Friday, October 7, 2011
Tasks tasks everywhere – but Personal Interaction still takes precedence!
Considering the amount of tasks we have in the school (administrative task, committee task, implementation task, assignment task) sometimes as middle managers we become overly preoccupied with the list of tasks to be completed. Crossing off one task after another does give me a great feeling of achievement and make me believe that significant progresses have been made. But today in the staff room, I saw another middle manager “at work” and the gained experience based on my observation provided me with an insightful reflection on “why schools have middle manager and school leaders” as mentioned in my early blog. She was busy but not too busy to be polite and approachable to the teachers who came to her. Later the same day, she was still busy and yet I find her sitting with her students. All these made me realized that it is important to remember that all of the tasks which I am busy with are means of helping the teachers and the students, and such tasks are not as ends in themselves. Personal interactions with teachers and students are ultimately the key component of my role as middle manager. With this understanding, I will attempt more of this approach and put in some time in increasing my personal in-the-flash connections. There will be times when “my list of tasks can be abandoned” so that I can assist teachers with a problem or comfort students in distress. It will be my choice; the question is what is yours?
Wednesday, October 5, 2011
Meetings – Is there always need to speak?
After nearly a year into my role as the middle manager, I have had tried to learn as much as possible about the programs and committee I have been tasked with. As a way of growing in knowledge, I attend meetings (Zonial ICT PLC meeting with mentors, IP ICT PLC meeting, presentations from other schools), purposefully asked to attend workshops (pedagogy workshops) and seminars (Math Teacher seminar)which is within my area of responsibility. I will also be asking to attend the meeting of committe(like the N2 Cluster ICT Meeting with HOD/SH)in a later date.
During some of these meetings, I told myself that my goal is not to make any presentation or even answer questions. Though at times, I felt that this a bit difficult especially for meetings where everyone is expected to respond. I wanted to simply listen to the discussions as they unfold. I wanted to just sit quietly and attend to others as they talk. In this way, I hope to get more accurate informations from experts and so be able to make informmed decisions. I also hope to gain a better insight into the issues that different people are grappling right then – and more importantly I hope to learn more about how they address the issues. Many of these issues I believe are applicable to me as well and will definitely help to accelerate my learning curve than reading through volumes of minutes or books. This is the approach I take so as to help me as what Michael Fullen puts it “…to better sort out difficult problems even when I do not know in advance how I am going to do it.”
During some of these meetings, I told myself that my goal is not to make any presentation or even answer questions. Though at times, I felt that this a bit difficult especially for meetings where everyone is expected to respond. I wanted to simply listen to the discussions as they unfold. I wanted to just sit quietly and attend to others as they talk. In this way, I hope to get more accurate informations from experts and so be able to make informmed decisions. I also hope to gain a better insight into the issues that different people are grappling right then – and more importantly I hope to learn more about how they address the issues. Many of these issues I believe are applicable to me as well and will definitely help to accelerate my learning curve than reading through volumes of minutes or books. This is the approach I take so as to help me as what Michael Fullen puts it “…to better sort out difficult problems even when I do not know in advance how I am going to do it.”
Saturday, October 1, 2011
The beginning of Progressive Education
Yesterday marked the beginning of a new era in the teaching and learning in AISS – with the emphasis of the 21st century curriculum and the endorsement by both the school leaders and the middle managers of my school. Such a curriculum looks at helping our students develop competencies skills which is also applicable on either skills-based activity (CCA, ICT, CCE) or academically based study (IP areas). The four sets of competencies skills to be developed are 1) Thinking 2) Communication 3) Socio-cultural and 4) Collaboration. The Mnemonics will be “Today Can Sure Can!” I would like to single out this sentence from the 21st century curriculum website “…. to succeed in such a world, our students must develop the “life-ready” competencies it will demand of them.” as I appreciated what is meant by being a set of competency skills to be taught in school that is much sharply closer to any of what is needed by our students after they leave school (not solely for work alone).
After nearly a year since I first took on my role as one of the middle managers in ICT, I have believed that we were on the cusp of something very important for teaching and learning by the use of the technology. However, there are times when I felt that some departments were not fast enough implementing their department ICT plans. As much as I hate to admit it, everyone make mistakes. And it is during the review with the IP departments and the presentations at the AI Learning Seminar that proved me wrong! I was acting on the basis of incomplete information and on my own eagerness. I now realized that I need to deal with the small changes that I can make in order to become effective middle manager and not try to move a mountain with one determined push. Before, it seemed as though such advice encouraging me to become preoccupied with trivia, but I now realized that this is also an important aspect of concern which I as a middle manager need to work on. I suppose this is what is meant by having a series of fairly small improvements that can add up to some significant results. The important thing is also to know how to balance concern for details with an ability to see the overall pattern of the whole school. Areas such as the learning of the 21st century curriculum having now received much more attention will offer the greatest potential that ICT has for exploiting our students’ capacity to develop their learning process.
