DEVELOPING ACADEMIC CENTRE OF

EXCELLENCE-PART 1

Presented by

Prime Impact Consult

DEVELOPING ACADEMIC CENTRE OF EXCELLENCE

• There are as many methods as there are views on academic excellence.

• In these presentations, we adopt a holistic method which involves all the stake-holders.

• This produces a win-win situation for allPupils/StudentsThe TeachersThe Institutions of learningThe Society

DEVELOPING ACADEMIC CENTRE OF

EXCELLENCE • The task of developing Schools into Centres of

academic excellence goes beyond just improving academic performance in Schools it includes improving the key players.

• The players in this task are the: - Institution as represented by the Proprietor(ess)TeachersThe PupilsThe parents

DEVELOPING ACADEMIC CENTRE OF EXCELLENCE

• In this presentation, the institution and the teachers are our concerns.

• This so because both are both sides of the same coin. Usually the proprietor(ess) was a teacher and the teacher would one day be a proprietor(ess).

• This is a kind of the “Egg and the Chicken” situation

DEVELOPING ACADEMIC CENTRE OF EXCELLENCE

• Let us start with the “Egg”-the Teacher.

• The general lack of effectiveness of teachers in knowledge delivery must and can only be addressed if we address the teacher’s “Buy-in”.

THE TEACHER

• The recent wholesale poor academic performance revealed by the last WAEC results was long time overdue and we all saw it coming but we were too lethargic, confused and unwilling to take the “Bull” by the horn.

THE TEACHER

• The Teacher’s Buy-in will lead to Impact Transformation Progress

in Schools and ultimately the economy and

the society.

Factors Affecting Teacher’s Output

• The Teacher needs to understand her Institution as platform of her performance Status in the Institution Future in the Institution Role in the Institution

How do these affect her relevance in the

society?

CONSIDER THIS FACT!

The teachers must come know that they are: NOT JUST TEACHERS!

IN THE BUSINESS OF AN EDUCATOR

ASSIGNED TO PRODUCE OR AT LEAST HELP IN

ORCHESTRATING THE PRODUCTION OF

GENUISES, INVENTORS AND PROFESSORS.

YOU ARE A SOCIAL ENGINEER USING LIVE SPECIMENS.

The Effects

When the teacher understands:

• The Institution, she will be happy to be part of it and readily identify with it publicly

• Her Status in the institution, her self esteem will sky rocket and she will be a proud staff of the Institution

The Effects

When the teacher understands:

• Her future in the institution, there will be enthusiasm for her present assignments and faith in her prospects in life

• Her role in the institution in the light of her future in the institution , she will be self motivated, confident and fully committed to produce with integrity

The Teacher and the Institution

Efforts and care should be deployed to

make:

• The Institution the teacher’s primary place of social role involvement and avenue of making a difference by her participation. She spends 3/4th of her adult life in the institution.

The Teacher and the Institution

Efforts and care should be deployed to make:• The Institution the medium of her self

involvement and expression- this must be well understood. This will enhance effectiveness leading to immense

appreciation for her effectiveness in performance.

(You will be wise to be profitable and enjoy

the hours you spend in the school.)

The Teacher and the Institution

Efforts and care should be deployed to make:• The institution’s

vision, mission, motive, policies, ethos and culture

understood by each teacher to enable a buy-in by each teacher as a first and primary step.

The Teacher and the Institution

She has to see that the Institution as her

world stage for effective

performance

has been prepared for her by these.

How do we achieve this?

The Teacher and the Institution

• This buying-in is measured by how readily she imbibes the institution’s

vision, mission, motive, policies, ethos and culture.

The Teacher’s Status

• Her perceived value to the institution is the key here. Does she see herself as: -Just a statistical data or an effective partner

with the institution? Contributive or passive? Being treated as a responsible being or a

mindless decoration?

How is she helped to be effective?

The Teacher’s Future

• Does she realise that her future is tied to that of the institution or is she a passing face or shadow?

• Does she feel treated as important to the institution’s future prospects?

The Teacher’s Role

• Does she see her role to be crucial to the attainment of the institution’s goals in developing the pupils/students?

• Does she feel treated as an intelligent role player or a rote player?

EMPHASIS

• Effective handling of the teacher’s status and future

will make the teacher to exhibit good will and commitments.

The institution automatically glides on staff

good will and commitments!

DISCUSSION

• DISCUSSION ON THE INSTITUTION’S VISION, MISSION, MOTIVE, POLICIES, ETHOS AND CULTURE

THE GENERAL DEVELOPMENT OF THESE

DISCUSSION

• ARE THERE DIFFERENCES BETWEEN

UNDERSTANDINGS OF THE TEACHERS

AND THOSE OF THE INSTITUTION?

• HOW DO WE ACHIEVE SYNERGY?

YET TO COME

• TEACHERS GENERAL ROLE IN DEVELOPING ACADEMIC CENTRE OF EXCELLENCE PART 2