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NJC Year Head Model

NJC Year Head Model. Teachers’ Conference 2014 3 June 2014 (Day 1). Flow of presentation. Learning Objectives Context and Background NJC Year Head Model Rationale for Year Heads Roles of Year Heads Theoretical Underpinning, Strategies and Skills.

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NJC Year Head Model

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  1. NJC Year Head Model Teachers’ Conference 2014 3 June 2014 (Day 1)

  2. Flow of presentation • Learning Objectives • Context and Background • NJC Year Head Model • Rationale for Year Heads • Roles of Year Heads • Theoretical Underpinning, Strategies and Skills • Identified Areas of Student Developmental Needs • Year Head College Relational Structure • Junior High • Senior High

  3. Learning objectives At the end of the presentation, participants will be able to • understand how the NJC YH Model works in an IP School context. • learn how this pilot project and its transformative journey lead to its desired outcomes.

  4. CONTEXT

  5. Background • NJC pioneered the first batch of Year Heads in June 2012 • Objectives were • to enhance the students’ school experience, • to ensure the College’s VMV are reinforced in every aspect of school life, • to get to know the students very well, and • to get to know students' feedback about school life through regular meetings with selected students.

  6. NJC Year Head Model • The YHs collaborate with Senior and Middle Management and Personal Mentors (aka PMs; i.e. Form Teachers) on: • development of values, • pastoral care, • guidance, • counselling, and • academic development.

  7. NJC Year Head Model • YHs also play an integral bridging role between • management, • teachers, and • students. Callanan (2009) believes that ‘new collaborative and participative practices’ are necessary, where teachers are more involved in school administration

  8. Rationale for Year Heads • Allows quick identification of problems • Provides another perspective for decision-making and policy development • Facilitates sharing of good practices between YHs and PMs

  9. Primary Roles of Year Heads • YHs oversee student welfare, pastoral care and discipline by • liaising with PMs on progress of individual students, • providing guidance to PMs in the effective delivery of CCE lessons, and • providing additional support for referrals on disciplinary matters.

  10. Other Roles • Appropriate interventions to enable students to achieve full potential • identifying students who can be stretched, and • identifying academically low-performing students who require additional support

  11. Other Roles • Organising of events such as • Parent-Teacher Meetings • Direct School Admissions, and • other relevant boarding activities for a memorable experience

  12. Roles and Responsibilities of Year Heads Pastoral Care and Student Well-being The Year Head’s role is to show ‘concern for every aspect of the year group…recognis[ing] that careful attention to these factors will contribute significantly to the learning environment of the school’ (Monaghan, 1998) Education & Career Guidance Discipline

  13. Theoretical Underpinning, Strategies & SKills • ‘[we] aim for every student to acquire a broad and deep foundation for his lifelong journey’ - MrHengSweeKeat, 2013 • Year Heads ‘play a crucial role in developing and maintaining the nature and quality of the pupils’ learning experience’ (NCSL, 2003)

  14. Theoretical Underpinning, Strategies & SKills

  15. Theoretical Underpinning, Strategies & SKills

  16. Identified Areas of Student Developmental Needs

  17. Year Head-College Relational Structure School Leadership Deans (JH and SH) HOD CCE&VIA HOD NE & SW HOD L&SD Subject / Level Coordinators SH CCESH VIA (TBC)SH Scholarships & Univ. Adm SH NESH SW HOD Science (JH) – Co-ICSH Scholarships & Univ. Adm Academic Matters Scholarship & University Admission MattersValues-in-Action (VIA) MattersCCE Matters Student Welfare Matters National Education Matters Leadership Matters Student Development Matters Longitudinal relation by alignment of 6 levels, YH-PMs collaboration, Management-YH relation. JH1 to JH4, SH1 to SH2JH1 to SH2 (IP)SH1 to SH2 (JAE) Lateral relation by various functions

  18. Overview Junior High (JH) Year Heads Senior High (SH) Year Heads Academic Intervention Non-academic Intervention • Academic Intervention • Non-academic Intervention • Level Specific Processes

  19. Junior High: Academic Intervention Purpose: • to identify areas of need, and • to provide the necessary support structures • for patching learning gaps, and • for helping students to improve

  20. Junior High: Academic Intervention Levels of Intervention; • Level 1: PM Intervention • Level 2: Year Head and Dean JH • Level 3: Parental Involvement • Level 4: Involving Principal/ Vice-Principal, Parents, Dean JH, YH, PM and student

  21. Junior High Non-Academic Intervention • Purpose: • to find out students’ needs, • to work with relevant staff and stakeholders, and • to provide necessary care and support to help students cope • Some examples: • Medical cases, discipline cases, cases involving counselling, etc.

