假如我是光，我要把勇敢的光芒轻抚孩子的脸庞；假如我是光，我要把温柔的光芒浸润孩子的心房；假如我是光•••••••
为更好地落实“全员、全程、全方位”的育人工作体系。2021年4月上海市中小学开始试行全员导师制，对学生进行全面发展指导。尚德融合部以《上海市尚德实验学校全员导师制实施方案》为指导，两年多来，积极摸索，扎实推进，结合学部课程广泛开展各项活动，现已形成学部全覆盖、系统架构完善的导师制度体系，培养出了一批爱生如子、亦师亦友的优秀导师团队，为学生全面发展赋能。
In April 2021, primary and secondary schools in Shanghai commenced the start of the whole-person tutorial system. under the guidance of the "Implementation Plan of Full Tutor System in SSES", SSES has actively explored and steadily promoted various activities in the past two years, combined with various courses in the department.
健全组织，重构导师的共育意识
为了让全员导师制度在学部扎实落地，融合部成立了以学部校长为组长，学部主任为主要成员的全员导师制实施领导小组，制定了《上海市尚德实验学校融合部全员导师制实施方案》，细化了工作内容和工作要求。融合部校长室将推进全员导师制作为新学期工作重点，各学部利用教师例会进行制度宣讲，理念宣传。帮助教师了解全员导师制工作的背景和价值，让全员导师制在教师层面具有了思想基础。同时建立起教师发展中心、学生发展中心双线推进的发展路径，将学科育人理念与全员导师制度有机结合，从而改变教师思维定式，重构教师共育意识。
SSES established a leading group to implement the full tutor system, with the principal of the department as the leader and the department director as the main member, they formulated the Implementation Plan for the Full Tutor System in SSES, detailing the work content and requirements. At the same time, it establishes the development path of teacher development center and student development center, organically combines the concept of discipline education with the full tutor system, so as to change the mindset of teachers and reconstruct their shared education consciousness.
精准匹配，建立双向奔赴的共育团队
融合部通过“三个一”活动进行起师生之间的精准匹配，建立起爱的双向奔赴。一次主题班会课，让学生对“全员导师制”有了进一步了解。一份《学生受导意向表》，充分尊重学生意愿，让学生有了自主选择导师的权利。一次精准匹配，班主任在充分了解学生的兴趣爱好、学业状况、同伴关系、个性特点、家庭背景等情况的基础上，结合学部学科教师的教学及个性特点，最终以班级为基本单位合理确定导师。对于特殊学生，学部还建立起心理教师为主导，学部负责人和班主任共同参与的特殊学生导师组，提供“多对一”的特别服务。真正做到“教师人人做导师，学生人人有导师”的共育模式，为学生健康成长赋能。
A "Student orientation Form", fully respects the wishes of students, so that students have the right to choose their own tutor. This process can truly achieve the co-education mode of "every teacher is a mentor, and every student has a mentor", enabling the healthy growth of students.
导师赋能 搭建学生素养的共育平台
全员导师，重在“全”字，高质量的“全”才是导师制的真正意义。学部积极搭建平台，鼓励学科教师参与、研讨适合各年段学生身心发展特点的主题活动，让“主导”和“受导”者都能互相促进，彼此成长。
The department actively builds a platform to encourage subject teachers to participate in, and discuss themed activities suitable for the physical and mental development characteristics of students in different years, so that the "leading" and "guided" can promote each other and support the growth of each other.
本学期学部全面开展了导师班会课，有47位导师以立德树人为目标，围绕中国学生发展六大核心素养开展了多个主题的班会课。在选题、设计、备课的过程中，导师们积极深入班级，了解学生发展特点，发现学生群体中急需解决的问题，并和自身学科进行了有机的结合。一堂堂形式丰富、涉足面广、有实际教育意义的主题班会课，不仅增进了师生间的情感，更让学生有了全新的体验。执教的导师们在课后更纷纷表示在未来的学科教学中也会渗透德育教育，真正落实“善育同行”，以达“五育并举”。
There were 47 tutors, aiming at cultivating morality and cultivating people, held class meetings with various themes centering on the six core qualities of Chinese students. In the process of topic selection, design and lesson preparation, the tutors actively went into the class, understood the characteristics of students' development, found the urgent problems in the student group, and organically combined them with their own subjects.
真心畅聊 营造温馨浪漫的共育空间
“陪伴是最长情的告白”。导师们浸润式的陪伴，营造出了温馨浪漫的共育空间。一次次的谈天说地，学生从羞涩拘谨，慢慢开始敞开心扉，导师们也成为了学生亦师亦友的好伙伴。学生们有了收获第一时间和导师分享；学业上有了困难，找导师探讨解决；有了情绪问题，导师耐心给予疏导；…… 在课余时间里，导师们发掘学生亮点，转化学生行为；寻找学生学习兴趣，激发学习动力；指引学生走出选择迷茫，无惧未来挑战。
The mentors' infiltrating companionship has narrowed the distance between mentors and students, creating a warm and wasteful co-education space. Students have the first time to share with the tutor; If you have difficulties in your studies, ask your tutor to solve them. If there is an emotional problem, the instructor will be patient to give guidance.