As a step towards achieving the goal, I intend to spend some time thinking about the single biggest challenge I think faces the implementation of the 21st century curriculum in the school. There is a need to think individually and then as a collaborative group with the different department heads of the different possibilities. As middle managers, we need to be clear on these challenges, for middle managers all have to respond to our teachers who may dispute our views that we have had in mind for such implementation. In this way, the common identified challenge is discussed to learn if it can be resolved. And if the challenge cannot be overcome completely, what actions can be done by us middle manager as well as our teachers to manage or isolate the problems?
After nearly a year since I first took on my role as one of the middle managers in ICT, I have believed that we were on the cusp of something very important for teaching and learning by the use of the technology. However, there are times when I felt that some departments were not fast enough implementing their department ICT plans. As much as I hate to admit it, everyone make mistakes. And it is during the review with the IP departments and the presentations at the AI Learning Seminar that proved me wrong! I was acting on the basis of incomplete information and on my own eagerness. I now realized that I need to deal with the small changes that I can make in order to become effective middle manager and not try to move a mountain with one determined push. Before, it seemed as though such advice encouraging me to become preoccupied with trivia, but I now realized that this is also an important aspect of concern which I as a middle manager need to work on. I suppose this is what is meant by having a series of fairly small improvements that can add up to some significant results. The important thing is also to know how to balance concern for details with an ability to see the overall pattern of the whole school. Areas such as the learning of the 21st century curriculum having now received much more attention will offer the greatest potential that ICT has for exploiting our students’ capacity to develop their learning process.
As a step towards achieving the goal, I intend to spend some time thinking about the single biggest challenge I think faces the implementation of the 21st century curriculum in the school. There is a need to think individually and then as a collaborative group with the different department heads of the different possibilities. As middle managers, we need to be clear on these challenges, for middle managers all have to respond to our teachers who may dispute our views that we have had in mind for such implementation. In this way, the common identified challenge is discussed to learn if it can be resolved. And if the challenge cannot be overcome completely, what actions can be done by us middle manager as well as our teachers to manage or isolate the problems?
Tuesday, September 27, 2011
Leadership Philosophy – Is it necessary?
Started in Term 4, the middle managers of the North Zone were told to reflect on our own personal leadership philosophy for the dialogue with the Supt. It was observed that some middle managers have actually not or difficulty with expressing their leadership philosophy. I agree that it did take some effort to start penning down, especially if we have never actually expressed our leadership philosophy before.
But is it necessary? – was the question from some of the middle managers. To me, it was helpful as it enable me to begin to consider exactly why schools have middle managers and school leaders! What do we middle managers and school leaders add to the school? How can school be helped by good middle managers and school leaders and hampered by bad ones? Hence, by considering these questions, it may lead me to home in on how I view my own role as a middle manager!
For example, some middle managers and school leaders viewed themselves as the arbiter in the school, where decisions are made when an exception to the rule is permissible. There are also some of them who see themselves as people developer, motivating others to achieve goals. And there are some who see themselves as repairman, fixing one problem after another as they encounter them. A few are visionary, always looking into the future and considering what it might be.
Undoubtedly, we will conclude that we middle managers must assume each of these roles from one time to time. Some actually felt that it is a waste of time, a waste of effort as they did not have any idea of such leadership philosophy but only took ideas from the internet! But I believed that I need to reflect and know which of those examples I had illustrated tends to be my default position! And by gaining feedback from others will definitely make the whole picture clearer. In this way, it will help me understand better why I do things the way I do, and more importantly, what I am trying to accomplish.
But is it necessary? – was the question from some of the middle managers. To me, it was helpful as it enable me to begin to consider exactly why schools have middle managers and school leaders! What do we middle managers and school leaders add to the school? How can school be helped by good middle managers and school leaders and hampered by bad ones? Hence, by considering these questions, it may lead me to home in on how I view my own role as a middle manager!
For example, some middle managers and school leaders viewed themselves as the arbiter in the school, where decisions are made when an exception to the rule is permissible. There are also some of them who see themselves as people developer, motivating others to achieve goals. And there are some who see themselves as repairman, fixing one problem after another as they encounter them. A few are visionary, always looking into the future and considering what it might be.
Undoubtedly, we will conclude that we middle managers must assume each of these roles from one time to time. Some actually felt that it is a waste of time, a waste of effort as they did not have any idea of such leadership philosophy but only took ideas from the internet! But I believed that I need to reflect and know which of those examples I had illustrated tends to be my default position! And by gaining feedback from others will definitely make the whole picture clearer. In this way, it will help me understand better why I do things the way I do, and more importantly, what I am trying to accomplish.
Thursday, September 22, 2011
Let our students make our day!