  22. Junior High: Standard processes • Establish good working relationships with class chairpersons • Work with PMs on CCE lesson delivery • Find out how students are doing

  23. Differentiated Level-Specific Processes For Junior High Students

  24. JH1 Level-Specific Processes Key Issues Level-specific Processes Close-monitoring and working with PMs to find out how students are adjusting to NJC and how they are faring Targeted PM Training (CCE): CCE Digests & Year Head Café • Adapting to a new learning environment • Personal-management skills • Team work skills

  25. JH2 Level-Specific Processes Key Issues Level-Specific Processes Targeted PM Training (CCE): activities-based lessons Establishing good (working) relationships with class chairpersons • Personal-management skills • Motivation to study • Discipline: late-coming

  26. JH3 Level-Specific Processes Key Issues Level-Specific Processes CCE (Career Guidance) Targeted PM Training (CCE) Establishing good (working) relationships with class chairpersons • Adapting to more rigorous upper-JH curriculum • Personal-management skills

  27. JH4 Level-Specific Processes Key Issues Level-Specific Processes Targeted PM Training (CCE): informal lesson observations Talent Development and Talent Management Testimonial Information Gathering Exercise & Writing of Testimonials • Personal-management skills • Over-commitment

  28. Senior High

  29. Senior High: Academic Intervention • Purpose: • to provide close monitoring and timely intervention,and • to improve the learning outcomes of students through collaboration with Subject Tutors and PMs

  30. Senior High: Academic Intervention Levels of Intervention; • Level 1: Subject tutor & PM Intervention • Level 2: Year Head and Senior High Dean • Level 3: Parental Involvement • Level 4: Involving Principal/ Vice-Principaland all relevant stakeholders

  31. Senior High Non-Academic Intervention • Purpose: • tomonitor student behavioral trends, • to provide useful and relevant intervention • to guide students into making good and responsible decisions

  32. Senior High Non-Academic Intervention • What is being done: • Organise relevant talks for each cohort with school counselor • Monitor school and class attendance, • Collaborate with the relevant HOD to provide career planning • Monitor student issues on the ground • Assist the relevant HOD in handling disciplinary cases

  33. Senior High: Setting up PM PLC in the conduct of CCE classes

  34. Senior High: Setting up PM PLC in the conduct of CCE classes • Key challenges faced by PMs (both new and experienced) include: • not being confident about teaching values and character to students • some topics in CCE being too personal

  35. Senior High: Setting up PM PLC in the conduct of CCE classes • What PM PLCs are about: • Dialogues between PMs • PM Buddy Pairs • Lesson observations • Learning communities • Safe culture of sharing and support

  36. References Callanan, Dee. “The Role of the Year Head: a case study examining tensions between Aspiration and Practice.” Teaching and Learning: Insights from Irish Schools 1 (Summer 2009): 62-74. Web. 28 Dec. 2014. Heng, SweeKeat. “Student-Centric, Values-Driven Education: A Broad and Deep Foundation for a Lifelong Journey.” Work Plan Seminar 2013, Ministry of Education. Ngee Ann Polytechnic Convention Centre. 25 September 2013. Keynote Address. Monaghan, L. “Moving Forward with Students.” IAPCE. Dublin: Marino Institute. “Rethinking middle leadership roles in secondary schools.” National College for School Leadership (NCSL) (Spring 2006). National College for Teaching & Leadership. Web. 27 Dec. 2014. “The Role and Purpose of Middle Leaders in Schools.” National College for School Leadership (NCSL) (Summer 2003). National College for Teaching & Leadership. Web. 28 Dec. 2014.

  37. Questions?

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