Research Article
The Cyclical Integration Model as a Way of Managing Major Educational Change
Table 3
Framing questions for teachers (and their professional associations) as agents of change.
| | Industry support | | Do the arms of the profession potentially affected by the change see it as being desirable and generally advantageous? | | Professional integrity | | How does the proposed change generally align with the nature of “teachers’ work” [31]? | | Workload reality | | How much extra time will teachers be required to give to implementing the proposed change? What will be the overall impact on workloads? | | Curriculum viability | | Will the proposed change impact further on the crowding of the curriculum? Is it a replacement for something or an addition? | | Pedagogical integrity | | Are teaching methods expected to change as a result of the initiative? If so, have the proposed methods been tested? | | Provision of Professional Development | | What and how many PD events will be required to resource teachers prior to the change being implemented? | | Practicability feasibility | | Given the nature of the school year, is the change achievable within the timeframe proposed? | | Transition arrangements | | How will students be transitioned so that their learning will not be negatively affected by the change? | | Parental acceptance | | Are parents likely to see this change as positive and have they been provided with sufficient information to make such a judgement? |
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