Accountability and Professional Development

Accountability and its Impact

Accountability measures were a “double-edged” sword (3). On the one hand, there was much paperwork, so-called “grunt work” (5), to be completed by both coordinator and

teachers (in terms of their curriculum planning documents). One interviewee was quite frank:

Teachers hate paperwork. It’s a time issue. They could be working with kids. They might jot down fabulous (unit planning) notes; however, they are not intelligible to the next person (i.e., their colleagues). There is only a small population who like to develop curriculum (documents). (3)

On the other hand, as one interviewee put it, “(while) it made some (staff) grumpy, it made

them deliver; staff rose to the challenge.” (5) Another interviewee commented, “the pressure of the authorization visit raised the bar. All teachers came through above and beyond.” (7) Interviewees agreed that the authorization and evaluation processes were

generally positive and very constructive. Many of the coordinators recommended

moderation as an extra layer of accountability (1,3,5,6). “The feedback was really helpful

and you get the stamp of approval which parents and the administration like.” (6) The

additional, significant cost attached, however, made this an unlikely option for those at public schools (7,8).

Professional Development

The model of a collaborative curriculum as a professional development (PD) process

was a negative and a positive for teachers: some see it as something else to add to their load, and others see as a great opportunity. (5)

Areas for Improvement of PD

Many interviewees observed that the development process was a challenging one for most teaching staff: “teachers want more direction” (2). All interviewees found the

expectations for implementation and the resource support were sometimes lacking. “They

to go. We just need more of them.” (3) “More off the shelf materials are needed” (5).

And yet, interviewees realized, the organization relies on schools to generate the exemplars of practice:

Cardiff38 _{isn’t so sure what this looked like until schools experimented. And}

there’s no one school who (sic) has it all figured out. Few are doing a good job in all of them (i.e., aspects of the MYP). There’s (sic) always things to work on. Cardiff just picks what’s good from different areas (i.e., regions), different schools. (4)

A number of the interviewees emphasized how valuable outside pedagogical resources were for the MYP implementation, for example, Harvard’s Project Zero and Wiggins & McTighe’s Backward by Design (3,5).

The communication of implementation, authorization, and evaluation expectations was perceived to be improving (2,7). Some of the interviewees, however, still found there to be problems:

Communication sucks! Cardiff doesn’t want to be prescriptive, but then it’s too nebulous. And different messages are always going out from the IB - its staff, its workshop leaders. (5)

Cardiff is not really in tune with what was going on in schools. They haven’t really thought it through. (4)

While, on the whole, interviewees reported general satisfaction with the MYP training workshops, there was some concern about the consistency of quality.

They need better screening for workshops, so everyone has the same level of experience. Sometimes it’s diverted by the agenda of (particular) participants. (1)

Interviewees suggested that coordinators’ training should be less about the management of the programme. “Although the practical nuts n’ bolts are needed, there could be more

on theory, pedagogy” (3). One complained about the training for their principal (3). A

couple of interviewees recommended that those in the MYP leadership team, whether MYP coordinator or senior manager, should attend a subject specific workshop to understand the programme on the teacher’s level (1,7). When I offered the idea of workshops on change management and leadership skills for schools’ MYP leadership teams, interviewees responded favourably. One interviewee replied: “Exactly! It’s about

understanding how the coordinator can help teachers – and how the administration can help the coordinator” (5). Another interviewee saw the advantages of getting “the same info and figuring things out together” (7).

Strengths of PD

On the other hand, “coordinators appreciate the autonomy and flexibility of the

programme” (4). They realize the MYP “can’t be prescribed. Schools have to find their own way.” (6) That being said, having an experienced consultant assigned by the IB, as

is the case in North America, to support this school implementation process was perceived as “very helpful” (3).

Having someone from the outside, I used her to get across key points I had been trying to make with my teachers. (5)

Moreover, workshops were sometimes also validating: “people came back feeling like they

knew way more than other teachers out there” (2). Resources have improved and the IB

is eventually “responsive to needs. They’re (sic) now providing workshops and materials

All the coordinators interviewed took advantage of the network of IB schools and fellow coordinators. One coordinator commented:

Sharing with other coordinators who were at the same stage helped me along in our journey. I realized that I wasn’t the only one out there. There was a support network. We stay in regular touch. There’s a strong bond. We solve problems together. There’s a personal connection. (5)

Coordinator as Professional Developer

All the coordinators also took on some kind of leadership role(s) with the IB organization, for example, as workshop leader, Online Curriculum Centre (OCC) resource person, guide writer, authorization and evaluation team member. As one interviewee explained:

The MYP organization has always offered opportunities - constant invitations to be involved – and they need everyone to be involved. The good thing about IB: it’s not really hierarchical. (7)

Another described the opportunity to become a workshop leader:

It was a huge perk. I wanted to advance. I don’t always feel appreciated inside school but this was an outside outlet where I was very much appreciated. IB surprised me with the faith they put in me. (5)

The reward for one interviewee was “the connection with a huge network of like-minded

It was really satisfying. It was great PD. A lot of reflection is involved as workshop leader. I have to synthesize good practice and review what’s worked. As OCC faculty advisor, there are often questions without any pat answers, so it forces me to think things through myself. (5)