Supporting Professional Learning

To support our teachers in preparing students in a changing learning context, our teachers need to be encouraged to embrace these changes and make the necessary modifications to their instructional practices.

A professional development (PD) roadmap to guide our teachers in focusing their PD efforts and support them by taking reference from SkillsFuture for Educators (SFEd).

6 prioritized areas are as follows:

· e-Pedagogy

· Assessment Literacy

· Differentiated Instruction

· Inquiry- based learning

· SEN

· CCE

Planning our own learning

School Based PD

Through the school-based PD, we want to be able to:

1) Strengthen our commitment and responsibilities towards our students (as educators)

2) Grow our knowledge and skills to support our students’ learning and develop their character and confidence (as form teachers)

3) Strengthen our pedagogical practices in assessment (as subject teachers)

We leverage the following resources to deliver the above:

• The Code and Conversations

• Contemporary issues

• Singapore Teaching Practices (STP) and

• Student Learning Space (SLS)

The school-based PD will take place during the fortnightly Staff Contact Time (SCT) and mid-year and end-of-year staff meetings.

Through the department-based PD, we want to be able to:

Hone our craft as we reflect on our teaching practice so that students learn better and develop joy of learning

Every department leverage the following resources to deliver the above:

• Sharing of good practices (within dept/school or outside of school)

• Student Learning Space (SLS)

• Singapore Teaching Practices (STP)

For example,

The Pedagogical Practices (PP) capture fundamental Teaching Processes and Teaching Areas that can be applied to all subjects and all levels.

The 4 Teaching Processes in Pedagogical Practices make explicit what teachers put into practice and reflect on before, during and after their interaction with the students in all learning contexts.

Each of the 24 Teaching Areas provides teachers with Teaching Actions and professional considerations that they can use and adapt depending on their students’ learning needs.

The school-based PD will take place during the fortnightly department time on Mondays and mid-year and end-of-year department meetings.

Through the school induction program, we want to be able to:

1) Strengthen BT/New staff commitment and understanding of their roles and responsibilities, as well as the professional expectations and ethos of the teaching service.

2) Help them understand the school’s direction and embrace the school culture so that they can better align their actions to meet school needs.

3) Ensure they have the necessary resources and support given to strengthen their pedagogical practices so as to support our students’ learning.

4) Have a support structure to take care of their personal well-being.

We leverage the following resources to deliver the above:

• Assigned Buddy and teacher leaders for all BTs/New staff posted in to school

• Fortnightly Coaching

The BT/New staff Induction will take place during the first month of their posting.

Mentor/buddy will also structure time fortnightly to meet their mentee /buddy.

To celebrate the completion of their first year journey as a Regent staff, there will be time set aside for new teachers to share and reflect of their professional journey with the school.

Through the individual based PD, we want to be able to:

Build a fraternity of teachers with the disposition related to the five Teacher Outcomes to help our students achieve holistically so as to better prepare them for a fast-changing and highly- connected world.

The five Teacher Outcomes are:

• The Ethical Educator

• The Competent Professional

• The Collaborative Learner

• The Transformational Leader

• The Community Builder

The learning opportunities are to be spread over the course of the teacher’s career, from the stage of a Beginning Teacher to the pinnacle level of a Principal Master Teacher. Based on the readiness and capabilities, teachers can select desired level of training in the various outcomes.

Every teacher leverage on the following developmental experiences to deliver the desired teacher outcomes:

Assignments

Developmental experiences that challenge the learner to handle assignments and self-initiated activities that develop relevant competencies

Relationships

Developmental relationships with another or others (mentor, coach, peer/s) to guide and support the learner in reflective practice through the sharing of collective perspectives and meanings supported by reciprocated trust and respect

Courses and Training

Developmental, structured and specialised instruction and training of knowledge and skills to clarify and support the individual’s learning