News from the Principal's office
Please find the presentations from the "Zukunftsabend" on 24.October 2011 below
Internal Identity of the DSJ and its position in society
The introduction of double lessons in the 2012 school year
During the last two years one of the focal points of our school development programme has been the improvement of the quality of lessons. Our teachers have had ongoing training to allow them to focus on being more activity- and learner orientated. The positive comments of the BLI inspectors visiting the school in February confirm that we have been successful in our endeavours.
We wish to use this positive feedback to further develop the available potential by introducing organizational changes from the next school year. These changes aim to make our learners feel more content at the school and optimize their learning abilities. This led to a majority vote at the teachers’ conference on 28.7.2011 in favour of introducing a double lesson principle on a trial basis for one year. Therefore, next year we will no longer have single lessons, only double lessons. This will mean that the current school day will change as the 5 minute break after every lesson will fall away and there will now be a longer break after every double lesson. However, the length of the school day will not be affected.
In order for you as parents to understand and support this decision we will illustrate the processes considered to reach this point.
Why do we want this change?
Our learners are the focal point of a lesson: on average they must prepare for 7 subjects daily, i.e. every 40 minutes there is a different teacher with different subject expectations. They have just immersed themselves in a problem which they are trying to solve and then they are interrupted by the bell. Within 5 minutes they must rush from one block to the next where the next subject teacher is already waiting. The learners are often stressed when they arrive home, having carried their heavy bags with them the entire day, and then they must prepare for the next day, again for 6 or 7 different subjects.
The teachers, too, have similar, unsatisfactory experiences: in order to challenge the learners more, they are introducing stronger, more learner orientated teaching methods. But as there are very few double lessons, there is dissatisfaction when planning and executing these teaching methods, as 40 minutes simply is not enough time to complete the work load. The learners train of thought is interrupted and the teachers have to repeat much of the work at the beginning in the next lesson. A teacher would also like to engage the different learning group and learners more, but with 7 different learning groups daily, this is sometimes extremely difficult.
What are our goals?
With the introduction of double lessons we would like to achieve the following:
- To strengthen independent and activity orientated learning amongst learners
- More relaxed learning and teaching will have a positive influence on the school atmosphere
- A more structured day with double lessons will allow for a better rhythm during the school day.
What happens now?
With a clear vote at the teachers’ conference on 28.07.2011 and after consultation with the Parents’ Representative Council and the Board, representatives of the various school groups will in the 3rd term prepare an acceptable double lesson principle which will then be discussed at all levels. At a teachers’ conference in the 4th term a decision will be taken on the changes to the school day in 2012, based on the introduction of double lessons. At the end of next year we will do an evaluation to ascertain if our goals have in fact been realized.
Of course we will keep you informed of all and any decisions and we welcome your feedback. Changes will bring uncertainty but please be assured that we only want the best for your children, our learners. This new step will no doubt increase the quality of our lessons and bring some peace to the school day.
Jana Stölting, Pädagogische Direktorin
10 August 2011
Bullying and Training of Peer Mediators
The bullying policy and the framework for the training of Peer Mediators have been signed off by the Gesamtkonferenz:
Framework for the Training of Peer Mediators
Bund-Länder-Inspektion
Dear parents,
The inspection is over, we are all relieved and the results are open for all to see:
The stamp of quality: German School of Excellence
I would like to thank all involved in ensuring a very successful inspection for their active participation and support. In the first place, I would like to mention our pupils who made a huge impression on the inspectors with their discipline and friendliness. During the feedback session on Friday, Dr. Brüser-Sommer made the remark that he would gladly send his own children to our school. I extend a hearty thank you to Mrs. Stölting, to you the parents, to Mr. Schulte-Brader and his admin team, to Cornelia, to the teachers and all other stakeholders of the DSJ. A special word of thanks goes to the members of our Board.
In spite of this excellent achievement, we will not rest on our laurels, but diligently continue all current processes. Included are both the notion of 360° Feedback which will enhance our feedback culture aimed especially at pupils and parents as well as implementing benchmarking and controlling in all areas of school and teaching development.
As the pupils appropriately remarked in their closing speech, the words of Sepp Herberger, trainer of the German National Team, also apply to our approach to quality development: „After the game is before the game“
Results of the Bund-Länder-Inspektion of 14 to 18 February 2011 at the
Deutsche Internationale Schule Johannesburg
|
Areas of quality |
Punkte |
|
1. Outcomes of educational work |
3 |
|
2. Satisfaction with the school |
4 |
|
3. Self presentation of the school |
3 |
|
4. Lesson planning: Goals, content, methods |
3 |
|
5. Lesson implementation |
3 |
|
6. Strengthening of pupils‘ personalities |
3 |
|
7. Performance requirements and feedback |
3 |
|
8. Participation of parents and pupils |
4 |
|
9. School accessibility and cooperation with external partners |
4 |
|
10. Pupil support system |
3 |
|
11. Centre for cultural encounter and foreign cultural policy |
3 |
|
12. Managerial responsibility and leadership |
4 |
|
13. Administration and resources management |
3 |
|
14. Teacher professionalism and staff development/ Goals and strategies for quality development |
3 |
|
15. Educational quality management |
3 |
Evaluation categories for the 15 quality areas
|
4 |
strong |
The school fulfils all or nearly all required criteria for this area of quality |
|
3 |
rather strong than weak |
In this area, the school has more strong than weak points. The essential criteria have been met. |
|
2 |
rather weak than strong |
In this area the school has more weaknesses than strengths; the essential criteria have not been met. |
|
1 |
weak |
More development is required in all the areas for this quality outcome to be attained. |
Erich Schreiner, Principal
21 February 2011
SCHOOL OF THE MONTH - Interview Mr Ingo Vogt 2009
