SUMMARY

We require values- and vision-driven growth, where we frequently assess our

own performance as individual educators and school communities in terms of
how effectively we are attaining our values and beliefs and how well our
current circumstances align with our vision of what is achievable. As a result
of written performance agreements that describe how and by when a specific
number of schools will have executed the policy, decisions that are not
prescribed by policy are now seen by those further down the organizational
ladder as being mandatory. As a result, many people working in education
experience pressure from above or from outside to implement policies and act
hastily. To release the pressure, individuals follow instructions and implement
policy without considering "why" they ought to.

There are two main differences in the strategy: first, acting from a particular
leadership mindset within the overall organization in which they do not value
individual schools following instructions simply because they came from
above; and second, defining what was valued and what was thought to affect
the learning of the kids. The current prevailing way of operation presents
challenges that go beyond the fact that not all stakeholders are included in the
policy-making process. Even when there has been extensive engagement to
establish policy, a portion of the issue is that those receiving the policy or
guidelines do not assess them in terms of how they assist in achieving their
values and beliefs. A different mindset, a different expectation, and a different
strategy are needed. The process of expressing and disseminating our values
and beliefs is very important in learning, just as the procedures of conceiving,
experimenting with, and assessing new or different practices are crucial to
real growth and learning. In actuality, it's not the well crafted sentences that
matter. The power of a values and vision driven strategy is largely dependent
on how visioning is experienced and how you evaluate your activities in light
of your values and beliefs.

In actuality, early 20th-century schooling was created with exclusion in mind.

Schools are still feeling the effects of this legacy. For schools to transition
from an approach and attitude that expects many students to fail or perform
poorly to one that expects the majority of students to thrive, there must be a
significant shift in mindset. You will act in a way that ensures the majority of
people succeed if your assumption is that all or most students will achieve.
You will focus on making sure they succeed if someone is not making
progress. If you assume that only a small percentage of students will succeed,
you won't put forth any effort while some students are struggling since you
assume and accept that many students won't succeed. All pupils must learn
and learn to learn as the twenty-first century draws to a close because of the
knowledge explosion, the speed at which unskilled labor is being replaced,
and the growing pace of change. Now, it is our duty to make sure that the
majority of kids learns successfully.

REFLECTION

What is the reality in your organisation?

Policymakers make decisions, which are then typically "top-down"

imposed on schools. As a result of written performance agreements that
specify how and by when a specific number of schools will have executed the
policy, decisions that are not prescribed by policy are now seen by those
further down the organizational ladder as being mandatory. They often have a
"knee-jerk" reaction. People follow instructions and implement policy without
considering "why" they ought to. And everything is good as long as the
documentation is completed. Thus, we go round and round in a circle of
words and policies that only allude to the intended betterment. Because of
this, we teachers feel that the focus and energy should be on the core of the
learning-teaching endeavor.
But the main focus of our organization is on our values and
fundamental principles. And concurrently, we want to develop tactics and
procedures for involving parents and creating real partnerships that are in the
children's best interests. We were successful in creating a cooperative
relationship between the organization and the parents. Our acts were guided
by our basic principles and beliefs. If we are truly learning, it will be a
dynamic, interactive process, but at any given time, a learning teacher or
school will be able to pinpoint the values and beliefs that underpin particular
behaviors, and they will be actively considering how those behaviors help
them realize those values and beliefs.

To what extent is it practice or action driven?

Many of us have let our own experiences influence and guide the way
we teach. Without actively defining and making clear our values and beliefs,
or without purposefully examining the consistency between our actions and
our values and beliefs. It is possible to develop new mindsets by educating
educators, parents, and school administrators about the presumptions that
guide their instruction or expectations.
Teachers are the foundation of our democracy because they promote
creativity and curiosity, develop skilled people, and enhance informed
citizens. One of the most crucial resources we can give pupils is a great
teacher in every classroom. It offers a variety of approaches to include
students from a variety of backgrounds in learning, honing their talents, and
applying those skills to successfully pursue employment in business and our
community. Teaching involves involving students in the active development of
knowledge since to teach is to involve students in learning. A teacher needs
to have understanding of both the subject matter and how to make their
students into active learners.
A society's future is created if its youth receive an education. The
education that teachers deliver raises people's quality of life, benefiting both
the individual and society as a whole. Teachers help students become more
productive and creative, which benefits present and future workers. Not
mainly the teacher's learning, but that of others, is aided by teaching: teachers
support student learning. These humans who receive instruction from us are
people with objectives and aspirations, pre-existing information from earlier
learning—knowledge that, as we also know, may not be totally accurate—as
well as physical characteristics and limits. Giving students knowledge that will
benefit them in the future while also upholding the school's basic principles
and beliefs is what it means to educate. The most important aspect of
teaching practice is that. Those that are action-driven will choose to strive for
their objectives, whatever they may be. What produces success is clearly
defined drive. You might be more familiar with it under the titles ambition and
motivation. If you lack motivation yet possess drive, you will be committed to
reaching your objective but will not be motivated by enjoyment or enthusiasm.

To what extent is it values/principles driven?

