SEPTEMBER 2044 - SEPTEMBER 2050
[YEAR 18 - YEAR 24]
Maintaining Efforts towards DG52
Stage: Proficient - DG52 / DG13 [Leader of Change]
After I progress to DG52, I plan to actively monitor the progress of the pupils’ English performance in my school, as well as the TESL teachers. I also determine to consistently be the role model for the teachers to aspire them in developing their creativity by creating innovative teaching materials or combining effective teaching methodologies in teaching and learning. This is because I believe and have experienced for the past years that innovation created by teachers in schools is really useful in solving the problems that arise in the classroom. I also want to discover more innovative ways to enhance the pupils’ performance in English, and I want to try to create it collaboratively with the English teachers, so that other teachers can contribute and share their ideas as well. By doing so, I believe that I will be able to fulfill my role as the leader of change, where I want to ensure that my efforts will lead to the school improvement. I also aspire to improve and lead more impactful projects that will not only improve the English language performance, but also the school reputation. For example, I want to lead more impactful HIP projects that involve the community as well, which is under the outreach programmes, such as email or video pen-pal exchanges with schools from another country, parent-student English scrapbook project, English interviews with the community (at local shops or the train station) and other possible projects. I also think that I could build partnerships with the wider community by organising awareness campaigns that involve collaboration with organisations such as the Ministry of Health to deliver health awareness workshops to the pupils and also the parents. This efforts aligned with one of the SGM 2.0 domain, which is upholding my responsibility towards parents, by involving the parents as well as the community in this programme, aiming to improve the pupils' learning development in school. It also aligned with the responsibility towards profession, whereby I am fulfilling my role as the Head of the English Panel, guiding and showing efforts towards the betterment of the English subject performance in my school.
Other than that, I am also planning on expanding my leadership skills by doing more talks or sharing sessions with the teacher trainee in the IPG. This is because during my trainee years, I still remember that a teacher from a school came to the campus and shared useful insights regarding digital tools that we, future teachers, can use to increase the effectiveness of teaching and learning. Therefore, I am planning to go to IPG as well to share with the trainee teachers about my experience in teaching in real-life situations, the reality of being a teacher in primary school, the challenges and others, preparing them to be more ready for their future. I will also share with them about innovations, tips and ideas on how to tackle basic problems that they might come across once they are in the service, or during their practicum. I also want them to know about the Excellent Teacher Qualification, so that they will be motivated in expanding their potential and keep joining CPD programmes in the future.
As a GC DG52 English teacher and a leader of change, I can also contribute by enhancing the mentoring of novice teachers through structured mentoring programmes within the school or district, such as Bimbingan dan Pementoran / Coaching and Mentoring activity. By consistently sharing best practices, observation feedback, and guidance on lesson planning and innovation, I can help build a stronger and more confident teaching force. I also plan to be actively involved in professional learning communities (PLC) not only at the district, but also state levels, either by facilitating sessions or helping schools plan their English Panel activities to align with national initiatives like PPPM, SKPMg2, and PCDL. Other than that, I am also planning to contribute myself to the national education scene by becoming a resource person for the English Panel at the district level or JPN, offering workshops on current pedagogical trends such as High Order Thinking Skills (HOTS), CEFR-aligned practices, and assessment for learning. I will also keep participating in national-level innovation competitions or academic writing, such as action research publications or teacher journals actively, which give me the opportunity to showcase the innovations developed with my team, which may inspire educators across the country. All of these efforts, when combined, will help create a ripple effect that drives sustainable improvement not only within my school but across the education ecosystem.
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