Categories
University

Hong Kong Polytechnic University (PolyU) and Hong Kong University of Science and Technology (HKUST)

Originally posted on April 6, 2019 @ 10:13 am

Hong Kong Polytechnic University

PolyU viewed from the MTR station Hung Hom

On the morning of Thursday 28th March 2019, I visited the Hong Kong Polytechnic University. This university, opened on its current site in 1965 in its original carnation as the Hong Kong Technical College. It became a university in 1994 and is situated in the hustle and bustle of Hong Kong’s Kowloon district. Boasting an impressively housed Design school, as well as its own 5 star hotel, PolyU is an impressive university. Students benefit from two years guaranteed accommodation 10 minutes walk from campus. In these halls generally two or three students share one room. There is a Swimming pool and Sports Centre on site.

During my tour of the Hong Kong Universities it was the only one that organized time for me to visit three different departments in the space of the morning. Like the other universities I visited this is a campus university with students housed in halls of residence within walking distance of the main academic buildings. I was first taken to see the Department of Humanities, The Design School and The School of Hotel Management. Like other universities in Hong Kong, students apply to specific programs and admission decisions are made at the program level by professors teaching the courses that students apply to.

During my tour of the Humanities Department I was shown the work of their linguistics laboratory where research is focused on understanding the processing and development of language in the Human Brain. Personally it was really interesting to see how the study of language and biology interact and gave me some new insights to bring back to my classroom. The faculty delivering the courses in communication were keen to stress the relevance of their degrees. Many of their graduates go on to work as interpreters and communications specialists. Two thirds of court interpreters in Hong Kong, for example, graduate from their programs. Students get exposure to hands on visual and verbal translation and they aim to produce students who are trilingual in Cantonese, English and Mandarin. The Design school covers a whole suit of programs from photography and digital media, through to interior and environmental design. A tour round the school which also houses an exhibition space, give a good insight into all main areas of Design and is truly a world class facility. Finally the Hotel School is attached to Hong Kong’s 5* Hotel Icon which is owned in full by HK PolyU and offers the leading Hotel Management courses in Asia.

Hotel Icon and PolyU’s Hotel School

The Hong Kong University of Science and Technology

View from HKUST campus overlooking Clear Water Bay and student housing.

My final visit of the week was to HKUST. This is another campus university but unlike the others it is located in Clear Water Bay in the east of the city. It does not have an MTR line and is connected to the nearest station Hang Hau by a 10 minute taxi or bus ride. It’s lack of connectivity to the city can be definitely seen as a plus. Surrounded by beautiful green hills and with commanding views over the bay, the campus feels very much like you are out of the city. Living here students can be cloistered away in their own community but are able to dive into the city relatively easily for the day if they wish. HKUST has four schools: Science, Engineering, Business; and Social Sciences. The Interdisciplinary Programs office allows students to study courses from different schools should they wish. Once again students apply directly to programs for admission, although HKUST allows students to apply to a school if they are undecided on exactly what program they wish to take. In this way HKUST, offers a combination of specialization or flexibility of study, different routes that will appeal to different students. All students take a Common Core of 36 credits that allow them to  develop their Professional and general knowledge in other areas. HKUST also operates a undergraduate research opportunities program, UROP, which gives students access to international networking and conferences. HKUST stressed that they are results orientated in their applications and IBDP students should be looking to score 38+ points.

Categories
Coordination Teaching & Learning

Models of change and influence: reflections on NPQSL F2F3

Originally posted on March 24, 2019 @ 1:26 pm

Session 3 began with a reflection of a change project that the participants have already been involved in. We were asked to reflect on our involvement in such a project and think about what steps we had taken to ensure change occurred with impact, as well as the threats to change that existed.

Some of the steps we identified were: appropriate staff training, making time for whole team discussion and collaboration both vertically (within departments) and horizontally (between departments), covering classes for teachers so that they could get out and observe new practice, identifying key players (later in the session I identified these as “early adoptors”) who were in position to help bring about the change, space and time for leadership to reflect on options for change, timing of communicating change, and taking the time to develop relationships to build trust.

