Podcast: Play in new window | Download
Jessica Wee is the Principal of Rainbow Centre Yishun Park School in Singapore. She has previously served in the school as Vice Principal before taking over principalship six years ago.
Rainbow Centre School serves 400 students with autism and multiple disabilities.The school aims to nurture young persons with disabilities (aged 7-18) into adults who are able to live independently and interdependently, to grow continuously, and to engage in active participation and contribution to the community.
Her goal is to serve the underprivileged, but she realizing she is on the receiving end of much grace through this leadership journey. A firm believer that ‘everything rises and falls on leadership’, she continues a humble journey of self discovery as a leader.
WDP: Welcome to the Principal Matters podcast! Can you fill in the gaps on that intro and tell us something listeners may be surprised to know about you?
Jessica Wee: I did not start off to be an educator, in fact, my first career was in marketing and product development. I did a mid-career switch to education to spend more time with my family as my previous job involved a great deal of travelling and time away from home. Since then, there is no regrets entering education. I am grateful for my experience in the commercial sector and I have incorporated some of the best practises into the management of the school.
WDP: Can you tell us more about your school? What do you find are the challenges and opportunities of leading in your school?
Jessica Wee: Rainbow Centre schools offer an education that goes beyond the disabilities of the students we serve. The outcomes-based functional curriculum is facilitated by a teaching team and supported by an interdisciplinary team of therapists, psychologists, and social workers to enable students to access their educational goals.
Each student gets an Individualised Education Plan – a customised learning roadmap. Integrating co-curricular activities, therapy services, the use of technology and character and citizenship education, our students experience a well-rounded education experience.
In leading a school of 400 with students from junior years to young adults, it does present safety challenges. Family collaboration can also present its challenges as much effort is still needed to understand individual family dynamics to ensure success in this area.
There are many possibilities as I believe in maximizing potential of a child. I see providing accessible learning and participation as of utmost importance for the students. With technological support, creativity and the courage to challenge the status quo, we can certainly develop innovative and personalized communicative and mobility solutions to break down barriers for the special needs students.
WDP: How has leading through a pandemic affected your own school community?
Jessica Wee: The first case of COVID was confirmed on 23 January 2020. Early cases were primarily imported until local transmission began to develop in February and March. Thanks to the Singapore government’s swift action with formation of COVID taskforce, the Ministry of Education worked closely with the Ministry of Health and supported the school community with various safe management measures. The government announced school closure for about a month in April to curb the spread of COVID-19. All schools shifted to full home-based learning until May 4. With the announcement, we scrambled in a shortest time to develop a HBL COVID ready plan for students, parents and staff.
School wide Structure
The school has put in place a structure for students to continue learning at home, especially for the ASD population, to maintain as much as possible a daily routine that can enable them to easily transit back to school after the full HBL period. We have transformed the School wide assembly programme which used to be held at the auditorium into video lessons e.g. Exercises, Story-Reading, Time with Principal. These resources become useful for parents/caregivers to meaningfully engage the students at home.
In addition, for students who have challenges accessing the online platform, the school transport vendor would deliver HBL physical resource packs to them.
Communication to Parents
For continued support to parents during the full HBL period, teachers were also required to check in with their class parents once a week on Mondays via ClassDojo to communicate on the following:
✔ HBL content that the teacher has shared for the current week;
✔ Invite parents to check in with the teacher anytime during the week, if they have questions;
✔ State clearly the timing of ‘live’ lessons with the child during the current week; and
✔ Checking on the well beings of the parents.
Professional Learning for full HBL
Other useful supports which the school has put in place to support our teachers include the HBL Drive in Google Drive and the ongoing HBL PLT Sharing Sessions organized and conducted by the school team comprising the teaching and learning specialist and subject teacher in functional academics.
HBL ISSUES / CHALLENGES
COVID-19 has greatly changed the way the school works and the way we will continue to work even after the full HBL period is over and full school-based learning has resumed once again. Amazingly, many of our students have surprised and delighted us with the ease and enthusiasm they have taken to remote learning. Many of our teachers and APs too remain excited and encouraged by the possibilities and unexpected opportunities which have surfaced in these challenging times.
One of the most exciting possibilities that we see with HBL is that school has begun to establish a structure in family collaboration, with parents/caregivers playing a more active role in their child’s education, which is crucial once our students exit the school system. This area has always been a challenge to the school and we are beginning to see positive changes at home with HBL, the Good Life Goals which the school has envisioned are slowly becoming a reality.
When students returned to school, intensive efforts were made to put in safe management measures so as to ensure a safe learning environments for the students.
WDP: What has been one of your most challenging experiences in school leadership? What lesson did you learn that may help other leaders to keep in mind?
Jessica Wee: One of my most challenging experiences in school leadership is capacity building of my middle management. Many of the senior teachers and head of programme started off as teachers. They came into the special education sector with a heart to serve. They are patient and compassionate in nature. Therefore, as they move up the career ladder to take on management position, it requires a new set of skills in people management and programme management. It is no surprise that sometimes they struggle with balancing care and candour.
One lesson which I learned was the importance of people development. Leaders need to be groomed and thus I allotted time to have leadership conversation with my senior staff, and help them to develop a personal growth plan.
WDP: What lessons are you practicing in self-care (to pause, breathe, and flourish)?
Jessica Wee: I practice self-care by pausing daily to be thankful for all the blessings in my life through prayer, and daily reflection on my personal and professional lives. I breathe in fresh air daily through brisk walking, Pilate and swimming. As I am a foodie, I enjoy hunting for new eating places and enjoy a good meal with family or friends. Before, COVID, travelling to new places also rejuvenate me.
I flourish with renewal of God’s words daily from the bible. I am also an avid reader and enjoy listening to podcasts and TED Talk.
Now It’s Your Turn
Are you able to identify areas in your leadership where you are still ‘incomplete’ as Jessica explains? In what ways are you investing in the care of your students and your staff so they are equally able to grow in the days ahead?
You can stay connected with Principal Wee’s work at the Rainbow Centre website.
