MENTOR SHADOWING WELLINGTON SC PRT 2

Mentor Shadowing Part 2
Wellington SC
30 Oct 2007
By Rahinun Mohd Noor

6. Shadowing  the school

FRENCH LANGUAGE CLASS

After that we were brought to the French Language class. There are about twenty students having an activity with the French Teacher. We can see a very effective and interesting way of practicing French language among the students. What is very interesting to see, is that the teacher with the help of some students are selling pancakes to the students during break time. And this is considered part of teaching and learning activities and the process has been design to make the students feel the real environment in practicing French without fail. We can see most of the students really had a conversation in French though; it is only a second language to them. As we can see the teacher is very creative, hardworking and dedicated to make the students really have fun in learning French

COMMUNITY SERVICE

On the other side of the building in the other class, we can see some of the student having breakfast. We were told that, this program is being done by the church workers in the morning as part of community service. They brought breakfast; free to the special needs students every morning. Another community service being done by the school is that, renting the school building that is a classroom, for learning Chinese language. By doing this it helps to raise the school funs. Besides that they also rented the basketball court as a source of school income. Thus all the above being done by the school, to raise up school fund and cover the lack of funding to the school as they are self managed.

THE WOMBLES

One very special thing about this school is that they don’t have gardeners and cleaners to take care after their cleanliness. Every day they appoint rubbish squad known as the Wombles, which contains five pupils, one student each from Year 7 to Year 12. The students were given special uniforms, and also free food, and they are under supervision of the Assistant Principal   Student Affairs. They are in charge, in cleaning the school compound clearing the rubbish. The head of the team is managed by the Year 12 student, which will conduct the whole team as good as possible. By doing this, they don’t have to hire cleaners, but also indirectly will cultivate the sense of responsibility among the students

 

ART PERFORMING CENTER

During our visit to the school, the Year 12 students have already finished their final exam. So they started their holidays earlier than the other students. Some of the students, as we can see they are practicing singing and dancing for their performance 'Year 12 Nite'. According to the Principal this is the time the students really looking forward to, as they will participate themselves in a very prestigious and stylish performance to the school. During that night all the school members will be together to celebrate the Year 12 students, as they are going to leave the school, for their tertiary education, which means are they going to college.

Time ran very fast, after the school shadowing, we have already spent almost some times with the Principal, Assistant Principals, teachers and also students. There are many things that have been observed through the day. The first day of the shadowing is over as the bus driver  is going to pick us up by four o'clock. Lastly we waited for the bus and arrived at Rusden House an hour after that.

MENTOR SHADOWING WELLINGTON SC PART 1

Mentor Shadowing Program (1)

30 Oct 2007 (Tuesday)

Wellington Secondary School 

By Rahinun Mohd. Noor

OBSERVATIONS

1. Counter service and the Principal's Office

We had an experience and clearly seen  a warm welcome, helpful and fast action worker at the counter. The moment we introduce ourselves to the staffs, they are ready to prepare the visitor’s cards for us. As they have already noted  that we will be in their school, so after getting our visitor's cards, she lead us the way to to Principal’s Office. We can see the Main Office were well set-up, and looks like corporate image.  The office is linked to the Principal's office, so it is easily access, just next door. As we take our seat, the Principal Mrs Putrino Jo welcomes us. We see the Principal's  Office is full of information with all the school's data.

2. Meeting the principal

We meet the Principal,  tall and pretty. She gives the briefing, to us, short and brief, together with her Assistant Principal Mr Hugh Blackie, and Student's Affairs Assistant Principal. After being sited we were given some school's  documents;  brochures, pamphlets data and books. At the office, for a few hours, we observed that the Principal had a very  effective communication  amongst the school population, teachers and staffs. We are very lucky that we can be together with the Principal during her meeting with Senior English Teacher. They discuss some programs for the improvement of English Language Unit. As we can see they are very serious to implement some programs for the benefit or the students especially overseas or international  students, which learned English as second language. According to the Principal the school has a very strong foundations of literacy and numeracy achievements of the students of Junior level, that is including English. Such good achievements is due to teacher's corporation and hard-work and also the school also get strong support by the parents, through Parents Teachers Association.

