XSPB>FEATURE

To Raise the Academic Benchmark: What Will This Sweeping Reform Achieve?

Maria Teresa D. Tinio, Parent

Posted Friday, 02-Feb-2007 4:01 PM

     Much talked about yet not quite fully-understood is the Three-Year Curriculum Reform Process now in effect at Xavier School.

     Xavier School's vigorous direction towards supreme excellence in Academics was promptly evident in 2003 when the Grade School Department was divided into three units with one Assistant Principal per unit, namely: EARLY EDUCATION (Nursery to Grade 1), PRIMARY (Grades 2 to 4) and INTERMEDIATE (Grades 5 to 7). In 2004, the Three-Year Curriculum Reform Process was wheeled-in with the launching of two innovative programs for GRADE 7: the Synthesis Quarter (Flexible Curriculum) and the Xavier China Experience (XCE), the latter being an overseas Chinese program applicable only during the Third Quarter.

     For 2006-2007, the revamp of the grading method and/or benchmarks for honors and awards will be the most significant of even more forthcoming changes, since the shift in of the School's Chinese Program, from “Zhu Yin” to the “Hanyu Pinyin” in schoolyear 2001-2002.

OVERVIEW

A. PARENTAL CONCERNS

     The move to raise the academic bar of excellence has elicited some apprehensions due to the following sentiments:

     1. Students may be discouraged by the wide differential range of the New Benchmarks from the Old Benchmarks in terms of QUARTERLY AWARDS, ANNUAL AWARDS, PROBATION STATUS and ACADEMIC WARNING STATUS (See Annex A).

     2. A number of former student awardees falling under the HONORABLE MENTION CATEGORY are now displaced and may put them under extreme pressure to maintain their awardee status. For them, honors and Awards may become a must goal in itself instead of a reward for one's efforts.

     3. Raising requirements for Honors may not be the main factor in the effort to raise the School's standards. Even a few high school awardees under the new scheme have actually failed the cut-off of certain College Entrance Exams.

     4. FACULTY DEVELOPMENT AND METHODOLOGY is a more urgent and necessary interest over and above the raising of these benchmarks. For instance, hand-in-hand with educational attainment and experience, moral character and child psychology experience of faculty members must provide for equal weight in terms of positions and responsibilities they may undertake.

B. SCHOOL FEEDBACK

     MS. AIMEE APOLINARIO, High School Assistant Principal for Academics, assures the community that the move to raise the Academic Benchmarks is not only a result of a careful and comprehensive process but is also a reflection of what is excellent in a XAVIER EDUCATION. According to Ms. Apolinario, the newly- installed benchmarks for honors and awards are:

      1. Realistic and Attainable. They are initially discouraging but are, on a larger perspective, actually challenging.

     2. Prestigious. Although the number of student awardees has actually decreased, those who remain in the roster take greater pride in their achievements.

     3. Able to identify individual strengths of the students in the areas of
English, Math, Science, Chinese and Filipino. There is no HONOR SECTION in Xavier School since the School wants to maintain a heterogeneous combination. A class composed of diverse personalities and capabilities contributes to a student’s holistic development.

     4. Part of the fluid process of Curriculum Development wherein faculty
development and other important aspects and priorities of the new curriculum are happening simultaneously.

C. SYNTHESIS

     Several years back, Brother Andrew Gonzales, then Secretary of the Department of Education, Culture and Sports (DECS), was guest speaker during an XSPA Parents’ Forum. His talk focused largely on Education as Revaluation of Value Systems based on Culture. According to Brother Gonzales, Values Education is lived, practiced, experienced and internalized within the school curriculum and extra- curricular activities (and to my opinion, by the educators and those being educated themselves)

     Definitely, Xavier School’s Curriculum Reform Process is reflective of this Revaluation of Value Systems as suggested by Bro. Gonzales. The Curriculum Reform Process is based on the integration of various cultures. It attempts to preserve what is best in the Chinese Culture; adapts what is best in the Filipino Culture; and cultivates what is best in the Western Culture.

     It is worthy to note that Fr. Go is determined to integrate academic rigor in order to preserve the more cherished Chinese traditions of self-esteem and self-discipline, diligence, integrity, simplicity and putting priority to studies. According to Ms. Apolinario, much effort has been made for the students to attain their highest level of competency in academics. Local books and other supplemental materials are constantly reviewed most specially by the MATH and SCIENCE Departments. The use of imported books is likewise explored. Excellence in major areas of studies is easily monitored, thus recommendations for either advanced or remedial classes are properly determined.

     In the area of Faculty Development, we see the best in Filipino Culture in full operation. In the School's current programs, much emphasis is placed on communication, empathy and support. Xavier School attracts the best graduates to teach in both the Grade School and High School Departments. It employs much tenacity in the teachers' training and professional growth. After a three-year tenure, the School encourages further studies for the current faculty members. The mentoring system given to the junior teachers by the senior teachers is a significant and valuable support mechanism provided by the School.

     And finally, in keeping pace with Modernization and Globalization, Fr. Go continually puts emphasis on the western value of KNOWLEDGE VS. INFORMATION per se'. Furthermore, he gives significance to the development and enhancement of a Xavierian’s ability to cope with obstacles, limitations and adversities.

     Beyond this rigid Curriculum Reform Process, we hope to see a XAVERIAN molded and enriched by a unique cultural background; one who is able to express himself and his competencies in both the PROFESSIONAL AND MORAL ASPECTS OF HIS LIFE, without repression and shame. I believe it is in these aspects where Wisdom, Justice and Peace are sought and aspired for.

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