如约来到访谈间时，面前已经坐着一位笑容灿烂、颇具亲和力的女士。她一头红色的短发，看起来神采奕奕，眼神里流露出对国际教育的热爱。

访谈开始前，她做了一个与众不同的自我介绍。她爽朗地笑着，说起了自己孩童时期热情活泼，当过啦啦队长；大学毕业后去日本当英语老师，一不小心滑进水沟，不得不去同事家换衣服的糗事。

短短时间内就能感受到她的幽默乐观，魅力非凡，她就是德英乐教育的学术副总监Natalie Pitre博士。

When I came to the interview room as scheduled, a lady with a bright and warm smile was already seated waiting for me. She had short red hair, and looked quite energetic. Her eyes showed her affection for international bilingual education.

Before the interview, she made a unique self-introduction as she recalled her passion for learning and meeting new people at young age. She told me as a child she was a baton twirler and she was often told that one of her greatest qualities was being a cheerleader for others. She even shared some embarrassing stories that she has used as learning experiences.

I am instantly attracted by her humor, optimism and great charm. She is Dr. Natalie Pitre, Deputy Academic Director of DTD Education.

△德英乐学术副总监 Natalie Pitre博士

德英乐旗下中小学目前有198位外方教师，他们来自不同的国家，有着不同的文化背景，作为双语教育非常重要的一部分，他们的教学和引领对于学生的成长有着重要的意义。

Natalie博士作为德英乐集团的学术总监，主要负责外方教师团队的教学管理和质量监控，负责小初高融合课程的设计、开发、实施、指导和评价，外方教研活动的组织以及外方培训方案的设计和实施。

At present there are 198 foreign teachers in primary and secondary schools under DTD. Coming from different countries, they have different cultural backgrounds and educational experiences. As a key part of bilingual education, their teaching expertise and guidance is of great significance to the growth of our students.

Dr. Natalie Pitre, as DTD’s deputy academic director, is mainly responsible for the quality control of teaching, learning, and assessment practices of our foreign teachers. She’s also responsible for the design, development, implementation, and evaluation of the integrated curriculum, the organization of foreign teaching and research activities, as well as providing ongoing professional learning opportunities for staff.

△Natalie博士与外教们沟通交流。

Natalie博士的“人缘”非常好，无论是老师还是学生都很爱她，让我们先来一起听听他们的评价。

Natalie is very popular as both teachers and students love her very much. Let's first listen to what they think of Natalie.

我次见到Natalie博士是在社会学课堂上。她一上课，我就立刻被她的热情所吸引，我次见到这样的老师：如此有趣，精力充沛，上她的课让我非常放松。

——浦东万科学校高中部9B班 柏睿扬 Bryan

I first met Dr. Natalie Pitre in the sociology classroom. When she started teaching the class I was immediately attracted by her enthusiasm, because that was the first time in my life that I saw a teacher like that: so interesting and so energetic, thus taking her class made me feel no pressure at all.

----9B Bryan

Natalie博士的课堂让人感受到阳光和彩虹，她的教学风格和其他老师很不一样。她会将很多事情和自己的童年在一起，给我们讲幽默的故事，比如她小时候爬树的故事。

——闵行万科双语学校 G5-3班 Wren Lu

Doctor Pitre's lesson feels like sunshine and rainbows, because her style of teaching is much different from all our other teachers. She connects everything with her own fun childhood and tells us humorous stories, as in the tale of her tree climbing adventure.

----VKBS G5-3 Wren Lu

Natalie博士是教育领域让人尊敬的专家。今年九月，她为我们的老师们开设了非常棒的教师专业发展课程。她也是一位知识渊博的领导者，同时有着令人赞叹的职业道德！

——浦东万科学校高中部学术副校长 张海涛

Dr. Natalie Pitre is a respectable leader in the field of education. She did excellent teachers’ professional development sessions for our teachers this September. She is such a knowledgeable leader with amazing working ethics!

