Phonics as part of a changing process : the impact that the introduction of phonics as part of a multi-sensory approach has brought about in the process of change in Maltese primary state schools and how this has affected heads of school, teachers and parents

Abstract

The rationale behind our long essay is to study the process of change and the impact it brings about on the stakeholders involved. It investigates, amongst other things, why the Heads of school decide to adopt a new policy in the School Development Plan (SDP). This policy focuses upon the introduction of phonics as part of a multi-sensory approach. The research examines if the decision to embark on this new project was made by the Head of school on her own initiative or through the consultation of other members of the Senior Management Team and/or other members of staff. Our study focuses on the importance and the affect that the Heads of school had in the preparation for such a drastic change. We found out that this preparation involved not just the training of teaching staff but also the building of an effective team which ultimately had to bring about this change. Throughout this whole process, parents could not definitely be left out as they also needed to be prepared and supported. In order to facilitate change, Heads of school could rely on the help of another Educational Institution which is the Foundation for Educational Services (FES). This foundation has the important function of motivating and supporting the Heads of school, teachers and parents throughout this implementation process. During this course of action, the heads of school had the duty to commit the members of the staff involved to adopt this methodology by listing it in the SDP and later on in their Performance Management Programme (PMP).