家长在全员导师制上给予了高度赞誉。刘同学性格内向，休息日就喜欢宅家里，妈妈一直以来都很难和孩子沟通，两人一说话，火药味十足，为了减少“战争”，最终刘妈妈选择不和孩子沟通，然而为人母的担忧焦虑常常困扰心中。自从开展全员导师制，刘同学选择了一位体育老师做自己的导师，原来内向不爱运动的他，常常和导师在篮球场上“较量”球技，食堂里也多了两人谈笑的身影，看着孩子日渐开朗，性格也温和很多，刘妈妈十分欣喜， 反复表达：“有这样的老师陪着我的孩子，开心又放心”。
Parents speak highly of the tutorial system. Student Liu is introverted and likes to stay at home on rest days. Her mother has always been difficult to communicate with her child. When they talk, they are filled with anger and angst. Since the all-staff tutorial system was launched, Liu chose a PE teacher to be his mentor. He was introverted and did not like sports, and often "competed" with his mentor on the basketball court. There were also more and more figures in the cafeteria talking and laughing. "Having such a teacher accompany my child, we are happy and assured".
融合课程 建立丰富多元的共育体系
在提高全体导师育人共识和育人能力的基础上，融合部也在积极探索导师制度与学部特色课程的深入融合，建立起更加丰富多元的共育体系。
On the basis of improving the consensus and education ability of all tutors, SSES is also actively exploring the deep integration of the tutor system and the department's characteristic courses, to establish a more diversified co-educational system.
融合部活跃着近60个学生社团，走下讲台的老师们在课余时间化身为科创达人、运动教练、美食博主等具有鲜明个人特色的社团导师，导师们通过社团活动促使学生不断正确认识自我，提高学生的心理素质。
At present, nearly 60 student associations are active in SSES. The teachers who walk off the platform in their spare time become scientific innovation masters, sports coaches, food bloggers and other association mentors with distinctive personal characteristics.
SA(Service as Action)是融合部中学特有的服务性学习课程。学生需要从自己的兴趣和特长出发，挖掘社区的真实需求，从而提供相应的服务。本学年融合部中学共有102组SA小组，在46位导师的带领下开展学习和活动。SA项目涵盖公益服务、文化推广、自然科普等。孩子们在导师的带领下，不仅提升了学术能力，合作能力和自我管理能力，还收获了成长和快乐。
SA (Service as Action) is an integral part of middle school’s service-learning course. Under the guidance of supervisors, students not only have improved their academic skills, cooperation skills and self-management skills, but also have gained growth and happiness.
CAS是融合部高中的核心课程之一。CAS导师在确保学生安全地开展CAS活动，提供持续的引导、支持和反馈，鼓励学生不断反思。3月23日—26日，18位CAS导师和92名学生开启了CAS trip之旅。师生一起在中国商飞、海通证券等进行职业体验。对成都蜀绣、扬州评弹、贵州蜡染进行传统文化研究。到武汉禁毒所、山西乡村进行社会服务。通过这些活动和项目，帮助学生寻找未来发展的方向，并培养新的技能。
CAS, along with EE and TOK, is one of the cores of high school curriculum. CAS consists of three strands: "Creativity", "Activity" and "Service".CAS advisors are responsible for student safety and risk management procedures. They provide students with guidance, support and feedback on the CAS experience. They also encourage students to reflect on their experiences so that they can have a better knowledge of the purpose of CAS and achieve their learning objectives. 全员导师制度从试行到逐步开展只有两年的时间，真正把立德树人的任务分解到了每一位任课教师身上，全面凸显了学科育人、全员育人的内涵，强化了教师的责任担当。相信在全体教师的共同参与下，最终一定能够成就以“共育”求“善育”的价值追求。
It took only two years for the full tutor system to be carried out gradually from the trial implementation. This system really breaks down the task of cultivating virtues for each teacher, it fully highlights the connotation of discipline education and staff education, and strengthens the responsibility of teachers.
导师有话要说
学生的每一次求助和交流都成为了我们在学习之外深度沟通的场域，与他们的相处有一种让人回归赤子的感觉，作为孩子的导师我深感肩负责任的重大，每一次的交流让我更深入走进孩子的内心世界，更全面的了解他们的行为背后的深层原因。每个孩子都是特别的，尊重与信任，关爱与适当的赞美，用心浇灌每一个生命，在这个过程中我深感被幸福包裹，被爱滋润。
——融合部小学导师隋莹莹
古人云：为者常成，行者常至。服务性学习和社区设计项目对于一个IB学习者来说无疑是知行合一的绝佳体现。在和同学们一起选题、提出假设、分析优势、确定分工、制定计划、开展行动、解决困难、面谈进度、展示汇报的过程中，一直是充满着惊喜与收获的，师生的界限被打破，时空的限制被打破，更多是对所在社区的关怀，对自我的深刻反思，以及服务过程中经历一次次蜕变的风华少年们——我想，青春最美好的样子大概莫过于意识到自己对于他人的不可或缺吧！
——融合部中学导师王雪平
担任学生导师工作让我深刻体会到教书与育人的不同。通过日常的交流和指导，我看到了学生们的成长和进步，这让我感到非常欣慰和满足。同时，我也更加明确了自己的角色和定位，不仅要传授知识，更要帮助学生树立正确的人生观和价值观。作为学生导师，我不仅是一位老师，更是一位朋友和引路人，我将竭尽全力，为学生们的成长和发展贡献自己的力量。
——融合部高中导师孙婧瑶
导师在青少年的成长过程中扮演了重要角色，能被孩子们信任对我来说也是件幸福的事。每一次谈话后，看到学生从刚开始的一脸茫然，再到露出豁然开朗的微笑，作为导师的成就感油然而生，而这份责任感也在一次次的师生交流后愈发强烈。
——融合部美加导师吴旭