At SIS, reading is central to learning—and improving student outcomes in reading and comprehension remains one of our key academic priorities. To support this goal, our Primary and Lower Secondary English teachers took part in a professional development session led by Ms. Jennifer Angeles, designed to deepen their understanding of how to build stronger readers.

Research shows that teacher reflection is one of the most effective ways to improve instructional practice. This session encouraged educators to pause and critically examine how their current approaches help or hinder students’ reading growth. Through this reflective lens, teachers considered how to make reading more accessible, meaningful, and effective in their classrooms.

This Professional Development (PD) was not just about strategies—it was about fostering a mindset of continuous improvement. By investing in teacher reflection, we invest directly in student success.

Why We Lead Together: Vertical Collaboration Among School Leaders

Leadership at SIS is a shared journey. During this PD Day, our school leaders came together in dedicated sessions that promoted vertical collaboration between Deputy Head Teachers (DHTs) and IBDP Coordinators, supported by Ms. Andi Elisa, SIS Group Head of the Senior Section.

Our recent check-in sessions brought together DHTs and DPCs across SIS campuses for a focused and open exchange on academic leadership. Leaders shared practical challenges—from supporting teachers and aligning assessments to navigating syllabus changes and academic recovery.

Vertical collaboration like this is vital to our mission—it ensures smooth transitions for students, consistency in expectations, and a unified SIS learning journey. These sessions weren’t about oversight, but about surfacing what’s working, where support is needed, and how we can align more effectively across schools.

One DHT shared how their team shifted from reactive firefighting to proactive planning through better use of data—an encouraging sign of what’s possible with empowered middle leadership. DPCs called for clearer timelines, stronger onboarding for new staff, and shared strategies to guide coursework and assessment.

When our leaders learn and plan together, we don’t just strengthen individual campuses—we lay the groundwork for better systems across the group. Our next step is to build on these insights with practical frameworks that reflect the real needs voiced in these sessions.

Why We Develop Reflective Educators: Embracing the EFFECTOR Qualities

At SIS, we believe great teaching starts with reflection. Since July 2024, SIS Palembang has been on a journey to develop EFFECTOR educators—teachers who create meaningful connections and inspire lasting impact.

The EFFECTOR framework—introduced by our Founder and Chairman, Mr. Jaspal Sidhu—highlights 8 key traits of out-standing teachers: Earnest, Funny, Firm, Enthusiastic, Consistent, Timely, Open-minded, and Researcher. These are more than ideals—they are everyday habits that shape how we teach and how students grow.

This April marked the final session of our year-long EFFECTOR training. Nearly 60 teachers from Preschool to Junior College levels completed the Novice EFFECTOR phase—a significant milestone in their professional development.

Throughout the workshops, teachers showed a strong growth mindset, actively participating in discussions, role plays, and reflective tasks. Their commitment went beyond attendance—it showed in how they embraced feedback and applied the traits in practice.

As the training wrapped up, many teachers expressed a desire for continued support to stay aligned with the EFFECTOR mindset. This is a clear sign of ownership and enthusiasm to grow further. Moving forward, we are exploring ways to sustain this momentum through thoughtful follow-up.

EFFECTOR is more than a framework—it’s a mindset. We’re proud of the SIS Palembang team for walking this journey with heart, intention, and purpose.