A Chance @Something

I have a record of working in 3 schools which a parent fondly labelled as 'pasadya'.  The term we use at Beacon Academy=boutique schools.   This however I find rather interesting because that means you can actually do what you can make out of it=a good chance to take a stab at things, craft something new or even different, scrap it if doesn't work then have another go. A good model can come out of it which we may continue to build as one solid contribution to our godforsaken Philippine educational system!!!

Of course, I had to figure out what the heck the LC job is. I thought then  I was coming in as Learning Support=LC, only to find out I ended up in a meeting with all the coordinators on my first day at TBA. Then there's this man in white talking about the bus and the right people. Hmmm....I'll take this ride then.

Oh boy, what a ride! Pero sige lang...

What else is there to do when you are 46 years old, a teacher of sorts who has been there, done this and that, personal investments included...and yes have done it 3x as hard as any normal person.  Come September these are what I have set myself to do:

-assist DoF in program development initiatives 

-monitor teaching at the classroom level in order to provide concrete suggestions for program dev't, teacher growth and success

-set up systems of work of the new LSDP and  monitor students with learning support requirements

-plan, coordinate and implement in service professional development sessions specific to teaching and learning

-create spaces for committee work towards meaningful teacher growth and involvement 

The first attempt to do the above upon the orders of HOS resulted to this:

-facilitate  and coordinate teacher evaluation 

Obviously, I am in this business of guiding you through the teacher evaluation process which I see as a chance for you to  look at your practice--not for me, nor the institution, but for you, THE teacher+lifelong learner+professional. I'd like to help you capture the best and worst of your teaching  in order for you to go on this quest and reflect on ways  to become better than where you are now.

For the very few who have given me that chance to know them, exchange ideas with them, observe them, this is how I am seeing you... 

There is one teacher, who perhaps is the strongest of them all. She has withstood the test of time and gut and  she is still standing. She mentioned that she has tried everything she was told to do. And yet she feels it isn't enough. What she does not see is that she can really become great at working with students individually and see them as 'cases' to become a specialist in her field. Perhaps all she needs is protected  time to step back, reflect on her practice and see how else she can address the needs of her students. She has been doing that anyway, but why not formalize it as a real job item the school needs.

I see another teacher who described herself as 'pasaway'.  She seems quite unforgiving to herself and admittedly, a perfectionist.  There are days she really looks busy and stressed out. But in her, I see the young teacher that I was--uncertain but trying my damned best to make things work. What I love about her is this: I am an impressed parent 2x during my PTC. She is able to respond to questions and that she truly knows my daughter for the language learner that  she is  and  not a mere summative score in her gradebook.

Another one has been here for quite some time. Her students are practically relaxed with her and yet she manages to hold her class together for important points, with an affirming tone and students truly engage in discussions--all because these allow them to directly understand who they are through her subject.

I had a glimpse of this teacher--through a worksheet she made by hand. Who does that these days! There were drawings, again, by hand---interesting. What goes on her mind whenever she sits at her place in the FacLounge to plan her lessons? Will she ever let me in her classroom space to see how she does her magic while at work with students?

And of course, who can overlook the seasoned one around--too bad she will never be my daughter's teacher. She is one quick to discern both strength and weaknesses   and uphold standards of work for that is what it means to be in an international school. Imagine the kind of critical thinking that goes in her class. Or how would I fair as a student in her class? Will I be able to perform in the manner she expects me to be? 

Then of course, how about the male teachers around.  This one has a very clear agenda in mind which he sets at the start of the class. To him it is also evident that a lecture is a lecture, a report is a report, no other way to deliver the goods but through pressing questions and engaging discussions. Behind all these is a genuine concern to connect with students as real people and get to know them for who they are. Can I make him change his mind and stay a bit longer?

Who can miss this teacher who writes wonderfully! Have you ever stopped to notice his comments on the advisory notes--he sees his individual students through the works they come up with. He defines them through the work they turn in, but to capture that in how many words is what amazes me. I'm glad enough to have seen his installations (+wifey+kids) up, close and personal!

Last but not the least,  is the teacher I can never forget for he was the one who 'broke me into' the LC job. The exchange I find quite gripping and up to this day, Im not quite sure whether I should have handled it in the manner I did. He can stand and deliver, sustain an engaging discussion for about an hour or so (voice power unwavering) and patiently come up with worksheets to address individual needs.  He will do just as good once he occupies  a leadership position.

I have yet to come to know the rest of you, there's still so much to learn about you as teachers. But with my LC job,   I'd have to shed off my co-teacher identity sometimes in order to get things done:

For program dev't concerns, Id have  to challenge you a bit with questions: why do you do this? what is the purpose? how do you know it's working? what else can you do or try? are you willing to try? so it doesn't work, tell me why? I will throw ideas from nowhere because I'd like to  see how you are viewing your subject matter in relation to the  program we have to define with the DoF. This is also my way to see program possibilities and define PD sessions we can do together. I tap another expert or I tap the expert in you to share and engage...this about your professional growth.

For teaching monitoring concerns,   I  need to examine your teaching practice from a different angle so that I can bring to light areas of strengths and areas for improvement which I can only communicate in a straightforward manner as we sit together. Best to get it straight from me than beat around the bush.  And as I speak, you are by all means enjoined deal with the matter directly.  If you cannot take that, rely on your peers to observe and help you see what needs to be seen.  Or consider student feedback, to be able to reflect on others' perspective of your teaching, reflect on your current practice and write, write, write about it.

I am one to request documentation of this and that or more as evidence of your self reflection so that by the time we look at your portfolio we know how else to capture your ongoing practice. Again, this is for you as part of your teacher evaluation.

And yes, I will patiently wait for the time to see you online, learning and embracing technology, not really to determine your lives, but to make powerful use of techtools to learn and collaborate.

So, shall we give THIS a chance? I hope so....