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How do we ensure STELLAR and literacy support programmes are enacted as intended?

In what aspects are teachers struggling with curriculum implementation?

What support is most critical for quality enactment?

What PL offerings/ components could take a different approach, be paused or stopped?

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How can we expand choice-based professional learning sessions/ offerings?

How might we tap existing expertise and/or resources?

How can we leverage each EL Department ecosystem to build teachers’ capacity?

What PL offerings/ components could take a different approach, be paused or stopped?

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Which PL components could be more flexible in delivery?

What innovative approaches could we try for different teacher segments?

How might technology play a role?

What PL offerings/ components could take a different approach, be paused or stopped?

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Key points from Parliamentary Debrief

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2025 PL

LSP - training of new LSCs remain, with asynchronous and synchronous sessions designed for different training content e.g. f2f training for practice of teaching procedures; for experienced teachers, networking session available for all LSCs, leveraging on those who are keen to share during the session.

RRP - training programme remains, but PL for new RRP teachers have been reduced to a lighter touch.

P3P4 - group lesson conversation, submission of reflection form, optional sharing of lesson recording

P5 - group lesson conversation, sharing of recording of lesson segment (teacher's choice)

Ideas for Future PL:

Scoping of training programme in terms of duration, content, mode, teacher's level of experience.

Consider uploading training workshops for teachers' viewing. Training vides could be theme-based. Reduces tracking, encourage teacher agency.

Target PL on teacher's level of experience e.g. experienced LSCs may attend networking session if they wish to. Certain teachers who are nominated for training have had prior training in other literacy support programmes, thus may not be required to go through the whole suite of training.

Innovation - use of tech to design online training with interactive elements (SCORM package)

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can consider making workshops optional for schools given shrinking workforce --> schools' needs also depends on schools' priorities

STELLAR EdTech

time and effort spent on resources --> need to consider how well-received it is on the ground

STM

remind ourselves of how this role came about

pause and reconsider rationale

SLS

trying to correct teachers' use of SLS lessons --> to use SLS resources for teaching more effectively

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Going forward, STM PL could be needs-based and not compulsory for all STMs. I.e. Face to face workshop for newly deployed STMs (background: 2025 workshop was f2f and it was well-received by the 20+ participants.) The STM workshop for all STMs might be paused in 2025? We could convert workshop content to micro-learning units so that the STMs can access based on their schedules.

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Considering the PL from pre- to in-service

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Considering the PL from pre- to in-service

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Parties can also think about how we can strengthen the PL for untrained teachers entering service and FAJTs

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Spend three minutes penning your thoughts about the discussions that you have participated in (e.g., share insights you have gained, "recurrent" ideas, what changes you hope to see, your concerns, etc.)

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Spend three minutes penning your thoughts about the discussions that you have participated in (e.g., share insights you have gained, "recurrent" ideas, what changes you hope to see, your concerns, etc.)

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based on the discussions, i can tell that the Unit has been doing a lot to support schools through various means. prior to today's discussion, we have already been looking into and thinking about the effectiveness of our PL sessions, and teams have been actively taking steps to improve their current approaches. we are moving in the right direction!

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Important for us to consider the relevance of the STM role for the now despite the necessity in the earlier years of implementation of STELLAR.

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Importance of tapping the EL ecosystem in schools

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Importance of tapping the EL ecosystem in schools

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Empowering of teachers in school by train the trainer model

Have a customised approach for PL - F2F/ online/ MLU/ networking sess etc. when needed

Clarity of the different roles in school esp STM and ST EL

Partnering strategic stakeholders - ELIS, Clusters, NIE etc.

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Reframe our minds to reimagine work in a changing landscape.

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Three words come to mind: empower, streamline, prioritise.

-We are all on the same page about empowering our strategic partners to help us in professional learning.

-We understand there is a need to streamline some of these roles (e.g. STM & LH) and that the teachers who hold these roles have greater accountability for safeguarding the curriculum.

-There is a need to prioritise and even differentiate professional learning for our teachers. A one-size-fits-all approach may no longer be sustainable or beneficial for our teachers.

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Streamlining the roles and responsibilities of KP-TLs, STMs -> taking responsibility and owning the work that they do

Building on collective wisdom (school-based -> cluster) to empower KP-TLs and teachers with the necessary skills to drive change within their schools (shift of mindsets about ELLB's role)

Harnessing technology -> e.g., MLUs to promote self-directed learning (knowing what and when to let go of certain aspects of our own PLs)

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Training to be decentralised to clusters. Perhaps, have a 'train the trainer' concept so that schools will see the need to tap their existing ecosystem more actively.

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This is the time we work with other parties (i.e. ELIS and NIE) even more closely to see how they can support us in the professional learning of pre-service and in-service EL teachers. Forming an 'alliance' might not be a bad idea to fight the Time Constraint Party and Manpower Crunch Party after all.

Tech-enabled learning in the form of MLUs on OPAL 2.0 is a viable option (depending on the knowledge to be shared).

Last but not least, we should leverage the potential of rich sharing from schools (be it on a cluster or zonal level) to even the level playing field in schools in terms of curricular leadership.

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To help build our teachers' competencies, the Professional Learning need to be streamlined to consider the breadth (reaching out to many) and depth (build mastery). We can provide differentiated materials in bite-sized modules to build SCK & pedagogy. Build partnership with NIE (pre-service) and AST (in-service) to use and work with teachers.

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Resources are necessary for good quality implementation

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Resources are necessary for good quality implementation

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Providing resources to guide schools and making them accessible.

Protected time to learn

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It is through conversation sessions like this that we get an insight to the extend of work we do in ELLB. I am involved in a few projects and it helps to understand what my other colleagues do in other projects and the challenges that they faced. Having a foot in school and another in HQ put us in a good position to think for the teachers in schools and still make our work meaningful in HQ.