Some of the threats to change that we identified were: low energy levels and the risk of burnout, too much to do to have time to look at the big picture, general resistance to change, and teacher workload.

We discussed the need to manage our own behaviour to ensure that a project could be a success. In international schools this can have the added complication that your colleagues also take the place of your family and friends; your support network. It can be all too easy to find yourself at home of an evening with your guard down and a comment can be made in front of a friend who is also a colleague.

The most insightful part of the day came when we turned our attention to particular models of change. This is new learning for me and excitingly provides a scaffold to really help me with my own work of implementing the IBDP at my current school. We looked at Kotter’s “8 steps of change” which, to me, is a model that focusses on the stakeholders and the structure of a change project. It provides a useful scaffold for thinking about a change project and therefore aids in planning it.

We then looked at the Kubler-Ross change curve, another model but one that focusses more on the human element and therefore provides a helpful model for thinking about the impacts on stakeholders – not just teachers, but parents and students too. The model could help explain why we have the parental problems we sometimes have and how to move them forward from those issues.

The second half of the day considered leadership behvaiour for successful leadership: Commitment, Collaboration, Personal Drive, Resilience, Awareness, Integrity and Respect. It was interesting during these session to reflect on my previous experiences. I can identify a time when good leaders have catalyzed me and moved me forward in my own thinking, or even got me thinking. None of these characteristics particularly stick out, although I would agree that they are important, but also good leaders, I think, are inspiring. They excite and challenge you to be more in your thinking and behavior.

Another useful point of the day was when we considered Roger’s adoptive categories. This was really interesting. It presented a way to think about approaching the role out of a project. Thinking about the last eight months, I can definitely idenftify colleagues who were early adoptors or innovators, providing support to the changes I have been trying to bring about. Knowledge of this model, once again provides a useful scaffold but one for building relationships as we move through the change process. Here we also identified the category of laggards, and sought reasons as to why individuals may resist change and how we can overcome this.

Before the final coaching session where we were able to spend time thinking about the development of our project, we considered the different styles of leadership and when these may or may not be appropriate. It made me once again think of prior leaders and really question what they were doing. I remember being frustrated at times, when decisions needed to be made and they weren’t – I put this squarely at the feet of leaders who were using an inappropriate leadership style for the situation. On reflection, I now have some clarity about why this year is proving so challenging. Sure, I have been teaching the IBDP since 2008 and guidance counseling since 2015, and I am no stranger to challenges and setting up new programs having had some particularly trying years doing so particularly 2016-2017, where my guidance counseling hours were reduced but the class sizes remained the same. That year I was setting up a program, teaching four classes of Biology, one class of TOK and running the DofE’s International Award. It was a frustrating year where I felt unlistened to and unsupported by leaders who just didn’t seem to get it. This year is different. My leaders get it. They are supportive but the real challenge comes not from learning another new job; DP Coordination, but learning this new job and learning how to effectively lead it at the same time, in addition to learning about college counseling in Asia.

Categories
Education Teaching & Learning

Side effects in Education

Originally posted on March 22, 2019 @ 6:05 pm

Recently, in my NPQSL course we have been asked to reflect on the question “What is the moral purpose of education?” Education can be argued to have many moral purposes, and it comes down to an educators point of view; this is an opinion that I think many teachers and leaders would accept.

For example you could argue that the moral purpose of education is to allow individuals to experience a fulfilled life where they can experience and appreciate the whole of their humanity. You could also argue that education’s purpose is to serve society and better the community at large.

Where ever you stand on this spectrum, the very fact that there is a difference of opinion here makes education, as a profession, a little unique. Doctors, for example, would largely agree that the moral purpose of education is to save life.

In what works can hurt, Yong Zhao asks if educational research should be concerned with side effects in education. However appealing this analogy is misleading. In medicine there is a clear moral purpose: do no harm. This is a moral purpose that all medics subscribe too. Medics are driven by the desire to save and prolong life.