3. Tea break

During the tea break we were given sand wiches and hot tea, brought by the clerk to the Principal's office. And as I can see the other staffs, they had their tea break as simple as a cup of tea or coffee with bread or biscuits. They don’t seem to waste their time unnecessarily. During break time,  we can smell coffee or tea every where. They don't go to the canteen, neither have time to spend at the canteen. They had their coffee or tea while doing their work or having s short meeting. So if we go to the canteen, we can only see students at the canteen during break time.  

4. Three levels of students, and the school's motto

The Principal starts giving a brief explanation to us. The students are having three  levels – Junior, Middle and Senior School. Junior students are from Year 1 to Year 5, Those who are in Year 6 and  7 , is Middle Year Students. Lastly the Senior Students is from Year 8 and 9. So we can see they are having  a nine years compulsory education before going to Junior College

As we walk around the school we can see, as we can feel too, all the school community, master the school’s motto: Caring, Striving, Learning. We can see all the top management and most of the teachers and students are well-verse, mastering their motto in what ever they talk, and discuss. Through our interview, only a few of the teachers, students and staffs not really concern about it,  but they say 'we are working towards it'.

4.Strategic Implementation Plan and Curriculum meeting

The Principal gives me The Strategic Implementation Plan(SIP)  for 2008 as the year 2007 is ending. In October after the Middle Years students finished their exams, they had their holidays. So the teachers will do the management work, they  have time to discuss the SIP, curriculum programs and also students programs, for the coming year. We had a chance to attend their meeting for curriculum programs. We can see high skill and understanding of curriculum, when the Assistant Principal  chaired the meeting with the Heads of Curriculum, which is the Senior Teachers,  where they go into detail on the process of implementation  the programs that will be done through out the year.

5.Support Staff System Meeting

We had a chance to join the meeting of Support System Staffs (nonacademic staffs) for the school. The meeting was very short and brief, which took only fifteen minutes. All the staffs were ready and when the Principal arrived they started off. During the meeting they were informed about many important things. The Principal  inform the support team to make a proposal on the number of officers they want to engage in 2008. and remind them to apply again in the coming year,  if they are on contract basis. She  also gives a briefing about the criteria for the staffs  to be reemploy by the school.

6.Shadowing the school

In the evening after lunch, we had a wonderful time shadowing the school, looking around to see the school facilities. One very unique and new thing is about  transportable classrooms. It is just like cabin room, to cater for the increasing number of students every year.As we go around the school, we stop at International Students Department. The teachers are very busy doing the resetting of the students filing, to cater for the increasing number, which is around 80 of them at the moment.

We also stop at the library. We went to the two computer classes in  the library, and also stop at IT Center besides the library. One thing very practical, at the IT center, they have change permanent spot computer to a steel trolly, which is very convenient to transfer 20 laptops to any class they want to use them. At the center there are two ICT  technicians, being hires, and also there also two computer leading teachers. They are responsible to produce weekly school brochure, and it is prepared without fail every week.

Besides the library is the Special Needs Student’s Center. At this center, the students with the assistant of the teachers are having their activities. It is very convenient as the center is link to the library as one stop center. After that we were brought to had an experience in classroom teaching. In  one class the students are learning about sex education by watching television, with the teacher being a facilitator. We stop at another class, where the students are suppose to learn mathematics, but the  class  is having a  birthday party, for one of the students. It seems that the teacher is not having a lesson as he didn't do the teaching.  Actually teacher is on contract basis and with that incident, the Principal told us that she definitely want to stop the contract service for that teacher. Actually if the teacher really perform, they are having a good pathway program as a teacher.

