From The News DESSC - Issue 5

A SENSE OF BELONGING

Setting our sights

Dubai is a city of superlatives: the hottest weather, the biggest malls and the tallest building in the world, but what was most important for both of us, after working in Dubai for 5 years, was teaching in the best school in Dubai. Whenever DESC was mentioned, it was met with hushed reverence. Parents, students, other teachers would always comment on the prestige of the school, its place as one of the city’s premier educational establishments and the respect many held for the professionals that helped build this reputable institution. We both knew we wanted to further ourselves and our careers and there was only one school to apply for: DESC.

Background

Though we had not met prior to DESC, we shared many similar experiences in our teaching careers and hold similar visions for the education we wish to see in the world, something that is reflected in the wider teaching body at DESC. As Teach First Ambassadors, we spent the first years of our teaching careers working in some of the toughest, most challenging and deprived schools in the UK. As a charity, Teach First aims to transform the educational landscape of the UK and ensure that all children have access to a first-class education that opens doors to them throughout their lives. Though we experienced a vastly different context to DESC and Dubai, the principles instilled in us throughout our formative teaching years still stay with us: quality education should be available for all; education should be a force for good in the world; schools should be safe places where students learn to become responsible, informed and empowered global citizens. This could not be truer of DESC. The focus on character, on kindness, on integrity and rigor in the academic process is at the forefront of everything that we do. We truly believe it would be a wonderful world where all students could experience an education like that provided here at DESC.

Development

Upon arriving at DESC, it was evident that the standard of the teaching professional was incredibly high, and the Senior Leadership Team had equally high aims for us. We were introduced to the DESCalator – the idea that we are all on a continuing journey of improvement, and all heading together on the same upward trajectory. As an escalator continuously moves upwards, so do the expectations, the knowledge and the professional development of DESC staff; when all cogs in the machine work together, the escalator seamlessly runs and aims for the top. In the induction week, and every week since, it has been clear that DESC makes informed, evidence-based and impactful decisions surrounding Teaching and Learning. Teaching and the student experience is at the forefront of every decision made. As teaching practitioners, we dream big for our students, and our teaching must be finely tuned to the needs of the curriculum and the needs of our individual learners. We have enjoyed how our developmental sessions at DESC are both well researched and justified within the context of the College.

Empathy

Arriving at a new school is a daunting prospect, but it proved to be an incredibly positive experience and we were made to feel immediately welcome. The kindness, courtesy, and manners we expect of our students was shown to us from day one. It was encouraging to be welcomed into a staff body where it felt like a family and where our leaders took a genuine interest in who we are, both as people and as professionals. As tutors, we have enjoyed the character conversations that are an integral part of the role. It is a great way to truly understand our students, know what makes them tick and model the beliefs, priorities, and values we uphold at DESC.

Stability

In the post-Covid world that we currently live and operate in, stability is more essential than ever. It is clear that this is understood by the College and is a key priority. Working at DESC has its own rhythm, its own flow, and this is helped by the structure of the terms and the planning leading up to the Red and Grey Weeks. Our first experience of this was extremely positive as we could see how each week’s learning was reliant on the last and enabled the students to understand the building blocks of learning that needed to be in place for success in assessments. This enables both students and staff to understand the direction they are heading in, when they need to get there, and the steps they can take. For students grappling with multiple subjects, multiple deadlines, sporting and social commitments – and not to mention the daunting prospect of adolescence – this clarity is essential and helps them to see the path ahead. Alongside this, our use of Teams and OneNote enables our students to access all the prior learning materials and consolidate their learning, providing stable ground from which they can grow.

Community

Above all else, the element most important at DESC is community. The culture of the College is one of politeness and of warmth, with understanding that we all row together for greatness. The sense of belonging which we both feel has led to renewed pride in what we do, where we work, and what we represent. They say it takes a village to raise a child and here at DESC, students are surrounded by happy, positive and motivated rolemodels each and every day.

Future plans

Though we have only been at DESC a few months, we could not imagine working anywhere else. DESC is a school in which we wish to play an integral role and hope to progress further in our careers, with Ellie having a passion for pastoral care and Elliott enjoying the intricacies of curriculum design. The theme of Dream Big, Aim High is relevant at DESC today and it is clear that it will be for many years to come.

Article by Ellie Winstanley, Teacher of English and Elliot Flood Second in Charge of English, DESC