No single unifying moral principle exists in education and different schools and different teachers have different moral purposes.

Yong Zhao cites the medical profession as one that requires researchers to investigate side effects as well as the main affects of interventions. In light of calls for educational research to adopt similar methodologies to medical research and become more scientific he argues that this is an area that is overlooked.

Educational research is exclusively focussed on what works without looking at how much it hurts.

Reasons for this may be that education is universally perceived as good, although I would argue that medicine is also. I think the reasons that the education does not consider side effects so much is that the moral purpose of education is much less clear. As well as, this damage due to eduction may take a very long time to be observable and you can only measure that which can be observed – also there are huge numbers of conflating variables.

Zhao writes that education is dominated by a narrow focus on cognitive abilities derived in a small number of subjects measured by standardized tests so that scores in these tests become the measure of effectiveness. Other outcomes are rarely measured so we don’t know about any adverse effects.

More evidence is unlikely to stop the battles within education, but a consideration of side effects might. The education pendulum swings but there is really no progress. I can agree with some of this as any look at the history of the debates does see that these arguments do go on quite a way back.

A way forward to resolving the traditional/progressive debate may be the consideration of both main and side effects in education interventions.

Zhao highlights that direct instruction is effective but can stifle creativity and reduce confidence. He cites the progress of some Asian countries, where students have a lot of knowledge drilled into them but students suffer from lack of confidence, versus Western countries where students know less but have more confidence, as evidence that what works can hurt.  I wonder if this may be a relic of the Dunning-Kruger effect. Student may well be further along the knowledge curve and therefore less confident.

Many interventions that have sought to improve reading scores have reduced access to other subject areas, by eliminating subjects to make more time for reading prep. The negative effects of these interventions are now well documented: reducing access to other subjects only serves to reduce literacy scores.

I do think that by focussing only on what can be measured can lead us down the wrong path. Measurement is important and does have a place, but there are elements of human life that we don’t know how to measure or have barriers to measuring like cost and time. We shouldn’t ignore these areas.

Categories
Coordination

Towards a strategy: mission, vision and data

Originally posted on January 26, 2019 @ 12:20 pm

This term I am starting my National Professional Qualification for Senior Leadership (NPQSL) and last Saturday travelled to Beijing to attend the first face to face session on succeeding in senior leadership.

The pre-session activities had been focussed on culture, mission and vision statements. Prior to this, I had thought of these statements as being nebulous and having no real bearing on the real business of schools. To be fair in the majority of the schools I have worked in, these are not things that have been referenced or referred to in the daily working of teachers. In fact, it is only in one school which I was involved in setting up where I can remember a meeting discussing these things. We were asked, in a meeting, to suggest ideas for our mission and vision statements and then we never referred to them again. I can remember one close friend being frustrated because no one he was working with seemed to understand what the mission and vision statements of a school were for or how they might be used. Looking back, I question whether any of the leaders I had worked for in the past really new what these things were.

The session reading began to shine a new light on these ideas for me and I summarise my notes on what I read at the end of this blog post.

In essence, a vision statement should be future orientated and formulate what the community is working towards in the long-term. I write community because whilst a school will have a vision statement, I think it is important they groups within and above the level of the whole school should also pay attention to what their vision is. If this is right I should think about what the vision is for KS5 and this vision should be linked to my schools vision as well. Vision statements should be reviewed on a regular basis in consultation with the people who work within those communities.

Mission statements are focussed on the present and the action that a community is taking to bring about that vision. Like a vision statement this mission statement will need to be reviewed regularly with input from all community members.

Both the mission and the vision of the community should influence decisions that are made in the daily “workground” and should be a lens through which policy is produced, disseminated and questioned. One of the colleagues I met had started as HOD for in a new department. They had placed a board up with titles of areas that they didn’t know about and asked their team members to write down things that they thought the HOD needed to know. From this they formulated a vision and mission for the department which is the lens by which they examine actions in department meetings.

