My name is Brandon Andreas. I am a 31 year old educator working as Head of the English Department in Tzu Chi Primary School in Jakarta, Indonesia. I hold a bachelor's degree in middle childhood education from The Ohio State University. Currently I am working on a graduate degree in education administration from California Coast University. I have been working in the education field for over 9 years.
26 September 2018 | 11:30 - 12:00 | English | Creating a Collegial School Environment
According to Glickman, Gordon and Ross-Gordon (2007), an effective school is one that delivers on the promise of education that promotes better democracy for all. It is in this regard that both conventional and congenial schools have failed not only their students, but also the teachers, parents, and community. Neither of these two schools have missions, values or goals that promote collaboration or growth for the students or teachers. First, this author will introduce the conventional model of education, which most schools today still employ. Schools using the conventional model are characterized by isolation and a defined hierarchy (Glickman et al., 2007). These traditional schools, while at a first glance seems like an organized well-oiled machine, are actually very disorganized in the fact that deadlines are met and kept regardless of whether the educators fully understand or implement the curriculum. Next, the lesser used, yet still seen to some degree congenial model of education will be examined. In these schools the administrations persistent attempt to create a welcoming and stress free environment for its educators and students has led to a system closer to anarchy than democracy. In order for both conventional and congenial schools to have success in the future, a paradigm shift towards a collegial model must occur. Collegial schools are characterized by purposeful adult interactions about improving school-wide teaching and learning (Glickman et al., 2007).