Speech, AGM July 2006

Introduction:

Two years have gone by very quickly. I still remember the very first time that I stood at this podium, when the then chairperson, Dr. Henal Shah asked me to introduce myself to the general body, and acquaint you with my career as an educationist. It was an unfamiliar moment for you and me, and an introduction for both of us.

Now is a sufficient time period and good enough for me to reflect on and evaluate all that has transpired during my career at BIS. I would like to share my self-evaluation with all of you. To look at what were some of my goals when I came in, to tell all of you the changes, which I introduced, and the rationale behind the change. Change is a very big proposition and research has shown that it is more effective to implement small and concrete changes, which then build into a larger picture rather than attempt a “whole-school transformation.” It is each of these little acts that then contribute to a movement and create a dynamic environment for our school.

A school is by definition a place where pupil learning is the key objective. If students are engaged in the learning process, whether curricular or otherwise, they are motivated and behave well. The first key area on which I concentrated during these 23 months is the academic sphere.

Academic:

1) Teaching Responsibilities:

As a Principal, I think it is of utmost importance that I teach so that I am able to maintain the “pulse” of the students. It is a role model for other teachers, so that I can draw upon my own experience when making academic demands from them.

I maintain a detailed logbook for the subjects I teach which may be used as an example. I also set an example with the types of test papers and questions which I set, and the way in which I expect corrections to be done and followed up. It is very important to lead by example. My teaching schedule has been to handle chemistry in both Std. IX and X since I joined in September 2004. In time I intend to teach other subjects in different classes.

2) Systems Created:

Test Schedule

I have created a test schedule, which is given to all students of Std. VIII, IX and X in advance each term. This has been done to avoid multiple tests on the same day, as the earlier practice, which burdened students. An advance schedule also gives adequate preparation time.

Examination Schedule

I create an exam schedule, which ensures that there is only one paper per class, with breaks in between for junior classes.

I check all question papers set by the teachers. Answer scripts of all classes are now returned to the students, and teachers are expected to discuss the answers and ensure that the students do their corrections. This, according to me enhances the learning process tremendously.

School Reports

I have created a new format in which the Reports are now consolidated into Cumulative Reports: Preprimary, Junior School (I-IV), Middle School (V-VII) and Senior School (VIII-X).

Certain changes have been incorporated to make the Report more “child-friendly”. For example, the earlier grades for music have been cancelled and replaced with tick marks. I have also re-written other subject parameters so as to be more appropriate. I encourage teacher initiative, as in the pre-primary report, which was re-worked by the teachers, and approved by me.

I have created a system in which most teachers write comments in rough for their own subject, as well as class comments. These are discussed with me and changed if need be before it is put into the student’s report.

The data from the reports is now stored electronically and the Reports returned to the students rather than stored in the office, as had been the practice before I was appointed.

3) School Timetable

The Class Timetables earlier were not changed each year. I believe that the dynamism must be maintained, and each year can have different issues to be considered. Hence I re-work the timetable for Std. V to X each year. Changes in the Timetable include

Assembly period on Monday and Wednesday Morning at 8.30 am

Splitting of Art and Computer periods to create groups of 16 children (maximum) so as to facilitate teaching.

Special timings have been designed, so as to accommodate March-past Practice in the morning and Founders’ day practice in the afternoon.

Re-structuring the Morning

Instead of the earlier 5-minute attendance slot, I have introduced “home-room time” for 15 minutes in the morning before academic teaching begins in order to set the tone for the day on Tuesdays, Thursdays and Fridays. In the past, “home-room” used to be for 40 minutes in the afternoon. The time was inappropriate, and such a long period was difficult for students to sustain interest. This morning slot gives class teachers separate time with their classes. Some teachers are in fact using this slot creatively.

4) Environment Education:

Environment education has been accommodated in the Timetable as prescribed by the Supreme Court Judgment.

5) Splitting of classes

In 2004 the Board of Governors recommended that it is more efficient and in keeping with the philosophy of the school to teach in smaller groups. I completely agree. There are various factors, which are instrumental in the careful planning. For this purpose, more teachers are required. I have made this change slowly, addressing any issues, which may arise. Thus far Std. VI has been split for English, Std. VII has been split for mathematics. There are two teachers teaching social studies in Std. VII, so that the project approach to learning is facilitated.

6) Curriculum Planning

Along with groups of teachers, I have ensured that the syllabus has been carefully developed for Social Studies, Math and Science by discussion with all subject teachers from middle to senior school. I have always believed that the backbone of teaching is at the Middle school level. English has been looked at, and an alternative reader, “Wisdom of Words” has been introduced this year together with the Prentice Hall Text. However, a creative approach to language teaching is still to be introduced.