These statements need to carefully formulated so that they can be used and communicated appropriately. Aside from their uses as described above we need to think about how they are communicated with the parental community and how they can be used to work with the parental community. There was the suggestion that we can interview parents when students are interviewed to carefully explain our vision and values in one to one situations.

When vision, mission and value statements are combined with data analysis they can be the backbone for creating a strategic plan to allow the school or community to move forward. Senior leadership has a focus on vision creating. Compared to middle leadership who have a specific team focus, and will be implementing that vision, senior leaders need to think broadly.

At this stage I think that identifying my moral purpose and the vision for my area is absolutely paramount. Both on an individual level and for the IB DP at my school. My thesis and the schools thesis need to be synthesised together for the IBDP and the UGO office.

Pre-Reading Notes

Moral Purpose – Michael Fullan

Five attributes of leadership; moral purpose, understanding change process, strong relationships, knowledge adding and coherence among multiple priorities. Moral purpose is both ends and means but we have mixed motives and that is fine. Moral purpose doesn’t exist in a vacuum. It interacts with the other components of leadership. Two case studies illustrate this: the national literacy and numeracy strategy in England and Monsanto. For leadership to be effective it must have 1. An explicit making a difference purpose. 2. Use strategies that mobilise many people to tackle tough problems 3 be held accountable by measured indicators of success 4 mobilise others sense of moral purpose Acting with moral purpose in a complex world can have insidious consequences. coherence making can be guided by moral purpose. Moral purpose must contend with diversity. Difference in morality from different cultures

Moral leadership by John West Burnham

Behaviour which is consistent with personal and organisational values which in turn are derived from a coherent ethical system. Decisions in education are naturally ethical decisions so leaders need to be ethically literate. The trad vs progressive debate. Professions have ethical purpose. Communities have a consensus over the values that they think are important. Leadership needs to secure this agreement. Culture is the expression of and reinforcement of the ethics of a community. Leaders exemplify what that society and community most value. Moral leadership can be taught through engagement with the meta narratives of ethical classics, reflection in action, coaching and networking.

Vision, strategy and planning in education by Mark Brundrett

To be effective agents of change, leaders in schools need a clear idea of some end goal. Vision is focussed on some goal to be achieved in the future. Leaders need to conceptualise and articulate a vision to influence followers through five mechanisms: 1 giving direction and purpose 2 organise action around future goals 3 provides a sense of identity and meaning 4 provides a common framework 5 vision may develop organisational norms. Personal visions possibly arise from a variety of different causes. Vision must be both individual and collective. Visions in schools and organisations will only succeed if they are bought into by the staff at all levels. Vision and strategy need to be linked at the outset and on an ongoing basis. If strategy is about achieving goals then it is inseparable from vision. Good strategy involves the organisation as a whole just like the vision. Strategies must encourage the involvement of as many people as possible so that they have a sense of ownership. Strategy must take account of long-term intentions and aspirations, the external environment, the internal strengths of the organisation, the prevailing organisational culture, expectations of stakeholders, future resources. Priorities change in education so it can be difficult to plot a straight line approach to strategy and planning. Four abcd approach to translating strategy into action: articulate, build (images metaphors experience) create (dialogues cognitive) define (formal plans)
Targets can help move things forward. School leaders need to have a vision of the school they wish to create. This will be personal but will accord with the aspirations of the wider community. Vision needs shared ownership.

What makes a school a learning organisation – OECD report

The model focuses on:

  • Developing a vision centered on the learning of the students
  • Creating and supporting continuous learning opportunities for staff
  • Promoting team learning and collaboration among all staff
  • Establishing a culture of inquiry, innovation and exploration
  • Embedding systems for collecting and exchanging knowledge and learning
  • Learning with and from the external environment and larger system
  • Modelling and growing learning leadership

Trust time technology and thinking are the four T’s that underpin the above elements. Developing a shared vision is the result of a process that involves all stakeholders. We need integrate all including those on the margins of society as alienation poses a threat to democracy. The vision needs to aim to enhance the lives of all learners. Excellence and equity are not mutually exclusive goals. Some countries have managed to successfully improve outcomes of the most disadvantaged. (Disadvantaged is often implicitly financial but also language as in EAL learners in a globalised society.)

