Dialogue+Session

= __June 1 (1200-1300)__ Dialogue Session with Principal (校长教师交流会）: = = If you have some burning issues/matters that you will like to bring up for discussion at the Dialogue session, simply key in your questions/matter/issue in the table provided below, under first column __Matter Raised__. You don't have to provide your name. = = = 如果您有一些事/问题希望校长能在交流会上讨论，请您把问题填在下面提供的表格（最左的第一列）就可以了. 您不需要提供您的姓名.
 * < Matter Raised ||< Response Given ||< Follow-up Actions ||
 * < Has the IP benefitted each and every individual of our students, and teachers? From observation, it seems that students who are genuinely self-motivated and independent will reap the goodness of the IP. I have come across students who, in my opinion, would have been 'screened' out if they were to take the O levels.

As a teacher in college, I am facing an arduous task of maintaining the quality of our performance, when the quality of students that come in each year seem to get worse every batch. This meant that remediation work is taking a large toll on my time and effort in order to maintain or improve students' performance. I can imagine how much more improvement in quality grades we would have if we were to have the more academically inclined students to begin with at the time they enter college.

Given that the IP is here to stay (until new education policies surface), what can we do to: (i) improve the quality of our students academic performance, without constant remediation? (ii) improve the situation teachers are facing so that we can retain them and not burn them out?

chris ||<  ||<   || 1) what are the effective ways that can clearly put forward new initiatives or policies to the whole school? 2) how should a leader win the trust and loyalty of their subordinates? ||<  ||<   ||
 * < In your opinions,