Faculty Development and Formation

Unlike a manufacturing process where the end result is a physical product, the educational process is intended to result in the development of a person through “quality education”.  There are various factors that determine “quality education” in basic education, such as adequate physicak facilities, effective curriculum, up-to-date textbooks and educational tools, deciated management, small class size, and so on. But a very key factor is the quality of the faculty.

For Ingenium, this means not only the qualifying academic and teaching competence of the faculty recruit, but also the orientation and continuing professional development and growth of the faculty. For it cannot be assumed, for example,  that the teacher-recruit would embrace, much less be proficient in the strategies and techniques of applying, the principles of social emotional learning. Nor can it be assumed that the  teacher-recruit would place the needed emphasis and importance on reflection and decision in religious instruction rather than mere rituals;  or place priority on  insight and real understanding rather than mere memorization.

Moreover, it is not only the professional development and growth of the teacher that is called for, but the teacher’s development as a person. Modelling, particularly in basic education, is a critically important edcuational tool, and to develop students imbued with “civitas”, “sapientia”, and “caritas”, requires teachers who can model these values. Coming from various backgrounds, and experiences, and histories,  Ingenium teachers must be inspired to embrace the core values of the school, and seriously  exert the effort to live them out as  teachers in Ingenium.

Finally,  it is not merely the teachers in their individual capacities as persons and professionals, but the teachers, staff, and administrators of Ingenium as a community with a culture infused by these values. For it is through such a community that individuals find support, and encourgement, and challenge to live up to the ideals of the teaching vocation in Ingenium.

All this, then, demands faculty development and formation to which Ingenium commits itself, for it is an important key to delivering quality basic education., [See also, “About Us, Hands-on Management.”]