People who are values-driven do so from a strong sense of purpose

and from a commitment to values that promote life. Value-driven individuals
fight everything that prevents them from creating value and refuse to accept
the status quo. Through the use of values-based education, teachers can
create learning environments where students can directly experience the
good, universal values. There are three main pillars of an atmosphere that
values education. All adults set an example of the admirable universal
principles that the school community has selected. Values-based Education is
a method of instruction that incorporates values. It establishes a solid learning
environment that improves academic performance and helps kids build
lifelong social and interpersonal skills.
The four fundamental values are respect, honesty, justice, and
responsibility & freedom form the basis of education. Whether it is the
teacher-student relationship, pluralism, or a teacher's relationship with their
profession, all teaching is based on ethics. Teaching children moral principles
and responsibility enables them to consider the needs of others and provide
assistance. Knowing their life's purpose and the good deeds they must
perform for other people in society may also be helpful. Moral principles
encourage people to put the needs of others before their own. People who are
values-driven do so because they have a strong sense of purpose and have
shown a dedication to principles that enhance one's quality of life, including
honesty, integrity, excellence, courage, humility, trust, concern for others, and
social and environmental responsibility.
In principle-driven, the instructor facilitates the instruction while putting
the emphasis on providing the relevant principles. In order to find what works
best for them, students are encouraged to experiment with different
possibilities and ask questions. It entails a change from the conventional
classroom structure, granting students more autonomy, and encouraging
them to take more responsibility for their outcomes. In a teacher-led class, the
instructor determines the format—often a linear one—and pace of instruction.
The two most crucial teaching tenets are to be enthusiastic about what you're
doing and to support pupils in learning. It should be all about instilling in the
students a real passion of learning, information, and curiosity.

To what extent is our practice unconscious and less than deliberate?

By implicit instruction, we mean teaching where the teacher merely

presents the information or problem to the student and leaves them to draw
their own conclusions, develop their own conceptual frameworks, and
assimilate the information in the way that makes the most sense to them. In
this case, the instructor does not explicitly outline such goals or provide such
explanations. Particularly, unconscious is thought to be quickly, easily, and
subconsciously acquired physiologically fundamental knowledge.
In order to practice many of the necessary skills until we are proficient
in them and then "go live" in front of our audience (our classes), we limit
ourselves from engaging in deliberate practice, which is mostly about viewing
teaching as a performance-based profession. I think that as long as we
practice this profession with all our heart and genuine passion we can teach
and practice it less than deliberate.

To what extent is our practice patterned by the past?

The process of expressing and sharing our values and beliefs is very
important in learning, just as the procedures of conceiving, experimenting
with, and assessing new or different practices are crucial to real growth and
learning. In actuality, it's not the well crafted sentences that matter. The power
of a values and vision driven strategy is largely dependent on how visioning is
experienced and how you evaluate your activities in light of your values and
beliefs. Teachers today treat their kids in a more relaxed and informal
manner. Due to this circumstance, kids today frequently lose sight of
politeness and respect for authority figures. However, in contrast to teachers
now, educators in the past were stricter and more serious. Modern teachers
communicate with compassion and encourage pupils to take charge of their
own learning rather than speaking authoritatively and imposing rules that must
be followed. Modern Teachers are compassionate but make students aware
of the benefits and drawbacks of every action. Traditional Teachers are stern
and follow the book approach.
Because of the ongoing change, teaching is more interesting today. I
believe that in order to teach pupils in a better, more modern approach that
would benefit them in the future, we need be able to break out from these
habits and comfort zones. I feel that the past may teach us a lot and serve as
a solid foundation, but I also think that present teaching methods need to be
enhanced.

• HOW do you improve?

Given the current reality, what do you need to do to improve your
practice to bring it to be values/principles driven?

We are aware that instruction and learning can be enhanced. But in

order to improve quality and efficacy, it is crucial to understand that teaching
is a combination of art, craft, and science. Similar to jazz, teaching is an art
that calls for improvisational skills. Some of the most stunning and memorable
professors possess qualities that are very difficult to duplicate: imagination,
originality, and inspiration. Teaching is a craft that requires knowledge,
experience, refinement, and attention to detail. Additionally, education is a
science. Understanding cognitive processes, intrinsic and extrinsic motivation,
cognitive load, and short- and long-term memory on a fundamental level, as
well as the importance of generation effect, regulatory fit, mental modeling,
metacognition, repeat testing, and spaced practice, will help faculty members
be more effective in the classroom.
Being a teacher requires brains and skill, and it is a great career.
Nevertheless, one's teaching abilities need to be upgraded and improved.
Self-help and self-development books are widely available now for persons in
the business world, but instructors must constantly strive for better. A values-
based culture can be developed by incorporating the school's values into
teaching and learning opportunities, encouraging collaboration among school
departments, and making sure the principles are made clear through displays.
Shared values help to forge strong bonds between teachers and students by
fostering a feeling of shared purpose. They can communicate and understand
one another better because to the culture, which also creates a pleasant work
environment. Promoting a values-based culture increases credibility within the
group.