1 / 9

Educational Change

Educational Change. What We Know and What We Must Do. What Do We Know?. Our school system was designed for an industrial economy. This is no longer the reality of our graduating students. We must change what we do and how we do it to meet the changing needs of our world.

suzannehart
Download Presentation

Educational Change

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Educational Change What We Know and What We Must Do

  2. What Do We Know? • Our school system was designed for an industrial economy. This is no longer the reality of our graduating students. • We must change what we do and how we do it to meet the changing needs of our world. • Teachers must strive to adapt their practice to meet the ever-changing needs of the students they teach. WE MUST ALWAYS BE LOOKING TO IMPROVE

  3. Changing Education Paradigms

  4. Why is Change in Education Difficult? • There are many factors that contribute to the difficulty of change in education. These include: • We teach the way we were taught – it worked for me it should work for them • Not enough time and support to master the change • Too much change required at one time • Too many conflicting priorities • Lack of leadership • Lack of clarity and transparency behind motives • Provincial, Board, and School needs not always aligned

  5. What is the Implication on Media Literacy? • Perceived as being reliant on technology and teachers feel that they do not have enough technology available, and that they are not confident/competent using it. • Administrators do not lead the area well due to a lack of awareness and competing interests. • There was no media curriculum when our teachers went to school, meaning they have no reference point for its role in education. • Not enough support, resources and PD available for teachers.

  6. What Can the Media Literacy Leader Do? • The media literacy leader of a board or school may: • Increase the PD support for teachers and administrators. • Provide various opportunities and supports to showcase effective practices and student work. • Support teachers in making cross-curricular links to provide context to the media expectations • Provide support with using technology in the classroom. • Communicate and model clearly and concisely ways in which media can be used to support curriculum delivery. • Ensure that the delivery of media literacy is part of the school improvement conversation and part of the evolving philosophy of the school, not an ‘add-on’ or ‘initiative’.

  7. What Do We Know About Change? • There are many obstacles to change. These may include: • Ineffective Leadership • Resistance from Teachers • Lack of Supports • Poor Planning or Change Management From www.changemanagement.com

  8. Reflecting on Change? • If the change is proving hard, use a tool such as the “Concerns-Based Adoption Model” to help identify why there may be resistance or challenges

  9. Planning for Change • Whenever we are planning or leading a change or evolution in practice, we must: • Clearly and concisely articulate the goal, the purpose or motive, and how the success or change will be measured. • Plan for and provide sufficient time and support, (physical, material, and emotional) to enable to mastery. • Break the change down into manageable, smaller steps • Ensure those impacted by the change can experience some success as early as possible. • Appeal to the moral imperative of those being asked to change. • Ensure that the change is not viewed as an ‘add-on’ or ‘initiative’. Ensure that it fits with the development plan and evolving philosophy of the board or school.

More Related