----Cylia Zhang，VSP High School Vice Principal

我非常享受和Natalie博士在一起工作的时光，因为她是一位在学术上很专业、很严谨的学者；同时，Natalie又是一个平易近人、积极乐观的人，和她在一起我总是轻松愉悦的，在工作之外我们也是很好的朋友。

——闵行万科双语学校副校长 陈颖

I really enjoy working with Dr. Natalie Pitre because she is a very professional and rigorous scholar. Also, Natalie is quite approachable, positive and optimistic. I am always relaxed and happy with her, so we are good friends.

——Chen Ying, vice-principal of Vanke Bilingual School

1

中西融合，专业背景过硬的教育家

An educator with excellent professional background, integrating Chinese and Western education

备受欢迎的Natalie博士，教育背景也不一般，她拥有K-12教育领导力博士学位，是一位经验丰富的课程作家和教育领域的领导者。她还是加拿大安大略省皇后大学教育学院在线教育的助理教授。

Natalie博士在加拿大和国外的K-12学校教育领域有超过16年的经验，是一名教育家和领导者。她曾在加拿大、埃及、瑞士、英国、阿联酋、日本和中国等7个国家学习和工作，同时也是加拿大和中国的雅思考官。她以精通教育理论和实践为荣，热衷于跨文化学习和跨文化能力培养。在中国呆了七年之后，她现在把中国称为第二故乡。

2020年8月正式加入德英乐之前，Natalie在全球积累了丰富经验，资历深厚。她曾在加拿大安大略省担任过学校董事会级的EAL资源教师；来到中国后，她曾在狄邦教育管理集团担任过学术质量经理以及教师培训和课程开发的学术副主任；她也在上海宋庆龄学校国际部担任过初高中的课程主任。

Dr. Natalie Pitre has an outstanding educational background. She possesses a Doctorate in educational leadership from K-12. She is an experienced curriculum writer and leader in this field. She is also an assistant professor in the Faculty of Education, Queen's University of Ontario, Canada.

Dr. Natalie Pitre is an educator and leader with more than 16 years of experience in K-12 education. She has studied and worked in seven countries, including Canada, Egypt, Switzerland, the UK, the United Arab Emirates, Japan and China. She was also an IELTS examiner in Canada and China. She prides herself on being current in educational theory and practice, and is an advocate of cross-cultural learning and intercultural competence development. After living in China for seven years, she now calls China her second hometown.

Before joining DTD in August 2020, Natalie accumulated rich educational experience and academic qualifications. She has worked as an EAL (English as Additional Language) program resource teacher at the board level in Ontario, Canada. She worked in over 20 schools across the school board to meet the needs of English language learners in different school contexts. When she first arrived in China, she was an Academic Quality Manager and Deputy Academic Director of teacher training and curriculum development in Dipont Education Management Group. She has also worked as a Curriculum Director of the International Department in Shanghai Soong Ching Ling School.

△Natalie博士听评课。

形容在德英乐的工作感受，Natalie博士表示忙碌而充实，目前她正在各中小学定期进行听课、评课和课堂学习走访，帮助教师们在互动中获取经验、不断提高。

“我们鼓励老师们走进彼此的课堂，发现存在的问题，也从优秀的同事那里学习一些非常好的技巧和策略。”Natalie Pitre博士笑着说。

成为德英乐的一员，Natalie博士的目标是助力德英乐成为全国甚至全球的教育服务商，呵护德英乐学子们在快乐学习中全面发展。

这是一个宏伟目标，也需要走过漫漫长路，但是Natalie博士非常有信心，“我可以看到，DTD的每一位成员都非常关心学生，我们正在努力提高这个团队的集体效能，以实现我们的目标。”

Dr. Natalie said that her daily work in DTD is busy and meaningful. Recently, she has been delivering professional development sessions for staff and conducting formal lesson observations and learning walks in primary and secondary schools. She encourages teachers to learn from each other in order to continue to improve professional practice.

"We encourage our teachers to come into each other's classrooms, identify areas of need, and learn some very good skills and strategies from excellent colleagues." Dr. Natalie Pitre said with a smile.

As a key member of DTD, Dr. Natalie's goal is to help DTD ascend to a new level, becoming the best education service provider in China and even in the world, so that students here can develop holistically and be prepared for the future.

It's a grand goal, and we have a long way to go, but Dr. Natalie is very confident, "I can see that each member of DTD cares about the students deeply and we are trying to enhance our collective efficacy in order to achieve our goals.”

