1. Adapting to Change Chris Connolly M.

2. What constitutes change? Novel methods of instruction. New Materials New Technologies New (expected) Outcomes New policies regarding classroom interactions, class sizes etc. All can change the classroom dynamic but change is not always good.

3. Change and change What’s the difference? Updating Textbooks Implementing new tests “Hot Air” Policies Incorporating P.D. into teacher development. Reviewing/Changing intake requirements. Changing teaching methods. Changing testing methods.

4. Classroom Dynamic Changes Increases or decreases to teacher/student ratio. Changes to discipline policies or best practices. New additions to classroom furniture. Updates to school infrastructure. Changes to parent engagement policies.

5. Curriculum and Syllabus Changes New International Standards. New books or updated material. New testing regimens.

6. National Changes Sociological shifts in living. Economic changes in the population. Cultural moves towards/away from various “camps” in education. Shifting goals of parents and students.

7. Global changes Shifts in production or primary economic activity.  Move towards public-private partnership with tech comapanies. -Ireland 2001 Political considerations and objectives. Globalization. Wider economic or political upheaval.

8. When should change be embraced? When international standards change it is often easy to identify why. When best practice or standard test rubrics change it is much more difficult. Is there a real reason based on evidence for the change? Is the change going to add value to our current system?

9. When should change be embraced? There is a tendency to focus on “all or nothing” outcomes, but often they are much more nuanced. Education is not a zero-sum game with controllable variables. Effective outcomes may not always be transferable. Does it aid understanding? Does it improve outcomes? Does it change interpersonal interactions? Does it make learning more enjoyable?

10. When should change be ignored? When outcomes cannot be measured. When understanding is not increased. When implementation requires cuts elsewhere.

11. When should change be ignored? (also when it comes with a spokesperson)

12. How do other countries react? Previous specific examples.  Malta 2005 - Dealt with linguistic shifts away from the native tongue towards English. General examples.  China 2003 – English Partnership Foundation Fund. Government partnered with private language centres to drive English use while funding Confucious institutes abroad.  Vietnam - ?

13. How other countries shouldn’t have reacted. Poland 1995 – Rote memorization (“soviet style”) system coming under fire. Solution! Invite international publishers in to use Poland as a testing round in return for a quality national curriculum designed by experts. LongmanFallon&FallonOxford Result?

14. How other countries shouldn’t have reacted. Poland 1995 Poor quality materials provided after a 2 year trial. National Curriculum described as “Something that was cobbled together from the previous system and mid-90s buzzwords” -Brighton & Dave, 2013

15. How other countries shouldn’t have reacted. Bangladesh 1996 National curriculum review. Repeated calls for an increased role of creativity and innovation in the classroom. Solution! Government focus on increased “left of field” tasks in all subjects. Science and math courses would have increased practical classes.

16. How other countries shouldn’t have reacted. Bangladesh 1996 Disaster! 5 years of falling math grades in international exams. State curriculum incorporated “dictatorial means of creativity”(Brighton & Dave, 2013). Return to old science and math books in 2002.

17. Bibliography Brighton, M. (Senior L. in E. C. (University of, Brighton), C. of, & Northampton), H. Dave (University College. (2013). Schooling and Equality: Fact, Concept and Policy. Routledge.