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Complete the review of Drama in MOE schools across the levels, and put in place the recommendations for the next bound. For example, the model of SYF AP for Drama in Pri schools, future directions for O/A level Drama.

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Things to prioritise
1.for myself : self care and balancing work and family
2. For team - build trust and rapport
3. Stakeholders - working more closely with teachers on the ground to support them.

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Streamline existing work processes and cut down on "good to have" work - Adrian

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Streamline existing work processes and cut down on "good to have" work - Adrian

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Collaborations to enhance T&L and transference of learning

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Complete the RG.

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Myself - increase capacity for discomfort
Team - higher levels of trust
Stakeholders - timeliness in responses

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Implementation workshops;
Ci-development of resources with trs (>buy-in)
Assessment policy for reporting

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- for myself: levelling up in terms of pedagogical approaches, team management
- for team: building rapport and enhancing team’s capabilities
- for stakeholders: levelling up in terms of collaboration

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Time for personal PD/research to build capacity for innovation.

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Know what to prioritize and focus on.

Leverage on strengths of each team members

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Myself- identify blindspots and and challenge assumptions
Team- Build new and sustain old partnerships
Stakeholders- clarity in comms

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to build up T&L and collaborating with other teams

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Myself: health & family
Team: getting to know, building rapport, and strengthen team dynamics and collaboration
Stakeholders: contribute to their needs

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Balancing, multi-tasking and practicing time management.
Building rapport with colleagues and having opportunities for collaboration with other teams.
Being clear when communicating with stakeholders and yet, having the empathy.

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1) myself - work life balance and capacity building (e.g. being more acquainted with the areas that I am working on and be open to learn more from others)
2) team - working as a team to leverage on each other's strengths and improving each other's weaknesses
3) stakeholders - effective and strategic collaboration (e.g. working with schools to ensure that our support for them in arts education is what they really need)

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For myself: better health and being a better person for myself and others.
For team: build teamwork, trust and rapport
For stakeholders: clearer comms

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Deprioritize using number to measure success but value the thought processes put into the program and the experience that bring to the audience/participants

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Better communication and closer collaboration with stakeholders

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Self- better time and work management, clarity in presentation
Team- open and candid communication
Stakeholders- timely support. Resources, responses,

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Designing Effective and Engaging Dance Experiences for Students - Dance CCA Teacher’s Starter Kit (Peter)

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Designing Effective and Engaging Dance Experiences for Students - Dance CCA Teacher’s Starter Kit (Peter)

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To complete the preparations for the Dance CCA Starter Kit (Guide): a one-stop resource kit, a must-read, easy-to-read, and go-to ‘manual’ specifically prepared for Dance CCA TICs. An opportunity to pull together available material on hand and identify other material that needs to be freshly written.

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For myself: To expose myself to attachments/ personal PD

For Team: to build teamwork & on communication

For stakeholders: collaboration with stakeholders

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For myself: Communication skills
For team: A common goal and workplace harmony
Stakeholders: A relevant and engaging art education for students

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F2F/online meetings when info shared can be delivered through an email.

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Selves: self-care (eat well, sleep well, move more)
Pr/LS Team: continue building collaborations with teachers (co-developing of resources)
Stakeholders: continued provision of support for teachers implementing the new syllabus

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Minister's call for teachers to reframe mindsets and learn new skills require time and space. There might be a greater divide between teachers who are self-aware and self-directed in identifying what they need to learn vs those who do not have a clue on how and what to develop in.

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Deprioritise manual backend administrative work- find ways to automate these work processes (eg. registration for syllabus implementation workshops/ coordinator meetings).

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Deprioritise manual backend administrative work- find ways to automate these work processes (eg. registration for syllabus implementation workshops/ coordinator workshops).

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Selves: Greater discipline (physical and mental resilience) / work- life balance
Team: identify blind spots and then challenge those assumptions
Stakeholders: review of drama in primary school to address gap

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Team: work collectively to leverage on each other's strengths and support our individual weaknesses.

VPA CCA: keep our traditional culture alive

stakeholders: draw connections between SYF and CCA sessions, be clear in our communications to reduce misinterpretations in schools, work with schools to ensure that our support for them is what they need, be discerning about workload for teachers, ensuring that students have the interest, passion, skills and knowledge in Arts to be able to respond to "future problems"

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Self: Personal Development like Comm Skills, self-care, better time management for work&life, be more active in managing healthy lifestyle

Team: Work on team dynamics, working more effectively together, perhaps have some project management - time management SOP, have a stronger sense of common goal, clarity in communication, building trust and rapport

Stakeholders: work more closely with teachers for needs assessments / needs amalysis instead of needs assumptions or being reactive to problems.

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Unnecessary office days

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Rethink teaching load for teachers - whether every teacher must have xx teaching hours, CCA duties, exam duties, committee duties, form teacher duties, manage new directives, and have time for personal development and rest.

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Personal time for personal development (e.g. ending work on time and not working over the weekends and at night to work on personal projects and interests).

With stakeholders:
- Better engagement and communications with stakeholder.
- Minister's call for teachers/HQ to reframe mindsets and learn new skills require time and space. There might be a greater divide between teachers who are self-aware and self-directed in identifying what they need to learn vs those who do not have a clue on how and what to develop in.

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