7) ICSE Performance Feedback

Each year I have analysed the ICSE results, shared it with the students, parents and the Academic Council. The analysis has shown a common trend of 60% of the students attaining 85 to 90%. This is a good result, and is consistent.

8) ICSE Subjects

Each year I have discussed the choice of subjects for the Icse in meetings with all students and parents of class VIII, after the Icse Board in Delhi distributes the Syllabus. I place emphasis on the selection of skill-based options such as physical education so that there is less stress on the students. Quite contrary to BIS philosophy, the choice of subjects in the past has been based on performance marks rather than interest. I am hopeful that the trend will change with time and conviction.

9) Projects

ICSE projects are spaced out through the year according to a mutually planned schedule so that students are not burdened. I discuss the guidelines in detail with the teachers before it is given to the children.

I am the external examiner for Projects in Physics, Computers and Environment as per the Icse requirements.

Middle school projects are now based on experiential learning, particularly when they are sent on educational trips. For example, the History project was based on a trip to Sanchi, and the Geography project on the Gir Forest.

10) Computer Programme

The computer programme at BIS had been out-sourced to a company called Aptech when I joined in 2004. The main problem with the programme was the high staff turnover and lack of accountability. I re-vamped the entire programme by hiring three new staff, and with the help of the IT committee the school has purchased 17 computers. The programme is now functioning very well, and the recent excellent Icse results (8 out of 9 children who opted for computers attained above 90%) are a good indicator of the success of the programme. This is a very rapidly evolving field, and I do realize that there will need to be a continuous evaluation and re-enforcement of the programme.

11) Environment Education

The introduction of Environment Education as a compulsory Icse subject took place in May 2005. However, I pre-empted it since the judgment of the Supreme Court was pending. Hence the transition at BIS was smooth. I attempted along with a few south Bombay schools to try and convince the Icse Board not to treat it as an academic subject. Since other schools did not respond, the movement did not gain impetus.

Std. X did a very creative project by visiting an alternative Farm in Panchgani. I accompanied the class during the three-day visit and assisted in the conceptualization of the project.

Teaching Staff

1) In-service Training.

I have introduced a two-day in-service training for the entire staff from pre-primary to Std. X at the onset of each academic year in January. The approach is experiential, and the feedback from the staff has been very positive, with a desire to continue.

In addition, I also conduct one-day sessions to re-enforce values and methodologies of education during days when the children are away, such as study leave. Now, the trend is to refer to this process as CPD or continuous professional development. As I increase my own knowledge and resource base, I intend to further empower the teachers.

2) Regular Staff Meetings

The staff told me that earlier meetings were held on the basis of issue or need. I expect that there should be an open channel of communication and have regularized the meetings in a formal structured manner. This has created an open atmosphere, and a united feeling.

3) Subject Co-ordination.

This was a system at BIS right from when I joined. I meet teachers once a week to discuss content, methodology, look at students’ books, and discuss grades/marks, problem areas, and completion of syllabus, creative ideas and any other issues specific to subject teaching. The teachers who meet me individually are:

Senior school math, physics, chemistry, biology, history, geography, environment science; junior and middle school Marathi;

The teachers who meet me in groups are

Middle school English, social studies, math and science.

Special Needs Teachers meet me once a week, and they also sit in on certain subject teacher co-ordination meetings.

The Counselor meets me once a week, and we discuss her plans as well as what has already been done in the classes.

The sports teachers do not have a fixed time, but keep me informed about all the activities.

The two music teachers, three computer teachers and speech and drama teacher meet me once a week to discuss regular classes as well as special programmes.

4) Observation of Classes

After the in-service programme this year, the staff invited me (or any other staff member) to come into their lesson in a spirit of sharing and learning. I speak to the concerned staff member in advance before I enter the classroom. I firmly believe that this creates a feeling of mutual trust and hence willingness to learn.

5) Staff Recruitment

The reality of the situation in Bombay today is that with the burgeoning schools in the city, staff turnover is a reality traditional schools have to contend with. I have a vast network of colleagues from the B.Ed. Colleges, as well as the teaching fraternity. The most effective source of finding a reliable teacher is the old-fashioned word of mouth. I have been able to find teachers even for short-term substitutions through this method. It is essential to maintain a balance wherein teachers are retained; at the same time precedents, which could have adverse effects on the rest of the staff, are not set. It is quite a delicate balance, and I am aware that the staff morale is of crucial importance. Until now I have maintained equable relations with senior staff members as well as managed to find new staff members who are of a certain caliber.

6) External Training programmes

I encourage teachers as well as the Administrator, to participate in programmes conducted by other agencies and schools in order to continue their personal growth. I have kept a record of attendance so that all teachers are given equal opportunity. I myself avail of the opportunity to enhance my own personal growth.