It can be all too easy for teachers or even middle managers to get caught up in negativity. After all, students and teachers alike bring you their problems all day long. We hear complaint after complaint. We even have to deal with people who fail to honor their commitment in their duty! After hearing such distressing news day after day, week after week, not only from students, but also fellow teachers, nearly anyone would be cynical. Consider how a recent survey found many Singaporeans are a cynic!
Why do not students even think of coming to a teacher with good news? Likewise, why does not a teacher even think of going to the middle manager with good news? They do go to school leaders with good news!
Well, I do not think I will wait, just for someone (student or teacher) to approach me. Instead, I went to look for some on my own. While others may prefer to form their opinions solely on personal feeling or hearsay, I went to conduct a survey from all my students to gain a better understanding of my own teaching and learning. In addition, I engaged them in a conversation about the best educational experience he or she has had.
Or when a teacher came to see me about some issue whatever, I extended that visit a few minutes by asking about that teacher’s favorite moment of the day.
Indeed, I found this practice very valuable and decided to make it part of my regular routine. It has provided me with insights that I did not realized before. Moreover, if I were to continue with both survey evaluation and conversation, I believe that I will quickly learn what is the best part of my teaching and learning and more importantly, what it need to make it better.
Finally, whenever I hear a student also say something else wonderful about another teacher, I make it a point to share what I have learnt with that teacher, so to make his or her day. And resulting in a break from the cycle of negativity!
Why do not students even think of coming to a teacher with good news? Likewise, why does not a teacher even think of going to the middle manager with good news? They do go to school leaders with good news!
Well, I do not think I will wait, just for someone (student or teacher) to approach me. Instead, I went to look for some on my own. While others may prefer to form their opinions solely on personal feeling or hearsay, I went to conduct a survey from all my students to gain a better understanding of my own teaching and learning. In addition, I engaged them in a conversation about the best educational experience he or she has had.
Or when a teacher came to see me about some issue whatever, I extended that visit a few minutes by asking about that teacher’s favorite moment of the day.
Indeed, I found this practice very valuable and decided to make it part of my regular routine. It has provided me with insights that I did not realized before. Moreover, if I were to continue with both survey evaluation and conversation, I believe that I will quickly learn what is the best part of my teaching and learning and more importantly, what it need to make it better.
Finally, whenever I hear a student also say something else wonderful about another teacher, I make it a point to share what I have learnt with that teacher, so to make his or her day. And resulting in a break from the cycle of negativity!
Monday, September 19, 2011
Documenting – A need to start?
In today’s reflection, I will like to provide my opinion on one of the items which Professor Lee Peng Yee spoken on during the Secondary Mathematics Seminar 2011. He talked about the need for teachers to document their success, and “not to reinvent the wheel”.
Much of what we accomplished as middle managers in the school remains intangible. Our budget proposals, curriculum improvements, departmental plans and policy reviews usually do not result in the same kind of instant satisfaction that can be felt when a research paper has been accepted, a project proposal has been funded, or a student finally understands a concept that had long been puzzling. For this reason, it can be particularly important for middle managers to document the nature of their successes and reflect in which we can keep printed material and a computer folder for electronic documents, and begin storing items related to our achievements. Consider what would not be the same at school were not for you? How many new improvements did you initiate or, in times of trouble, how was the issues resolved? How has research been enhanced or learning enriched through the policies you introduced?
With such rich source of information, did we document it down? or is it only found in your personal storage memory? Hence, it is important that whenever we set aside documents related to some activities, include a note about why that initiative was important. This is especially true for our teachers, many of whom do not document their years of experience in teaching and learning. However, be selective! We do not want to simply include every document that we create, rather choose only those related to the teacher’s best achievements. This portfolio of success will soon become tangible to the teachers. Teachers can then share such rich teaching and learning, as well as review it whenever things are not going well or when teachers sense that the middle managers’ policy has been ineffective. Teachers can also refer to it for examples during mid and end of year reviews, which serve as data evidences to support their teaching and learning. More importantly, teachers can study it to reveal about their own best practices whenever they or others faces challenging situation they have not encountered before.
So, let each IP department start this important task of documenting their best teaching and learning practices today.
Much of what we accomplished as middle managers in the school remains intangible. Our budget proposals, curriculum improvements, departmental plans and policy reviews usually do not result in the same kind of instant satisfaction that can be felt when a research paper has been accepted, a project proposal has been funded, or a student finally understands a concept that had long been puzzling. For this reason, it can be particularly important for middle managers to document the nature of their successes and reflect in which we can keep printed material and a computer folder for electronic documents, and begin storing items related to our achievements. Consider what would not be the same at school were not for you? How many new improvements did you initiate or, in times of trouble, how was the issues resolved? How has research been enhanced or learning enriched through the policies you introduced?