 

WELLINGTON SECONDARY SCHOOL

30th Okt 2007

I am very happy to go out to the school given to me and my partner (Mr Pesol Saad) for mentor shadowing program. Given below is the school overview, taken from the school's website. Before we share our experience, I think it is good for everyone to have some ideas about the school that we visit. This school is one of the successful cluster schools, being implemented and practiced in Australia.

Junior School Centre

Western Courtyard planting

SCHOOL OVERVIEW:
Name: Wellington Secondary School
Address:  91 Police Road,
                 Mulgrave, Victoria, Australia 3170

Wellington Secondary School is a large co-educational state secondary school located in the City of Monash, approximately 24 kilometres to the south east of the CBD of Melbourne. It provides programs for

 secondary school aged students from Years 7-12.

The school has maintained a strong student enrolment of over 1000 students since 1992. In the last three years the enrolments have increased to over 1300 students. The ethnic mix of its students reflects the multicultural nature of the surrounding area, one of the most diverse in Melbourne.

Additional to the local enrolment, the school has a strong international student program of over 80 students, largely from China and Vietnam.

The School provides a quality educational program to the Mulgrave, Springvale, Noble Park, Dandenong North, Keysborough, Westall and surrounding communities. Wellington SC enjoys a very positive reputation in this local community. It has well established traditions, the students and their families are generally aspiring and students are inculcated with the culture of the school’s motto, the "Wellington Way". Retention of students at WSS is very strong. Academic success is expected and high standards of behaviour required. Students usually remain enrolled for the duration of their secondary education, except where the family relocates.

To accommodate the varied interests of the students Wellington offers an extensive co-curricular program: musical ensembles & bands, inter-house and the inter school sports and cultural competitions, a theatrical production, a presentation ball, social service activities, the Duke of Edinburgh Scheme, Tournament Of Minds and special interest clubs.

New Science Labs

The school opened in 1973 with 5 permanent brick wings set around two large courtyards with a central library. Due to an expanded enrolment, the permanent facilities are supplemented with twenty relocatable classrooms. The facilities are generally excellent and well maintained. A major building programme including two new gymnasia, a performing Arts complex (including a 288 seat theatre), remodelled Visual Arts, Technology and Science blocks was completed in late 2010. Wellington Secondary College has recently undergone a $10 million buildings and grounds upgrade. This has included:


24 refurbished General Purpose Classrooms

2 new Gymnasiums
A new Performing Arts Centre including a 288 seat theatre
A new Visual Arts block
New Technology Complexes
A new Science & Language Centre
A new Canteen
Landscaping

The College employs approximately 140 staff with an effective full time teaching staff of 100 and a large support staff of 40, including 2 multicultural aides, a college nurse, a welfare coordinator and a careers counsellor.

 

LEADERSHIP AGENDA

Date     29 0ct 2007

Topic :  Leadership Agenda DEECD Victoria by Raylene Dodds

Time  :  10.00 – 12-00

By       Rahinun Mohd. Noor

Today's new topic is about leadership agenda. It focuses on building leadership capacity. It is based on 2 models there is Effective School model and Effective Leadership model. This is one of the 7 flagship strategies to improve building leadership in Victorian School Context. Through this blueprint they developed 5 domains which can promote developmental learning framework for school leaders. These domains are technical, human, educational, symbolic and cultural. Each of this domain  leads the way for educational leaders to be effective and at the same time to   have the capabilities in managing schools effectively. This process can be done  through professional learning programs in the school.

 

Action to be taken after getting some knowledge about leadership is very simple. We are suppose to understand the models in conjunction with the developmental learning framework for school leaders.  Thus it can be applied in the education system to which it leads to situation in  improving leadership. All these  information is just to cater for the implementation of cluster schools project.

MENTOR SHADOWING

Date:  26 October 2007

Time: 9.00am – 11.00 am.