Co-curricular activities

1) Assemblies

BIS prides itself on exposing the children to a wide range of co-curricular activities on a regular basis. I did initially notice a casual attitude about the preparation and planning for some of the assemblies such as debates and elocution. By positive praise, encouragement and reinforcement of effort rather than achievement, I do feel the overall standard has improved. I make it a point to comment about every assembly, as well as ensure that the senior school is able to sit quietly and respectfully listen, especially when the junior school is performing. Having shifted the Monday afternoon (last period) assembly to being the first in the morning also helps in reducing the feeling of restlessness, particularly during the hot summer days.

2) Founders’ Day

Last year I streamlined Founders’ Day, in which each class was given a specific performance item. It worked very well for the planning and implementation and was much appreciated by the staff and parents. I ensured that a certain standard was maintained. I also developed an original script and used multi-media effects for the first time. It was an extremely creative exercise for the children as well as for me.

This year I am attempting a different programme since I like to experiment and learn about different methods of production.

3) Guest Speakers

I encourage a wide number of people who wish to address the children to speak on a range of issues such as art, film, music, science, studying abroad, theatre, to mention a few. There is a vast resource of speakers available and I am always open to alter the daily Timetable so that the students may derive maximum benefit.

4) Inter-school Activities

I encourage as many students as possible to participate in a wide variety of inter-school activities, which range from Quiz competitions, to Art, Speech and poetry, dance, creative writing. We are invited by several groups and whenever feasible the children take part.

5) Educational trips

I accompanied Std. VI and VII to Rajasthan in December 2006. The rationale for choosing these classes was: I already knew the students of Std. V, I would be teaching VIII and IX of 2005, hence after the educational tour, I would personally come to know students from every class, Std. VI upwards in 2006.

6) Annual Plan

I prepare the calendar of activities for the following year during the Diwali vacation. A dummy calendar is put up in both the primary and secondary staff rooms. After an exercise of brainstorming and introducing any changes, which are seen to be required, the same is given for printing. Until Ms. Master was brought in as the administrator, I used to co-ordinate with the printer and proof read both the calendar and the Diary.

7) Activity Clubs

I witnessed the sessions of the Activity Clubs during the latter part of September 2004. There was a lot of scope for improvement and involvement of the staff. I have had to make priorities for the school and hence my initial focus has been on academic overhauling. However, I consider these clubs to be of tremendous benefit. Hence the staff and I have done some planning and will introduce the Activity Clubs during the morning slot, so that it is easier for Parents to come in as resource persons. We have delegated two committed staff members per Activity Clubs as a focal point for the planning and execution of the Activity Clubs. I am sure that all of you have received the circular last week, and will be involved in the follow-up of this in mid-August, after Founders’ Day.

Value-based Education

1) Discipline.

Discipline can only be enforced if there is a role model and the process comes from within. I have tried to instill in the teachers and the children a need for discipline in order that there may be a happy and conducive environment. Initially I perceived that the teachers constantly felt a sense of impotence to do anything or take any action due to reaction from the parents. However, I have empowered the teachers and assured them of my total support, so that there are some acceptable norms of behaviour in the school. I have done my best to overcome this hurdle, but much remains. It is only with complete co-operation from the parents that we shall be able to enforce a true sense of discipline.

Community Service:

I personally believe that community service is essential in a school. I work very closely with the counselor and the SUPW teacher and encourage the culture of community service.

1) Contribution:

It is extremely important to teach children to give. To give material things, and to give of themselves. I have introduced various ways in which collections are made: for instance, in response to a crisis such as a drive for the Tsunami. Or supporting a specific cause such as the cancer society, senior citizens, street kids. We are approached by certain organizations; for example, one was setting up a shelter for the “girl street child” and asked the school children to “sell-a-brick” for this campaign. Contribution drives may occur at a specific time during the year, or as the need arises.

2) Action

Children need to be able to do something concrete. When we collected for the tsunami affected regions, each child made a greeting card, which was sent along with the material things. Visits to the Helpage home, interaction through CRY and a link program with Seva Sadan have been established.

The linkages can be as close to home as Akanksha, and as far as Japan. Last year we make cranes out of paper using an origami technique and sent them in August for the commemoration of Hiroshima day in memory of a school child named Sadako who died of leukemia as a result of the bomb attack. This is an important way of building cross-cultural links across the globe.

3) Sensitization

Unless children are made aware of what they are contributing to, the process becomes a mechanical one. De-briefing after a session is vital. Children conceptualize their thoughts and ideas through the medium of art, poetry and music. Writing and expressing thoughts are very effective tools for sensitization.

Interaction with Parents.

1) Parent Teacher Meetings

These meetings are held annually and are the interface for parents to meet with teachers and learn about the academic plans for the year. The teachers and I have detailed meetings prior to the PTMs, We discuss general and subject issues of each class so that there is clarity about goals and expectations. For the past two years I have attended each and every PTM from Std. V to X as I was requested by the staff to do so.