2

夯实教学水平，真正从孩子出发

Improve our teaching level, starting from our students

“庇护指导观察协议”（SIOP）

Sheltered Instruction Observation Protocol (SIOP)

“庇护指导观察协议”（SIOP）的课堂观察标准是一种以研究为基础的教学模式，旨在满足英语学习者的学习需求。美国的许多学校都会使用SIOP模式来确保教育工作者知道如何有效地设计和提供跨年级和跨学科的课程。其核心是所有语言教师都要确保学生达到共同的核心年级水平和特定学科的教育标准。

Natalie博士表示，在未来1-3年内，德英乐的教师们将学习如何在课堂上全面实施SIOP协议。“这是我们制定的‘三年提升计划’的一部分，为的是确保教学实践的质量，以促进学生的学业成就。”

Sheltered Instruction Observation Protocol (SIOP) is a research-based teaching method, which aims to meet the needs of English learners. Many American schools have been adopting this protocol to ensure that educators know how to effectively design and provide interdisciplinary courses for students with different levels of proficiency in English. At its core, the protocol provides teachers with guidance in order to ensure that students are learning at grade level and working towards achieving education standards of specific subjects.

Dr. Natalie said that in the next 1-3 years, DTD teachers will learn how to fully implement the SIOP protocol in every classroom. “This is part of our Three-year Improvement Plan, which aims to ensure our teaching quality and to promote students' academic progress.”

△Natalie博士为外教们培训。

“形成性评价”：用发展的眼光看待孩子

"Formative evaluation": looking at children from the perspective of development

科学高效的课堂，终究离不开对教学对象和成果的检验。因此，对于学生，教师要建立科学而全面的评价方法和体系，与考试成绩不同，这种评价体现在方方面面。

“老师们都会在课堂上使用各种形成性评估方式来检查学生的理解情况。你常常会在课堂上看到孩子们在使用不同的手势，其实这都是老师鼓励他们去做的。比如竖起大拇指代表全部听懂了，倒竖大拇指则表示相反意思……”Natalie博士愉快地演示着不同手势的含义。当然，老师也会不断提出问题，邀请学生展示他们对所学目标语言的思考。

Effective teaching is inseparable from assessment: instruction informs assessment and vice versa. Therefore, teachers should have a comprehensive evaluation system for students, which is not only about scores, but all aspects of students' performance.

"All of our staff use a variety of ongoing formative assessment practices in the classroom to check for understanding. You often see students using different gestures in class to let the teacher know whether or not they understand. For example, a thumbs-up means that the student totally understands what the teacher said, and a thumbs-down means the opposite... " Of course the teacher follows this up with questions to invite students to be able to demonstrate their thinking about what they have learned in the target language.

△Natalie博士与学生们互动。

“教学是一个持续的过程，学生的点滴进步都应该被看见，那么教师给予学生的反馈也应当是持续的，特定的，及时的。”

教师需要在课堂上同时使用形成性评价和终结性评价来评估学生的进步。教师需要在不同年级使用共同的评估方法，并为学生制定明确的学习任务和作业标准。学生需要学会对自己的所学进行自我评估和同学互评。我们的教师继续致力于利用数据指导教学和评估实践，从而在整体上促进学生进步。

“Teaching and learning is a continuous process. Student progress should be seen and recognized. It’s important for teachers to provide students with specific and timely feedback in order for students to improve what they are learning.”

Teachers need to use both formative and summative assessment in the classroom to ensure student learning. Teachers need to use common assessment practices across grades and provide students with explicit criteria for learning tasks and assignments. Students need to be taught how to self-assess and peer-assess their work and what they have learned. Our teachers are continuing to work on using data to inform instruction and assessment practices to enhance student learning from a whole school approach.

