students and transforms student learning.
The Flipped Classroom is a teaching strategy that could be researched as it allows students to spend the majority of their class time working on assignments. Students at Harris secondary school are generally unable to get assistance with their homework from their parents thus the use of the flipped classroom could prove effective.

The stakeholders who will be required to support this change are the Principal, the Head of the Mathematics Department, teachers, I.T Coordinator, business community,parents and students.
The Principal is the curriculum leader at the institution. One of his primary roles is to implement a vision of high goals for all students. He will engage parents and the business community to support these changes.
In order for the change to be successful dialogue with the parents and students are essential. The parents must partner in their children’s education. The parents need to be sensitized about the proposed changes to instructional methods. If elements of the flipped classroom are used it will be essential to get buy-in from the parents as students will require to watch videos at home. Parents will be asked to acquire a device for their child.

The I.T coordinator at Harris Secondary school primary role is to facilitate training with regards to the use of.technology which could be used in mathematics classes.
The Head of Department’s role in the change is to initiate the dialog with the teachers in the department regarding the need for change. His job is also to provide an environment where department members feel valued and encouraged shared responsibility for the change.

The teachers will be tasked with working together to implement the plans for this change. Choosing the instructional strategies and finding ways of incorporating technology in their lessons and creating authentic assessments.

A math instructor from the Teachers’ training College will facilitate a workshop on supporting instructional strategies in mathematics through technology.

Guideline 3: Create and communicate a model of the change effort

Based on the agreements among the stakeholders a pamphlet will be sent home to parents explaining what the project is about and their role.A document will be prepared for distribution among teachers with their assignments to years and the agreed upon timelines regarding the following:

• Seminars on instructional strategies for teaching secondary school mathematics.
• Training in the use of Google Classroom
• Training in creating screencasts
• Seminars on authentic assessment
• Setting up digital classes
• Parents conference
• Training for the students in the use of Google Classroom

Short term goals for the flipped classroom are to use videos from YouTube and Khan academy to support the flipped classroom. This will allow teachers to get started right away.
In terms of longer term goals, it will be expected as time goes on teachers will  create their own videos.

Guideline 4: Secure needed resources

• The school owns 315 tablets, 100 desktops and 50 laptops
• Harris Secondary school is a GAFE school
• Laptops for members of the department
• Projectors
• Require Screencast software
• Require lessons for professional development and to plan, train and create content
• incentives from businesses to provide to teachers who integrate technology in their instructional strategies.
• Timetable small groups of mathematics teachers so with at least four lessons non teaching together. This is to allow collaborative practice and continuous professional development.

Guideline 5: Acknowledge the emotional reaction to change

There are emotional stages involved in any change process. The most dangerous of which is the informed pessimism where the individual comes to terms with the share volume of work needed to complete this change.

The teachers might not believe that the time required to spend creating screencasts, using student centered teaching strategies or learning how to integrate technology in their mathematics class will have impact on learning outcomes. Teachers must be provided with a support system to encourage them to persist.

This support system can include in class assistance from the I.T Coordinator and collaborating with another colleague. Allowing teachers to discuss their successes and their failures will provide an outlet for teachers to discuss their concerns and get support. This forum also allows for identification of a set of best practices as identified by the group which can be used in the mathematics classes.

Students and their parents might also have a negative reaction to a change of instructional methods. For example they might see the flipped classroom as the teacher not teaching. Parents would not have been exposed to this instructional method when they were going to school.

Guideline 6: Anticipate restructuring problems and identify problem-solving skills.

Guideline 7: Share the leadership.

Allow a different group of two teachers to be in charge of creating the instructional plans, finding and creating content and authentic assessments for each unit in a year level.

Teachers should be given autonomy to complete their tasks but appropriate follow-up meetings should be set to review progress and take corrective action if necessary.

The older students will be involved in supervising the computer labs when students who don’t have devices come to use the lab.

Guideline 8: Anchor the innovation as quickly as possible to classroom practice

At the beginning of the academic year the first unit in each year group should immediately make use of the new instructional strategies, the integration of technology and the authentic assessments.
Teachers who increase their technology use or proficiency will be provided with incentives. Local businesses will donate non monetary prizes to these teachers. This is I’ll be part of these business community outreach.

Guideline 9: Embed the renewal effort and process into organizational practice.

Evaluation of the programme is key to the change management process. Formative assessment provides stakeholders with the information needed to make changes within the programme to make it successful. With each iteration of the programme, formative assessment should improve the programme allowing it to have a positive effect on learning outcomes in mathematics and thus become entrenched in the school.