2) Parent Meetings

In addition, and in order to maintain total transparency, I address Parent meetings on a diverse number of issues, whether it is to campaign against the Environment Education as a seventh subject, to discuss programs, class issues or academic matters. I may call for the meeting, or parents have also requested for these meetings. If it concerns another teacher, we are always both present at the meeting together.

3) Visiting Hours

I have regularized the visiting hours of the Principal to twice a week on Tuesday and Thursday mornings. I welcome suggestions from parents and discuss a diverse range of issues with them. Unfortunately very few parents come at the appointed time. Unless it is a crisis situation, I am not able to entertain and meet with parents on an ad hoc basis or at their will.

4) Committees.

During the past 23 months, I regularly attend the meetings of the following:

Sports Committee

Library Committee (I am called in only for the relevant part of the meeting).

IT committee

Kitchen Committee, on occasion

Admissions Committee, of which I am the convener. I work closely with the co-coordinators of this committee.

Repairs and Maintenance committee involve me in the planning, and some decisions for execution of design. Ms. Master, the Administrator, keeps me abreast of the progress of this committee.

I convene the requisite number of meetings of the Academic Council.

Sometimes committee meetings take up a lot of time, especially when protocol is not followed, agenda and minutes are not circulated and discussions are not focused on the issues at hand. If this were to be streamlined, it would be a more efficient use of my time.

1) Model United Nations

The Model United Nations or the MUNs as they are popularly known are exclusively a student driven activity. There are different levels of MUNs, which require varying degrees of expertise. The MUN in school is the most educative and participative one, and I made it compulsory for all students of Std. VIII, IX and X. The maximum learning occurs in this forum. The inter-school MUNs are more competitive, and it is a matter of prestige, which children go. The number of participants we may send is pre-determined by the host school. The more experienced MUNers are sent. The HMUN is the international forum. Parents of Std. IX are asked if they are willing to sponsor their children to HMUN, after which a selection is made, determined by the country allocated by HMUN and hence the delegation size.

Networks

1) Schools in Bombay.

I regularly attend the meetings convened by the Association of ICSE schools. I have met with various other principals and I have a good working relationship with some of them. We share resources such as ideas, exam papers and attend programmes in each other’s schools.

International Links.

1) Seeds of Peace

For the past two sessions at BIS and (six years otherwise) I have been actively involved in helping the students prepare for the Seeds of Peace Programme. I personally read and help them write the essays and prepare them for the oral interviews.

2) International School Award

The British Council sent us a proposal to apply for an International School Award. The staff and I felt that this would help us systematize our work and use creative methodologies across subjects. British Council has accepted our school proposal for the International School Award. I have set up a committee of teachers who are working on this project, and are confident that we will be able to do a good documentation of all the projects we have undertaken.

3) Link with Pakistan

As part of the above programme, I have been communicating with the Principal of Karachi High School. We are exploring the possibility of establishing a link between our two schools.

4) Link with Ramallah, Palestine

This year at the Seeds of Peace Delegation Leaders’ Conference in Istanbul I met with a Palestinian delegation that is interested in creating a link with BIS. These schools are closed until end of August, and I will explore this with a teacher from our school as well.

5) Link with Cape town, South Africa

We had a visit from the Principal of Synergy School, and the teachers found that it was easy to relate to him, as we seemed to share a similar philosophy. We have made contact with one of the teachers and hope to create a link wherein we would exchange stories and photographs with them.

As a leader, I see my role as being the one who evolves the ethos of the school using a strategic vision. The past 23 months have been a process in which I have created systems. They say, that what is new the previous year should become routine the next year. I would just like to share with you some elements of a successful school, developed by Professor Tim Brighouse who is the Chief Advisor to London Schools.

Elements of a Successful School

Leading

Managing

Creating the right Environment

Learning, Teaching, Assessing

Developing Staff

Self evaluating and critically reviewing

Involving Parents and the Community

It is a good framework, and a starting point to look at our school.

There has been an explosion in the field of education during the last few years, and we are no longer forerunners. At every forum I meet Principals and teachers from different schools who are using extremely creative and innovative pedagogical techniques. We now need to work towards a systematic analysis and evaluation of where we are and where we are heading.

My vision for education is that it is a vital process, which opens up worlds within worlds, helping a human being realize his or her own potential. It is a tool, which prepares a child for life. The scope and content of true education is such that it caters to individual needs and is holistic and broad based rather than narrow and confined.

I see my role as a leader, and in order to take the school forward, I need continuous support from the parents, the staff and the pupils. The saying, “Every Child Matters” has been adopted in the UK. I think it is apt for BIS as well. With the co-operation of the staff and parents, I am confident that we will be able to move with the times.

Thank you

Mona Seervai

July 31st 2006

Presentation of the AGM