Setting direction vision and values

Generating culture is a high priority for leaders and the concept has a synergy with vision and value statements. Values statements are concerned with behaviour. It can be used as a lens to view decision-making and the formulation of policy. Mission statement are concerned with the present and present actions. It is about what the organisation does or is attempting to do. The vision statement is about the future and linked to ideas about future goals. These statements need to be actualised and this is achieved through culture as shown in Scheins model (see picture). Culture will make or break a school and changing culture is time-consuming. All of the statements above, like all good plans, should be time limited. Changing culture involved conjoining content and process. They are always a work in progress. Various models can be used to implement culture change. This eight step model suggests:

  1. Establish a sense of urgency. Don’t change the culture if the arguments for changing it have not been convincing.
  2. Form a powerful guiding coalition
  3. Create a vision
  4. Communicate the vision. Instead of the presentation use listening and questioning during conversations to broker by in. (Turning statements into questions could be a good way to build relationships with peeps)
  5. Empowering others
    Coaching here through conversation is paramount
  6. Planning for short-term wins
  7. Consolidating improvements and producing more change
  8. Institutionalising new approaches

Categories
Coordination

Developing a school wide Academic Honesty Policy II

Originally posted on January 14, 2019 @ 8:10 pm

In November I shared the first stages of my thinking about developing our academic honesty policy. In this post I want to follow-up, to document the most recent steps.

Last Monday, while trying to find my mind, which I appeared to have left somewhere between the UK and China, I lead the second inset session on academic honesty. Running inset when you are jet lagged isn’t fun – especially when all the team is equally as tired!

During this session, I followed a very similar model to October’s inset, using chalk talk as a way to elicit thoughts and ideas about the academic honesty policy.

I am keen not to simply impose my ideas about academic honesty on the teaching body but to encourage by in, I want to grow a policy as a team. It may seem like this is a little esoteric, but having a shared understanding of the why’s, what’s and how’s of teaching academic honesty is a really important part of what we do as educators. Understanding the issues of good practice in this area impacts on many other aspects of classroom practice and should engender a change in the way that we approach planning of units, lessons and tasks.

We started the session with a Quizlet live game of academic honesty terminology before moving on to practice the chalk talk again. I was inspired by my Christmas reading of Martin Robinson’s Trivium 21C and so started with the question:

–What is more important:

–developing students knowledge of facts or ability to critique and discuss facts?

Following from that we rotated around the three questions of:

  1. Why teach academic honesty
  2. How teach academic honesty
  3. When teach academic honesty

Finally, the team was asked to present the discussion points and ideas on the question sheets that they started with to the rest of the group.

Before ending the session with a call for volunteers to join a working party, I shared the results from the staff citation survey that I conducted in November. These results certainly gave me some food for thought as there were some good arguments presented for not having a centralised citation policy. Most staff thought it would be a good idea to have a centralised policy but the arguments against it were that essential that students should be exposed to a variety of different ways, no one way is right, students joining the school may have learned different systems and should be allowed to demonstrate that learning. All valid points and I must have admit shifted my thinking on this one a little.

Another advantage of decentralising the policy could be that departments take responsibility for agreeing a policy together and therefore think about and implement a procedure that is useful for them. Considering that only one member of staff has taken me up on my offer to form a working party to develop a policy, this could be another avenue for ensuring buy in to the new policy. I may ask HODs to formulate a policy and to let me know what system they are going to teach to ensure that we avoid the attitude of “let some other department deal with it”.

Now I need to think about how to take this forward so that we can launch a policy next August. I have now had staff contribute to the triage of where the school is at. Now we need to decide what to put in the policy and write it and I need to think of how best to achieve this, if teachers don’t volunteer to join the working group?