Page 156 - Gonzaga at 60
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GONZAGA AT SIXTY: A WORK IN PROGRESS
A Unique Working Environment
What makes Gonzaga a unique working environment? What makes this school diferent from
other schools? How would you describe your experience of teaching in Gonzaga?
Not easy quesions to answer, but in pondering them one comes to realise that
Gonzaga is indeed unique with an atmosphere that is diicult to encapsulate.
I am fortunate enough to have paricipated in a Jesuit training day for new
teachers in Jesuit schools in Ireland and to have atended a JSEA conference in
America during the summer of 2007. Both conferences asked the quesions I have
put forward above, and challenged one to really consider what it is that contributes
to the atmosphere of the school in which you work. Is it the posiivity of the staf,
willing to paricipate and encourage students in such wide-ranging extra- and co-
curricular aciviies? Is it the moivaion of the students, who strive to achieve
their maximum potenial? Is it the relaionship between all members of the school
community?
It is all of the above, and so much more. In my short ime working in Gonzaga,
a mere year for each of its decades in existence, I have come to realise that the
school ofers both staf and students alike the opportunity to challenge, not only
themselves, but each other. An environment of curiosity and thirst for knowledge
is enhanced by the jovial nature of the students and the remarkably posiive
relaionship between the students themselves and indeed between staf and
the students. Never, before working in Gonzaga, could I have imagined a school
environment so genuinely enjoyable to work within.
Susan Dowd in class Science, my subject area, has seen immense change over a very short space of ime. In
Gonzaga, Science is an expanding subject ield; the number of labs has increased from three
to ive over the last three years, and an increasing number of students study Science subjects
to Leaving Ceriicate level. What is most encouraging is the number of students engaging in
Science in a very dynamic way, be it entering the Young Scienists, paricipaing in the Science
Olympiad (which has seen Gonzaga students go on to represent Ireland internaionally in the
last two years) or taking part in the TYPE programme (Transiion Year Physics Experience) run by
Trinity College. All is evidence of the interest and engagement of both the students and the staf
in the Science ield.
Gonzaga has experienced signiicant changes during my short period teaching here, which
include the new building, a change in management and a dramaic change in the economic
environment of the country. The atmosphere of the school, however, remains unchanged, always
funcioning in a posiive and producive manner.
Susan Dowd has taught Maths and Biology since 2004
GONZAGA AT SIXTY: A WORK IN PROGRESS
A Unique Working Environment
What makes Gonzaga a unique working environment? What makes this school diferent from
other schools? How would you describe your experience of teaching in Gonzaga?
Not easy quesions to answer, but in pondering them one comes to realise that
Gonzaga is indeed unique with an atmosphere that is diicult to encapsulate.
I am fortunate enough to have paricipated in a Jesuit training day for new
teachers in Jesuit schools in Ireland and to have atended a JSEA conference in
America during the summer of 2007. Both conferences asked the quesions I have
put forward above, and challenged one to really consider what it is that contributes
to the atmosphere of the school in which you work. Is it the posiivity of the staf,
willing to paricipate and encourage students in such wide-ranging extra- and co-
curricular aciviies? Is it the moivaion of the students, who strive to achieve
their maximum potenial? Is it the relaionship between all members of the school
community?
It is all of the above, and so much more. In my short ime working in Gonzaga,
a mere year for each of its decades in existence, I have come to realise that the
school ofers both staf and students alike the opportunity to challenge, not only
themselves, but each other. An environment of curiosity and thirst for knowledge
is enhanced by the jovial nature of the students and the remarkably posiive
relaionship between the students themselves and indeed between staf and
the students. Never, before working in Gonzaga, could I have imagined a school
environment so genuinely enjoyable to work within.
Susan Dowd in class Science, my subject area, has seen immense change over a very short space of ime. In
Gonzaga, Science is an expanding subject ield; the number of labs has increased from three
to ive over the last three years, and an increasing number of students study Science subjects
to Leaving Ceriicate level. What is most encouraging is the number of students engaging in
Science in a very dynamic way, be it entering the Young Scienists, paricipaing in the Science
Olympiad (which has seen Gonzaga students go on to represent Ireland internaionally in the
last two years) or taking part in the TYPE programme (Transiion Year Physics Experience) run by
Trinity College. All is evidence of the interest and engagement of both the students and the staf
in the Science ield.
Gonzaga has experienced signiicant changes during my short period teaching here, which
include the new building, a change in management and a dramaic change in the economic
environment of the country. The atmosphere of the school, however, remains unchanged, always
funcioning in a posiive and producive manner.
Susan Dowd has taught Maths and Biology since 2004
