C: Professional Responsibilities - Evidence


1. Standard C1 - Ethical Professional

It is through comparison to other teachers that I feel I can best demonstrate this standard. It recently came to my attention at an IB conference in Hong Kong that IB English teachers commonly use unethical practices to help their students succeed, for example telling them of IOC topics in advance, giving more feedback than is allowed on coursework; even editing student work for them. I found this shocking and disappointing. I always choose IOC topics randomly, no matter how great the temptation to engineer it so a student can receive the text most likely to help them succeed. I always give EE candidates and World LIterature essays the allowed one session of feedback, and I never edit their work for them (unlike the teacher-edited essay a transfer student brought to me this year). I firmly believe in modelling the moral principles of the IB and SAS to my students, no matter what, and I think this shows that I am ethical and professional.
In addition, it has been my great pleasure to earn the respect of colleagues, and I attach here a letter written by Mary Pat Weber to the superintendent of the school. Although it doesn't concern ethics explicitly, I don't feel she would have written it if she didn't feel I was a committed and professional member of the faculty whom she trusted and respected:


2. Standard C2 - Effective communication - February 2009

"Thank you so much for your feedback on B. This helps so much. I really appreciate your help with B. I know he really enjoys you as a teacher, and values your opinion. That means so much to us!" - extract from parent email.

I always respond to emails from students and parents within a day. Sometimes if the email asks a question requiring a detailed or thoughtful response I will respond in fuller detail later, but at the most a week later. Please see the attached word document for an example of timely, informative and respectful communication between myself and a parent; names have been edited out to maintain confidentiality.

3. Standard C3 - Positive Relationships - February 2009

I cultivate a professional working relationship with colleagues by treating them respectfully and working collaboratively as often as possible. I believe that working collaboratively is a very important part of building a meaningful professional learning community (SAS Vision point 6). I took part in the Critical Friends Group training in September 2008, which I enjoyed and which gave me valuable insights into and ideas about building positive working relationships with others. I try to be approachable and friendly as often as possible! During this school year I have worked with the following teams:
  • The English Department - we meet regularly and I make a conscious effort to organize our meetings around clear agendas and goals so that the teachers feel the meetings are meaningful. I use Critical Friends' groups protocols to make sure everyone is heard and respected.
  • The Grade 9 Team - we meet every quarter and plan together; in addition we meet to moderate common assessments. Jeff and I have tried to support Lucinda, who is new to the team this year, by providing her with materials and other support.
  • The Library - I have worked closely with Colleen on developing the Grade 9 research project and on planning the author visit.
  • The ESOL department - we have had one joint meeting to discuss teaching grammar for improving writing and communicate regularly about ways to co-teach English Language Learners
  • Puxi Campus - I communicate regularly with Christine Doleman, the English Department chair in Puxi, both in person and by email and phone. We conduct common assessments and moderate assignments whenever time allows. I am proud that when students transfer between campuses there is seldom difficulty transitioning between English classes; even the IB programmes are closely aligned to ensure smooth transfers when necessary.
  • Language Arts Task Force - I have been a member of the Language Arts Task Force this year, which has not only deepened my understanding of the school curriculum, but has enabled me to develop relationships with colleagues in the middle school and Puxi campus.
  • Ning - I have signed up on the new professional community Ning and share information regularly, enabling me to further develop relationships with colleagues in the middle school and Puxi campus.

C4 - Service to the Learning Community

  1. Participates in community events, student activities and /or school improvement initiatives
For two years I have served as the head of the English department, as a part of which I also served on the Language Arts Taskforce, working to review and improve the school's English curriculum. As HOD I have also attended regular leadership meetings, supported colleagues, overseen book orders and resource management, and scheduled staffing.
In terms of student activities I have supervised the 24 hour famine and several other events in which I was not directly involved as a sponsor or organizer.


Teachers Teaching Teachers
It has been my pleasure to share some of my learning from courses with colleagues at SAS:
  • November 2010: I ran a seminar on validity and reliability in assessment with Carol Jordan
  • February 2011: I presented to a cross-campus group on the changes to IB English, and facilitated a follow up discussion on planning the new courses.


2. Demonstrates involvement in student life and co-curricular activities.
During my first two years at SAS I was a director of the MUN group. This involved running three meetings and debates per week, preparing students for conferences, supervising research and resolution writing, and organizing student attendance at local and overseas conferences. I organized and attended two THIMUN conferences in Singapore. It is my pleasure to attach a letter written by my replacement, Mary Pat Weber:
During my third year at SAS I unfortunately had to give up MUN, so instead I took on the English Service Project. For this I was involved in supporting students in the planning and delivery of English lessons for security guards, bus monitors, and cafeteria workers. This involved supervising four lessons per week at lunchtime and after school, and helping students plan during a weekly meeting.
During the school year 2010 - 11 I took up Forensics, coaching APAC students for the impromptu and solo acting events.

C5 - Commits to ongoing professional learning - Master's in Education (Bath University)


2008 - 9: Leadership and Management Unit completed
2009 - 10: Curriculum Studies Unit completed
2010 - 11: Assessment and Understanding Learners and Learning Unit completed

January 2011: IB A: LIterature teacher training in Hong Kong

Teachers Teaching Teachers
It has been my pleasure to share some of my learning with colleagues at SAS:
  • November 2010: I ran a seminar on validity and reliability in assessment with Carol Jordan
  • February 2011: I presented to a cross-campus group on the changes to IB English, and facilitated a follow up discussion on planning the new courses.