With such rich source of information, did we document it down? or is it only found in your personal storage memory? Hence, it is important that whenever we set aside documents related to some activities, include a note about why that initiative was important. This is especially true for our teachers, many of whom do not document their years of experience in teaching and learning. However, be selective! We do not want to simply include every document that we create, rather choose only those related to the teacher’s best achievements. This portfolio of success will soon become tangible to the teachers. Teachers can then share such rich teaching and learning, as well as review it whenever things are not going well or when teachers sense that the middle managers’ policy has been ineffective. Teachers can also refer to it for examples during mid and end of year reviews, which serve as data evidences to support their teaching and learning. More importantly, teachers can study it to reveal about their own best practices whenever they or others faces challenging situation they have not encountered before.
So, let each IP department start this important task of documenting their best teaching and learning practices today.
Monday, September 12, 2011
Team – Learning and Building
In today’s reflection, I will like to speak on and also land my support to one of the items which was touched on during the dialogue with the Supt session – that is learning not only as individuals, but rather learning as a team.
In Math, we speak of Partial Fractions. The sum of many terms, but to me I see any school (or even any department within it) is much more than the sum of its parts. As mentioned in my previous reflections, a team benefits from both the individual talents of all its members and especially the synergy that comes about the different abilities working together. From this, I hope that some of the members can develop their own team, help others also generate high morale, and so the start of the ripple effect and finally having an extremely productive school environment. This is what happend with the ICT PLC team members who were involved in the ICT competitions. These teachers had branched out and develop their own team of students, leading and guiding them to out-do others in the competitions. At other times, others and even I may need a little encouragement before a supportive working relationship can be developed. As I review on my area which I am in charge of, I need to keep this notion of promoting team building and try to identify concrete steps to realize this notion.
What are some of these steps I feel can help to realize team building? Encouraging people to recognize and celebrate each other’s accomplishment is one way my principal had advised me to do. Just look at the grins and smiles I get which I mentioned to my many teachers that we will be acknowledging their accomplishment in guiding our students in doing well in ICT competitions during staff meeting. Another way which I feel is important and that I had done when selecting these teachers to be in charge of the ICT competition is to give them a sense that they are part of something truly significant. And also to make them feel that their achievement in the whole team is also a personal accomplishment.
Through communication and discussion on a regular basis, the school goal will become a shared goal. I also make it a point to celebrate progress made (instead of just at the end result) towards achieving this shared goal through sms-ed encouragements and acknowledgement to the school leaders. More importantly, my demonstration to my teachers that I am personally committed to their success or share of their non-success. This is my conscious effort to improve the morale and encourage the team spirit, and not just an accidental by-product from random delegation.
There are also areas which I am currently working on, that is to try to hold social events where my members can bond and not directly on work. I believe that I need to think and implement strategies that suit my own personality and also the nature of the teachers I work with. As I aim for working out my own approach with guidance from the school leaders, I look for the best suit for the personality of my team.
In Math, we speak of Partial Fractions. The sum of many terms, but to me I see any school (or even any department within it) is much more than the sum of its parts. As mentioned in my previous reflections, a team benefits from both the individual talents of all its members and especially the synergy that comes about the different abilities working together. From this, I hope that some of the members can develop their own team, help others also generate high morale, and so the start of the ripple effect and finally having an extremely productive school environment. This is what happend with the ICT PLC team members who were involved in the ICT competitions. These teachers had branched out and develop their own team of students, leading and guiding them to out-do others in the competitions. At other times, others and even I may need a little encouragement before a supportive working relationship can be developed. As I review on my area which I am in charge of, I need to keep this notion of promoting team building and try to identify concrete steps to realize this notion.
What are some of these steps I feel can help to realize team building? Encouraging people to recognize and celebrate each other’s accomplishment is one way my principal had advised me to do. Just look at the grins and smiles I get which I mentioned to my many teachers that we will be acknowledging their accomplishment in guiding our students in doing well in ICT competitions during staff meeting. Another way which I feel is important and that I had done when selecting these teachers to be in charge of the ICT competition is to give them a sense that they are part of something truly significant. And also to make them feel that their achievement in the whole team is also a personal accomplishment.
Through communication and discussion on a regular basis, the school goal will become a shared goal. I also make it a point to celebrate progress made (instead of just at the end result) towards achieving this shared goal through sms-ed encouragements and acknowledgement to the school leaders. More importantly, my demonstration to my teachers that I am personally committed to their success or share of their non-success. This is my conscious effort to improve the morale and encourage the team spirit, and not just an accidental by-product from random delegation.
There are also areas which I am currently working on, that is to try to hold social events where my members can bond and not directly on work. I believe that I need to think and implement strategies that suit my own personality and also the nature of the teachers I work with. As I aim for working out my own approach with guidance from the school leaders, I look for the best suit for the personality of my team.
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