Topic 1: Mentor Shadowing by Mr. Andrew Jackson (a Former Principal)

After introducing the Australian Educational System, in theory, then we are going to practice school shadowing or mentor shadowing as part of the course program. Ten schools in Victoria State were chosen for us to go on visit during the program. The concept is very simple but it has a great impact to us as school organizers. It means we go to the schools that has been chosen nearby Monash University. The school Principas that has been chosen, becomes the mentor. They  play the role to assist the Malaysian Principals while visiting their schools in Australia.

During the visit, we are asked to make useful observations from their best professional practices, which focus on the mentor’s role. By doing this, we indirectly had a professional learning in managing schools, as what the Australian Principals do. There are some techniques of successful shadowing such as note events, write what is seen and heard, and describe the characteristics.   After being in the schools, we have to do some reflections, so that we can use all the experience, whenever suitable in our practice after going back to Malaysia.

Some of the schools that have been chosen, are being grouped together, as cluster school of their own characteristics. Most cluster schools, are group together due to the geographical factors or the nature or so called types of school. But the most effective and successful cluster school in Australia is, the cluster due to geography. It means a few schools (five or six) in one specific area, were grouped together as cluster schools, for example Wellington Secondary School. It is not restricted to the secondary schools only, but primary schools too, were included in the group of cluster school in the area.

Topic 2:  Transport and Logistic During Mentor Shadowing by Mr. Kitaro Ito

Time:  11.00 – 12-00 am.

In this session, we  are given a schedule that has already been arranged by the university, and given by Mr. Andrew. Two Principals are  to visit one school every week. The shadowing will be carried out for 6 weeks on every Tuesday. According to Mr. Kitaro, they  had arranged 4 buses for the group, each going to the specific area chosen. The bus will depart at 8.00 am in the morning, from Rusden  House, and will reach the schools around 9.00 o'clock. We will be in the school until 4.00 pm. So during the seven hours in school, we will do the shadowing. We will follow the Principal, observe the principal, or discuss anything either with the Principal or the Assistant Principal. We can also go to the class if we find that it is necessary, then in the evening, the bus will pick us up and we will reach the resident at about 4.30.  

VICTORIA EDUCATION SYSTEM

Date:  25 October 2007     Day:  Thursday     
Time:   9.00 am.  -  1.00 pm

Title :  Victoria Education System by  Assoc Prof  Lenn Cairns

Reported by: Rahinun Mohd Noor

In the class, before the lecture starts....

Australian system of education is managed by different states that have full authority on the schools under their control. One of the longest established system from the nine regions is Victoria Education System. The state schools are under the administration of the Minister Department of Education and Early Childhood Development, which pour the grants from the Federal Government. So the running of the school is done by the Principals without being interrupted by any others. 

The schools system starts with Pre-School which consist students at the age of 4 years. The second stage in school is Primary Education which starts at the age of 5 in the Preparation year. After that education starts in Year 1 until Year 6, that is from age 6 years to 11 years old.  Then Secondary Education starts from Year 7 until 10 ( 15 years old). The education which starts from Pre-School until Year 7 is a compulsory Education that Children of Australia has to undergone.

Through the development, some state schools group together as cluster of their own, where they create their own specialties in the field of innovations and excellent, in the area. This school of clusters is group together (10 to 12 schools) under one Regional Director, and assisted by Senior Education Officer (SEO), doing the mentoring to the Principals that were grouped together. The SEO is also known as “Educator” that assists in a few important fields such as global budget, besides resources, innovations and excellent practices

After getting a some knowledge, about Victoria Educational System, in Australia, our next project is to make a school review during mentor-shadowing. Each an everyone of us, will be paired up, and we are schedule to make a school visit every once a week . We are given ten school for mentor shadowing program. When we visit the schools given to us, we are ask to see the principal's job done every day. We just observe what ever the principal do and gather all the management tasks and leadership style. Then we have to  write in the report later. Besides we are suppose to review some of the innovations done by the school, that lead to the excellent of the school. 

Mr Zanal assisting the group to log on.....

