Evaluating the need for change and development at SIS

Information for this interview was provided by a Department Head (Gecko1), Learning Support Teacher (Gecko2), English Language Acquisition Teacher (Gecko3), Diploma Program Coordinator (Gecko4), and a Staff Member of the College and Career Counseling Department (Gecko5).

This post reports my findings following the interviews of fellow staff members. I have identified 4 major areas of improvement (or continued development) that will help to make student learning more effective.

As I reflect on the common responses from my colleagues, I noticed a pattern: each staff member (no matter their position) wants to work in a high quality environment. This means that they are willing to put in the extra time to not only become the best teachers that they can be, but they desire to see colleagues rise to the challenges as well.

The first and most important need for change was mentioned by ALL the staff interviewed. Gecko1 states “the current timetable forces teachers to meet outside of regular work hours, as there is no common planning time scheduled within departments.” At our school, collaboration is practiced both vertically and horizontally, this maintains the consistency taught of the curriculum. Because of this, teachers must meet on their own time. Gecko4 states “this has been identified as an area of change for the next-coming school year and each department will have 6 common planning periods built into their schedules.” This makes for fantastic news!

Along with the need for collaboration time, teachers need the ability to grow professionally and be provided with opportunity for professional learning, individually and as a team. Gecko3 wishes “[we] had professional development for WIDA, so that the ELA staff can provide more accurate and precise results from testing.” I feel that professional learning and development opportunities are consistent with the desire for teacher collaboration, to share ideas and make the overall teaching environment more effective for students to learn.

I am sure change number 3 is a common issue for schools in China. As Mainland China becomes more and more strict with their covid procedures and policies many qualified teachers, administrators and support staff are leaving to find jobs elsewhere. Three of the interviewees also agree that not only is the school understaffed, but it is lacking in qualified staff. Staff currently hired can improve their qualifications with education and professional development mentioned in area of improvement number 2.

Lastly, an area of improvement suggested by Gecko4 and Gecko5 is holding the students accountable. For the last few years due to covid protocols, many teachers have not been on-site and have been teaching remotely with a proxy in the classroom to monitor student behavior and expectations. As our school continues to hire quality teachers and educate staff professionally, we must also re-educate students of our expectations and norms of behavior as IB candidates and young adults that will soon move onto universities. Holding students accountable will increase their success.

Of course, these changes are easy to discuss, however, I feel that my current administration has done a fantastic job responding to perception audits and reflecting on best practices as a school. Through these 4 identified areas of focus, we can continue to make student learning more effective.