Page 45 - Future Educators: Wisdom of Teacher Entrepreneurialism

Sharing from participant schools

1 Relationship crafting – Building a cohesive network
To build a strong team, a great service leader must support their team and the sub-groups.
Choose the right person who is willing to help but not assign a person by their post.
For example, when I choose a person to take charge of the sports programme of the LSTA,
I do not necessarily assign the PE Master as the team leader. Instead, I assign a P.E. teacher
enthusiastic about developing kids’ athletic talent and is willing to help. Besides that, some
people may say that the chairperson might be too busy to sit in all sub-group meetings.
Considering that the LSTA is a one-off event, it is in my best interest to participate in those
meetings to show my support to the colleagues and get direct and instant feedback from
members of the sub-groups.

2 Relationship crafting – Task crafting
A great service leader must give autonomy to a team leader to take the initiative to make
their own plan. For example, the STEM sub-group of the LSTA had a fierce debate on what
they would offer to primary pupils, either teaching them flight simulation software
or a robotics programme. A service leader must facilitate fruitful discussion among
members and allow a free flow of ideas. When the final decision is made, what a service
leader does is to support it and optimise the school resources for the tasks,
such as coordinating with the person-in-charge of the Aerospace Laboratory to book
necessary flight simulation equipment.

Most importantly, a service leader must respect the decision. For example, it sounds more
attractive if the LSTA offers football training or competitions (as one of the sports
programmes) to the target participants in our school’s large artificial turf. However, the
Sports sub-group of the LSTA has made a final decision and designed an athletic course
based on the IAAF Kids Athletics Practical Guides. I should show full respect
to the sub-group’s final decision.

3 Relationship crafting – Cognitive crafting
‘Seeing is believing’ is the most effective tool to change teachers’ mindsets in cognitive crafting.
The effect can raise it to an even higher level with ‘3A’:
‘A’ - acquisition of knowledge based on the evidence
‘A’ - accompanying team leader and their team members to build a cohesive network
‘A’ - action to be taken by teachers/team members to let them experience

Principal’s comments
I sincerely hope that the La Salle Talent Academy can be launched successfully in the near future
to inspire our students and teachers to serve, as well as to aspire the target participants for
excellence.

40