In the afternoon we were brought to the Computer Lab form 2.00 pm to 3.00 pm for IT Orientation and Logging, that is given by Mr David Solly.

 

 

PROF LENN CAIRNS AND SIP

Date: 24 October 2007                          

Time : 9.00 am until  1.00 pm.

Lecture topic: Strategic Implementation Plan

Lecturer:  Assoc Prof Lenn Cairns

We were very happy to see Prof Lenn Cairns in the the class again, early in the morning. He was the one who welcomed us during the first meeting after our arrival.  He is very smart in appearance, looks very approachable, and always happy looking guy. After getting to know if we have any problem with our accommodation and internet access, he starts to discuss the topic about strategic implementation plan, which is according to him, very important to school  principals in managing the organization. 

Associate Prof Lenn Cairns before the class

 He starts by giving a general overview about strategic implementation plan (SIP), that has to be design in schools. As we know, SIP should be implemented in school, that consist of elements such as, vision, mission, and targets. He brings out some examples to prove  the importance of SIP, in  conjunction with some excellent schools in Victoria. The examples given show that some schools really excel in all aspects, when the SIP  is carefully put into consideration. And this, has a very strong connection with the school heads.

Similarly we had a very good discussion about SIP that have been practice in Malaysia. And we have our own way of writing  SIP every year. Thus it has been implemented, and it is nothing new to us about SIP anymore. As the school heads, putting up SIP could be a very good track and practice, for the goal achievements of  the schools.     

So when Lenn suggests to us the way of writing  SIP using SWOT analysis with three important elements that is, student learning, student pathway and student's engagement well-beings, we are very clear of what we are suppose to present next. Looking at the aspect of student learning he want us to emphasis on actions going to taken base on goal, targets, and implementation strategies for the students

The second aspect should be taken care of is  student pathways – We are suppose to figure out the necessities  in making student’s progress programs by looking at students transitional period after they left schools. In order to make the program beneficial to the students he wants us to take into consideration, the parent’s and staff opinions too, as this will help to ensure the validity of the programs.

Lastly, we should also consider the student's engagement well-beings, during pre-school time and early childhood education in relation with family and kindergarten, when writing SIP. This will ensure the SIP that we prepare, will give the best benefit to performance and potential development of the students.

As a summary,  We can add on a general knowledge to our strategic planning that we have already design in our school. One thing that is very interesting to look upon is looking at the student's pathways and transition which I think  we don’t really focused in our SIP. This SIP should be written by all participants and must be presented in February at IAB after we finish the course, as part of the assessment for PGCE in Monash Uni . 

After Lenns Lecture

MATHESON LIBRARY AND MR PAUL FORGASZ

Date: 23 Oct 2007

Time: 9.00 am until 01.00 pm

Miss Winifred  with some of us

The second day starts with the session at the Matheson Library, given by Miss Winifred Hirst subject librarian. Looking at her, she was very enthusiast, and the one that really had the commitment in doing her job. At first, she gave an overview of the whole library so that we have an idea of where to go and how to access the library.  She focused on how to find books using  the catalog. And of course our main interest will be more on education, leadership and management. We will be using some of those books in the near future when we start our lecture. 

Miss Winnifred during the lecture

After the session, we were given library debit card, so that can be use when we need to print any article from the library. And of course Miss Winifred brought us to the printing section, where we can bring our pen-drive, for the printing of any materials. 

We were very lucky to have tea break after the first morning session, because it means we had free food, and we don't have to go to the cafeteria, as the interval time was so short. The second session after lunch we were brought to the computer lab, and then she assisted us to find books and articles using the computer. The best part is when she thought us to do our end-note after reading any book or articles so that we can refer to any topic that we have already read systematically. Lastly we were asked to open our email using the internet. We were very happy because we can read our emails. All of us quickly answered our emails to our loved ones due to a very short time given.

