Why+Change?

= Why the International Baccalaureate? = AISK has undergone three major initiatives in the last three years: the implementation of the IBDP for grades 11 and 12, the 1:1 Laptop Program in the middle and high school and the relocation to a new facility. In order to evaluate the change process of one, it is important to understand all that was going on simultaneously. Change in leadership, growth of administrative team, foreign hiring efforts, growth of the local student community through marketing efforts (including the scholarships) were also all factors blurring the focus. Each of the changes could be for the betterment of the school and the product we provide, but too many at once has tended to water down the effects. //The IBDP is an internationally recognized program of study that promotes multifaceted students with an open-mind; who are knowledgeable, risk-takers, caring members of society. The full IB profile is challenging and exciting. As the culture of AISK has been one that embraces an international spirit// from its inception in 1994, most of the teachers welcomed the idea. The program would revamp the structure of the 11th and 12th grade curriculum and ultimately that of the entire school. The full extent of the implications of this change were never fully examined or researched. The initial purpose was again, **marketing**. Having the IBDP made us a more appealing educational choice. Jamaica is traditionally a test-driven society and parents will compare test scores above all other evidence of achievement (Wallace, 2011). The IBDP provides a quantitative measure of achievement. Our competition, a local, private school, initiated the program at the same time. There was immense pressure for the IB students to earn high marks. Expense of the program, limits of a small school, and the necessary training for faculty were some of the factors that although looked at were not considered as deterrents. Some believed we should have kept the Advanced Placement (AP) program offered from the College Board that also included tertiary level classes and could earn the students college credit if they fared did well. This initiative was pushed through from the Board level ignoring all other ideas, more notably the opinions of the existing Head of School. In the end, the change has been a positive one. However, as our competition initiated the same program, we no longer have the edge and our students and teachers are under a great deal of pressure. AP was ignored without consideration. The Board’s leadership approach although autocratic, was enthusiastic and proactive. Money was spent on the program and the teachers, students and parents quickly bought in. Although a collaborative process was ignored, the Board’s focus on the culture and vision of the school as the key to maintaining the quality of the product and in turn the viability of the school, made this initiative a success.