My Take on “Pupil Development”

“Pupil Development” is a term that has been used extensively in schools. Pupil development is commonly regarded by teachers as a good thing. But what exactly is meant by the phrase of pupil development? Often, teachers attached vague and nonspecific meanings to this term and suggestions from many have become a catchphrase with no direct application to their work in teaching and learning.

What does “Pupil Development” mean to me? Based on shared ideas of what pupil development could be, gathered from my colleagues, I now see “our” pupil development as the way that a pupil grows, progresses or increases his/her developmental capacities as a result of teaching and learning in the school. I now also recognized the value of viewing pupil development as a whole pupil concept. 

Now that I have defined pupil development, this definition will help guide my approach to pupil practice and serve as the rationale for designing and implementing specific pupil development events, projects and programs.

Expanding on the definition, I next identified specific aspects of development and examine factors that influence its occurrence by considering the following questions:

1. What ultimate developmental outcomes should we strive to achieve in our school?

     - 21^st century pupil outcomes: Confident Person, Self-directed Learner, Concerned

       Citizen, Active Contributor

2. What important factors lead to this development?

    - Values, Desire, Skills and Knowledge

3. How to encourage growth of the pupil?

   - Platforms, Reflections

The definition of “Pupil Development” has provided me with the basis for the practices of pupil development. Expanding from the definition, pupil development is about transforming values into desire, skills and knowledge through actions exhibited in the various platforms. The demonstration of such desire, skills and knowledge are then reinforced and learning is guided through reflections.

While I believe that the pupil development department will take the lead in the school articulating concern for the pupil growth and development of the pupils. Development of the whole pupil is more complex and far more important for only the role of one department. All departments (IP and non-IP) in the school can benefit by understanding more clearly how pupils develop over in their time in specific lesson, in the class, in CCAs, in school and factors that contribute to that process.

With the above steps in place, I now have, at best, a direction of where pupil development is heading and what pupil development may look like in the future – which is really the starting point of my leadership role in pupil development. My next step will be to look at the possibilities of new opportunity and challenges and be personally involved with my pupil development teams as well as with others so as to fulfill what we had envisioned.