Mr Paul Forgasz after his excellent structured lecture

 After tea break, the time was taken by Mr. Paul Forgasz because he was so sorry as he can’t follow the schedule given to us, as he was going to Singapore.  His slot was a general overview about Leadership and Organization (EDF68220, which we are going to follow during the two months lecture. Mr Paul is very simple and casual . But he is very smart working man. Everything is well planned, well structured, and well delivered. This happens due to his career as a teacher and principal for so long.

Break  time with Mr Paul

 For his subject, he put it in such away that contains 16 topics, which is going to be delivered in 5 modules. We are asked to read over the materials given. Then we must write 2 essays. First one, must be submitted  on 10^th  December 2007, and the second one on 16 Feb 2008.

UPON ARRIVAL IN MELBOURNE

Before departure at  KLIA Golden Lounge

I would like to share my experience in Australia. These are my daily reports, which we were asked to write, during the stay in Australia. The reports were sent daily to IAB, as part of the course, besides lecture and school visits. We were chosen among the twenty 'High Performing Principals' all over Malaysia to attend a short course, which is two months away from home and loved ones. 

Some of my course mates -  PGCE Course

The group of twenty which we called G- Monash, were given two weeks to prepare ourselves. We were informed by phone-call, given a letter to attend a short briefing at Institute Aminuddin Baki Genting Hinghlands, and off we go immediately after the Hari Raya Aidilfitri celebration. Accoding to Dato Norizan Bappo Vice KPPM at that time, we were chosen due to some factors; passed International English Language Testing System band 6, and nominated by States Education Department. It seems that we were the second group to be sent to Melbourne Australia, after the first group flied to London. The course is about  Cluster School Program, which will be implemented in the country, and we were given Postgraduate Certificate of Education (PGCE), after the course, which started from   21Oct  until 14 Dec 2007.

On board.......

Safely arrived at Melbourne Airport with room mate after custom clearing

 Date: 22 0kt 2007

After being on board for 6 hours 55 minutes all of us landed safely in Australia. We were boarded at 9.30 pm. Thanks God ten of us were given first class tickets, so we had a nice time along the journey. We were very happy to arrive at Melbourne International airport early in the morning at 6.45 Australian times, which is three hours difference from Malaysian time (4.45 MT). We were welcomed by a tour guide, who patiently waited for us, because the immigration officers took such a long time to clear the tourists entering Australia. After that we were being transferred to university    apartment Rusden House by bus about one hour journey from Melbourne.

Mr Kitaro Ito giving a welcome speech

This is the House for the two months stay

At the Apartment, Mr. Kotaro Ito a university representative has already waited for our group and distributed the room keys to every one of us.  After cleaning ourselves, at 11.30 am we gathered at the lobby.  Mr. Carl Everard, property manger of Rusden House, showed us the facilities available at the apartment. Then we took a walk to the university heading to Education Department for our introduction and welcoming ceremony. It took about 30 minutes walk to reach the faculty. 

 

All the ladies with Mr Lenn Cairns

When we arrive at the Education Faculty, Prof Lenn Cairns with other staffs gave a warm welcome to the group. We were very happy being introduced to the lecturers that we are going to get in touched after this. After a brief explanation about the faculty, the nicest moment is the lunch hour at 1.30 pm (4.30 Malaysian time), because we were very hungry since morning without breakfast. All of us really enjoy eating because we haven’t had taken any food since morning; after our breakfast in flight. After lunch, due to our tiredness and heavy stomach the orientation session was no longer interesting and even some of our friends can no longer open their eyes. 

Front View Education Department, Monash University

At 2.30 pm we were brought on to the important spots such as library, religious centre, university shop and student centre. We took the opportunity to buy some food; bread because there’s nothing to eat at night. Taking our way home in the evening we had a first experience of rain that really make us feel very cold due to strong wind. Luckily we met one Malaysian student who showed us the short cut to our apartment. Anyway sadly to say that we only had buns for our dinner, but we had a very good sleep because we are damp tired. 

My room mate on the way back to the apartment