Transforming the Culture of
School Reflective Review
A Case Study: Carmel Secondary School
External School Review in 2007/08
Carmel Secondary School
Transforming the Culture of
School Self-Evaluation
(SSE)
The Hare and the Tortoise:
“…under conditions of complex, nonlinear
evolution, we need more slow knowing.
“Hare brained” is about chasing relentless
innovation; “tortoise mind” is about
absorbing disturbances and drawing out
new patterns.”
(Michael Fullan, in Leading in a Culture of Change, pp. 122)
Carmel Secondary School
Our History
• Founded in 1964
• The first of the eight schools established
by the CECAL
• Committed to the holistic development of
students' characters.
Carmel Secondary School
Our Mission
Self-discipline through the
understanding of the Word
Service to mankind through
faithfulness to the Lord
明道律己
忠主善群
Carmel Secondary School
Our School
• An stablished culture of self-evaluation
Carmel Secondary School
Our School
• A caring school culture
Carmel Secondary School
Major Concerns 2006-09
Carmel Secondary School
Some strategies to share
• Transition to incorporate the SDA
framework
• Re-structuring the school organization
• Effective utilization of assessment tools
• Involvement of every member in school
• Resistance to “rumors” and
miseducational deeds
Carmel Secondary School
1. Transition to incorporate the
SDA framework
• Introduction of the “whole-school
approach” in school development since
2000
• Transformation with the “science of
muddling through”
Carmel Secondary School
Features of the traditional SSE
• Program planning by individual
committees
Planning • Lack of a concerted theme/thrust
• Independent endeavor
• Occasional clashes in directions, time,
Process
and physical space
• Successful output as “completion of
events”
Products • School-centered evaluation process
Carmel Secondary School
Ideals of the transformed SSE
• Formulation of a “whole-school” school
development objective
Planning • Emphasis on concerted effort  THRUST
• Coordination
Process • Collaboration
• In search of quantitative and qualitative
evidences
Products • Involvement of different stakeholders
Carmel Secondary School
Some strategies to share
• Transition to incorporate the SDA
framework
• Re-structuring the school organization
• Effective utilization of assessment tools
• Involvement of every member in school
• Resistance to “rumors” and
miseducational deeds
Carmel Secondary School
2. Re-structuring the school
organization
SMC with extensive representation
School
Improvement
Committee
Principal
VP (AA)
VP (SD)
School-based
Management
and
Development
Committee
Academic Affairs
Student Development
•Curriculum development
•Discipline, Counselling,
Careers and Further Studies
•Teaching and Learning
•Reading to Learn
•Subject Departments
•Moral and Civic Education
•Religious Education
Carmel Secondary School
•ECA
Some strategies to share
• Transition to incorporate the SDA
framework
• Re-structuring the school organization
• Effective utilization of assessment tools
• Involvement of every member in school
• Resistance to “rumors” and
miseducational deeds
Carmel Secondary School
3. Effective utilization of
assessment tools
Carmel Secondary School
Feedback from students and
teachers
Carmel Secondary School
Tracking longitudinal changes
Carmel Secondary School
Get informed by theory-driven
assessment tools
Career Development
Career Planning
Gender Issues in Career
Vocational Training Selection
Job Hunting Preparation
Job Hunting
Educational Planning
Time Management
Study and Examination Skills
Learning from Friends
Being a Responsible Learner
Academic Development
Career Goals Setting
Personal Goals Setting
Understanding Self
Understanding Others
Avoiding Drugs, Drinking and
Smoking, Marriage and Family
Responsibilities, Handling
Setbacks, …etc.
Personal-Social Development
Life Skills Components of Senior Secondary Students (reorganized from findings from Life Skills
Development Project, Yuen et a. 2007)
Carmel Secondary School
Inform school development
Carmel Secondary School
Some strategies to share
• Transition to incorporate the SDA
framework
• Re-structuring the school organization
• Effective utilization of assessment tools
• Involvement of every member in school
• Resistance to “rumors” and
miseducational deeds
Carmel Secondary School
4. Involvement of every member in school
Carmel Secondary School
Clear delineation of preparatory works
Carmel Secondary School
Consultation of staff feedback on L&T
Carmel Secondary School
Consultation of staff feedback on L&T
Carmel Secondary School
Some strategies to share
• Transition to incorporate the SDA
framework
• Re-structuring the school organization
• Effective utilization of assessment tools
• Involvement of every member in school
• Resistance to “rumors” and
miseducational deeds
Carmel Secondary School
5. Resistance to “rumors” and
miseducational deeds
•
•
•
•
Where come the “rumors”?
Where come the immunity?
The problem of TRUST and FEAR
A story to tell
Carmel Secondary School
Internalizing SSE for school
development
•
•
•
•
•
The “after-ESR syndrome”?
Authentic synergy?
Authentic changes?]
Rethinking SDA – “Purpose-driven”?
How to meet student needs?
Carmel Secondary School
Review of 06-09 SDP
Carmel Secondary School
Re-focusing our effort
Carmel Secondary School
2009-2012 Major Concerns
1. To Live a Purpose-Driven Life
•
•
•
•
Proactive action planning and actualization of plans
Cultivation of good learning habits
Life-skills development
To live a healthy life
2. To Build a Learning Community
•
•
•
Strengthening professional development, esp. on “catering
for learner diversity” and “assessment for learning”
Empowering new teachers
Sustainability of the teaching profession in Carmel
Carmel Secondary School
THANK YOU
Carmel Secondary School