Since I entered AISS in 2005, there has been consistent and relentless attention to improving the quality of teaching and learning. I was asking myself: “Are we stuck in a mode that our students weren’t getting any better. We thought we were trying different ways of teaching … but… the students just weren’t buying into them. So consistently we were getting any improvement in them.”
This year with the setting of clear expectations around behavior, creating a vision, and sharing this vision with teachers and students, I believe that the possibility for improvement will be significantly enhanced. Establishing a more positive climate for learning within the school by “talking up” the school, setting clear expectations (on such matters as behaviors, attire, and even CCA, SRP attendance), and encouraging respect for others (not just teachers, but including student leaders, canteen vendors and even their peers). There is also a greater sense of urgency for maintaining high academic standards by exerting a little pressure on both teachers and students (with the introduction of notation of excellence) to excel. There was always been a pupil behavior policy, but I think there is more continuity with the new pupil behavior policy (applicable for our students even after they leave school). I especially thought that the introduction of leader as student leading their own lives was timely. I believe that this considerable emphasis placed on raising the expectations of teachers and students about behavior and achievement will be the turning point for the school.
Raising the expectations of teachers’ performance meant holding teachers more accountable by putting in place clear monitoring and observation processes (lesson observation, file check, peer observation, punctuality). Initially this was met with resistance and suspicion before the actual work commence, but now teachers see this as part of their professional obligation and a way of sharing ideas about teaching and learning. This practice should however be carried out for all teachers, otherwise teachers may feel that they are been picked upon.
There was more shared expectation as teachers and students were reminded of high achievements at every possible opportunity. Emphasis was placed on reward and recognizing achievement (best class award, conduct grades, Eagles award, OYEA, best teacher award), along with encouraging students to view the school as a place where they could succeed and that success was a possibility (citing of our VH student achieving good GCE O Level results, 2010). Through outdoor learning experiences, students were encouraged to view learning as an entitlement (Shanghai Immersion Program, Perth Learning Journey) and that enjoying learning was an acceptable thing to do.
Within the school, the conditions for improvement arose from a new climate of trust, openness and honesty (as reported in the staff climate survey). There was more collaboration around teaching and learning (through PLCs) and a general commitment among staff to work together. I believe that this is deliberately orchestrated through the provision of opportunities to build teachers’ trust and opportunities for more positive working relationships to develop.
Teachers now had more opportunities to work together both across and within teams. I am inclined to believe that all teachers had already used the various pedagogies for teaching and learning. So the focus on teaching and learning through AfL and using pedagogical supported ICT will provide the impetus for much needed classroom change and development. Teachers are encouraged to engage in professional development activities with an explicit focus on teaching and learning. Training days (PLC days) were solely for exploring different teaching and learning (and not on administrative matters) and to engage teachers in dialogue about teaching. Though not all teachers had incorporated the new learned strategies into their teaching, those teachers are now aware of the possibilities and more importantly, (when they try) they will know where to get help when they need it. My hope is that teaching in our school will become less controlled where students are expected to talk more than the teachers (discussions, cooperative learning, etc) and where opportunities are given for to students to think about their learning.
In all in, these are my perceptions of the direction of the school. I am looking forward to doing my part as our school starts to move forward again. The general positive shift in attitude among teachers and students created the real possibilities of further improvement. The buying in from teachers (and more now willing) is another contributor to improvement in this phase of the school’s development.
Thank you for your positive reflection and perception of the change in the climate of the school, from teachers to pupils. This would not have been possible without the relentless efforts by the teachers and their team leaders: SMC.
ReplyDeleteAnd these efforts did not begin in 2010 or 2011; it started way back in 2006, when we positioned Form Teachers as the key person to shape character. Only that we did not have a clear system nor structure for pupils and teachers to measure the outcomes in character development.
We are first and foremost teachers, not maths or science teachers; just Teachers who are responsible in shaping the character of our pupils. With this notion, our teachers now begin to see the importance of character development and its impact on other successes: academic and CCA.
Let's continue to fan this fire and passion for making the positive impact on our pupils.
You will be an important part of this positive change.
Boon Siong, It was very inspiring reading what you wrote. Made me feel very positive about the school's directions and our ability to achieve our goals. You looked at this from so many angles - shows your ability to think widely.
ReplyDeleteI was very taken by Stephen's words, "We are first and foremost teachers, not maths or science teachers; just Teachers who are responsible in shaping the character of our pupils." Yes, we are just teachers and as teachers our priority is the holistic development of the pupils. This is a meessage we must constantly remind the staff about.