Page 42 - Future Educators: Wisdom of Teacher Entrepreneurialism

Sharing from participant schools

1 Building a cohesive network among colleagues
I set up a central committee consisting of six key persons who have expertise in sports, music,
STEM, liaising, organising service-learning events and implementing positive education.
Each person, in turn, forms a sub-group with around 4-5 teachers. I, the chairperson of the
central committee, hold regular meetings with these group leaders and work with them
closely in their sub-groups to get immediate and direct feedback.

VP

Central Committee

RE Panel Service-learning Team Sports Music STEM Team Social worker
Head Head Master Master Head

RE Panel Sports Panel STEM Team
Service-learning Team Music Panel Social workers

2 Giving autonomy to the sub-groups
As chairperson, I sit in every sub-group meeting. I give the sub-group the autonomy in the
decision-making process, and I support the final decision if the plan is feasible. In each of
the sub-groups, they have to design the contents of the LSTA short courses, recruitment
matters and the timeline of the implementation. Then, I must optimise available resources
in the school to make their tasks possible. Finally, each of the sub-groups finalises the
contents of the LSTA, the promotion matters and the logistics of the ’Talent Academy
Showcase Day.’

3 Conducting teachers’ training

Apart from the introduction of the LSTA for teachers during a professional development day
or staff meeting, I connect the LSTA project objectives with teachers’ professions, restating the
philosophy of our college founder St. John Baptist de La Salle, who encouraged Lasallian
educators to touch the heart of our students and transform lives. To strengthen the
atmosphere of serving others, I aim to change teachers’ mindset to value community
services. I believe that it is worthy of nurturing our students’ serving spirit through active
participation to realise our school’s mission.

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