It is a cliché that education reform without teachers' contribution would be futile. It is also true that in this fast changing world without change in teachers' fundamental belief and practices the outcome would also be the same. Having gone through eight years of educational reform in Hong Kong, there is a common belief that isolation strategy has disappeared. By this it means so long as one commits oneself to the business of education, a collaborative way of practices both vertically between leaders and the frontline teachers and horizontally among colleagues is deemed to be a culture within which one has to be exposed to influences from all sides. Whether such a condition is taken as a threat to or a resource for professional development depends not only on an individual’s perception and competence but also the kind of condition within which its counterparts have created. It is within this context that this paper attempts to propose a model for organizational development as a whole and teacher's professional growth in particular in light of jazz as a metaphor. The author will explain how this model sheds light on the possibility of how diversity and unity could work together in the service of nurturing excellence and creativity with ethical leadership as the foundation.
|Publication status||Published - 2008|