Carmel Secondary School 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

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 Planning Program planning by individual committees Lack of a concerted theme/thrust Process Independent endeavor Occasional clashes in directions, time, and physical space Products Successful output as “completion of events” School-centered evaluation process

Carmel Secondary School Ideals of the transformed SSE Planning Formulation of a “whole-school” school development objective Emphasis on concerted effort  THRUST Process Coordination Collaboration Products In search of quantitative and qualitative evidences 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 Principal VP (AA)VP (SD) Academic Affairs Curriculum development Teaching and Learning Reading to Learn Subject Departments Student Development Discipline, Counselling, Careers and Further Studies Moral and Civic Education Religious Education ECA School Improvement Committee School-based Management and Development Committee

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 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 SDP

Carmel Secondary School Re-focusing our effort

Carmel Secondary School 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