3

激发集体效能感，构建学习型社区

Stimulate collective efficacy and build a learning community

尊重不同文化和多元教育哲学观，发挥教师集体效能

Respect different cultures and pluralistic education philosophies, exert teachers' collective efficacy

“作为一个学习型社区，教师的集体效能感是非常重要且有益的。”

集体效能是指团体成员对团体能力的判断或对完成即将到来的工作的集体能力的评价。

经过深度研究，Natalie博士认为，教师们的集体效能感对学生成绩的影响，这是影响教师教学效果的核心变量之一，也是提高教师素质和教学能力的关键因素。“我认为，我们需要继续从战略规划上为大家提供更多合作机会，并提供培训和指导，以实现我们的共同愿景。”

"As a learning community, teachers' collective efficacy is very important and beneficial."

Collective efficacy refers to the group members' judgment of their collective ability to improve student achievement.

After years of research done by Hattie, Dr. Natalie believes that developing collective teacher efficacy in DTD schools will have the greatest impact on student achievement. “I believe that we need to continue to strategically plan opportunities for staff to work together and provide training and guidance in order to meet our school-wide goals.”

△外教团队

Natalie的跨国工作经验和多元视角给予了她敏锐的观察力和细腻的感知力，她提出管理团队的一大难点就是处理来自不同国家、拥有不同文化背景的教师们之间的跨文化交际问题。

而且，DTD的老师们均有着不同的教育经验，所以也有着多元的教学哲学观。对此，Natalie博士指出，建立融洽的关系，了解多元的世界观，保持公开透明的沟通是非常重要的。

“对于外籍老师来说，他们习惯把门关上。中国专家和老师们已经习惯了被频繁观察，他们对这些不会感到不自在。但是有的外教会感到担心或紧张。”

但是，Natalie博士表示，让全体教师了解目前正在进行的课堂观察的目的非常重要。“我们希望员工将此过程视为持续性专业学习的一部分。一些教师已经开始在年级小组和部门中互相观察。这是一个很好的实践，在未来的1-3年我们也会进行更多的实践。”

Natalie强调，德英乐保持有效沟通和公开透明的信息共享，能够帮助大家理解彼此，提升集体效能感，齐心协力，追求同一个目标和愿景。

“帮助大家一起成长，德英乐就会不断进步，越来越好，我始终坚信这一点。”

Natalie's multinational work experience has provided her with the ability to effectively observe and listen to staff when joining any new school context to identify strengths and needs before making recommendations for change. She also indicated that one of the difficulties in leading any team is to deal with cross-cultural communication between teachers from different countries.

Also, many of our educators come from different educational experiences and sometimes have different philosophical views on teaching and learning. It’s really important to build rapport with staff and understand the different worldviews they possess in order to bridge ways of knowing over time.

"Chinese experts and teachers are used to being observed frequently, and they won't feel uncomfortable about it. Some foreign teachers are comfortable being observed also depending on the schools they have worked previously. Others are used to keeping the door closed when they’re working. Some of them may feel worried or nervous when being observed. "

It’s important that staff understand the purpose of our lesson observation process which we are working on improving. “We want staff to see this process as part of their ongoing professional learning. Some teachers have begun observing one another in their grade level teams and departments. This is excellent practice which we plan to do more of over the next 1-3 years”

Natalie stresses the necessity of effective communication and transparent information sharing in order to help team members understand common goals. Teachers need to provide input for changes being made. In this way, all teachers can work together to pursue the same vision.

"To help everyone grow up together, DTD is striving for continuous improvement and will become better and better. I believe that."

教育“大咖”心目中最理想的教育形态

Education Guru: My ideal form of education

“我来这里的时间并不长，但是我每天都能看到孩子们的微笑。他们充满了好奇心和活力，很有创造力，愿意冒险，喜欢学习。他们懂得从错误中吸取教训，也为自己所取得的进步感到自豪。不得不说，看见学生们像植物一样茁壮成长真是太棒了！

最后，Natalie博士用三点总结了她心目中最理想的教育形态，这也是德英乐教育在未来要追逐的目标。

，帮助学生全面发展，实现情感上、社会上、学业上的进步，成为具有批判性思维、良好品格、全球视野、可以肩负责任的世界公民。

第二，优秀的教育要面向未来，让孩子学会独立和团队合作，懂得坚韧自信和诚恳谦逊，为学生们提供知识和技能，使他们在学校、社区以及未来取得成功。

第三，优秀的教育要给孩子一个快乐的学习环境，激发孩子们的无限潜能，走向无限可能的未来。