I hear some common concerns raised in all 3 groups and I can relate some as I've personally struggled with them back as a teacher in school.

Keep, Adapt and Shelf are immensely important to have at the back of our minds in what we do here.

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It was a clear that the teachers on the ground are struggling with the white space time (i.e. 20% of whitespace). We have right sized the national curriculum for STELLAR 2.0. It is important for schools to "right size" the school-based curriculum too.

In terms of support on the ground, for adult learners and in this "TikTok" era, we have to rethink how the MLUs/ PLs are packaged for the learners (teachers).

We can also strengthen our partnership with NIE and ELIS to provide quality STELLAR training. This is further supported with face-to-face interaction and support by STMs in schools.

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Some thoughts running through my head having heard from everyone today can be summarised as such:

1) There is concurrence that much of the PL can/should/must be driven by ground-up initiatives by a community of teachers who are passionate about their cause and not see it as additional workload. I think for us to build a culture, things can be messy in the beginning. Just like how our curriculum specialists didn't take a night to build their expertise, teacher leaders need time to develop their competencies and grow into their roles. This then begs the question of what and how much we can let go and what we need to hold on to (esp for literacy support)

2) How do we promote and sustain such a culture of collective ownership? Teachers need to be recognised for their roles (in school, at cluster level etc) and the roles need to be clearly delineated. There should also be more interaction within the community across schools and clusters.

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Beyond material support for schools, in terms of PD support, the Unit can think about decentralising training to key / competent EL personnel to mentor and guide the broad teacher base. Complementarily, we can provide the structures and basic training materials for these mentors. Self-paced MLUs can be utitlised to support teachers to identify their learning needs and gaps before approach the mentors. These MLUs should be short and engaging.

We are also hopeful with the teacher-supporting-teachers, not only do we initiate a network learning system on the ground, we also empower teachers to show up for the strengths that they have which can be a form of affirmation of their strengths (and hopefully support retention of teachers) and in return, we can provide the recognition for their contributions.

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Common themes across 3 parties is the idea of:

1. Empowering mentors (of good standard and calibre) to conduct trainings for new/ inexperienced teachers in various areas (STELLAR/ Lit Support) for their schools/ clusters

2. Coordinated cluster approach - to minimise workload yet maximise marginal gains in expected outcomes (Supts to have a list of mentors which Ps in the cluster can tap on). Tracking of growth of teachers to be done by schools/ clusters. Better coordination between NIE, ELIS, AST and ELLB.

3. ELLB to still be the anchor for the SCK part of PD and to come in to support cluster-based mentoring efforts

4. Recognition of effort of teachers- to look into avenues for this since RRP trs/ STMs are not "official positions"

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HODs might not be as forthcoming to share their ideas as they are ranked together.

Can this mindset be changed?

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to think about de-centralising training while retaining the core and fidelity of strategies taught.

to actively promote, encourage and provide support for learning communities within clusters so teachers are able to have a support system in areas such as pedagogical practices and resources

while we think about de-centralising training to off-load our plate onto that of teacher leaders, we do have to bear in mind their load and their job scope. Therefore, we need to play a crucial role in delineating and defining job scopes for the various EL-related roles.

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I appreciate the idea of decentralisation and empowering teachers to provide PL for other teachers/STMs/LSCs or RRP teachers.

However, I feel that we have to be cognizant of the fact that this in itself is an additional workload on teachers. If these efforts do not come with recognition we may lose our teachers. Passion alone might not suffice any longer. We also need to ensure fidelity in the content that is shared.

Leveraging on technology might be the way forward in many aspects and in my opinion, this would be an exciting challenge to navigate. Ensuring resources are available to teachers on a needs basis rather than forced upon all.

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"Growing Teachers Together"

PL Goals in Focus: Competence, Continuity and Collaboration

Teacher networks

Peer learning opportunities

Sustainable support structures

For the above, there may be a need to more strongly exhort KP-TL to examine teacher competencies at the department level and individual teachers' level, and understand their PL needs to tap the ecosystem for school-based PL plans that are undergirded with strong SCK of STELLAR 2.0 and literacy support programmes. This includes synergising with NLCs with the support of Supts, Ps, collaborating with schools, actively charting learning path, seeking out PL workshops by AST to transfer their learning in schools. To rationalise bandwidth at ELLB, STM who can mentor newly deployed STM can be identified. STM with strong SCK/PCK can be nominated to take on a stronger mentoring role for the cluster/zone; their sharing can augment MLU-based "milestone" training for STMs.

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Black cat, 9 lives, short days long nights, living on the edge..

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Black cat, 9 lives, short days long nights, living on the edge..

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I am going to tell you a story. A long time ago, a group of shamans in Egypt wanted to get together and talk about the quality of papyrus and the standardisation of cuneiform and hieroglyphics. As they began talking, a black cat strolled across their papyrus samples and smudged the ink. After a few times, one of the shamans said, ok, cat, I am going to help you relax in one corner. He tied the black cat up and left it in a corner of the room, and the shamans had a very successful meeting.

200 yrs later, another group of shamans wanted to revise the cuneiform and hieroglyphics experience, and as they began, a shaman brought in a black cat and tied it up to put it in a corner. The rest looked at him and asked "Why leh?" He said, "It has always been done. To have a successful meeting, we have to have a black cat tied up in a corner!"

1400 years later, cpdd officers are having a meeting in STELLAR Centre. (Metaphorical) black cats are in every corner. Do we still need them? Or are we always going to tie up a black cat because it was what used to be successful? What are we afraid of when we release our black cats?

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Need more time to think about all that was shared :-) but my thoughts for the following:

Nice idea

Liked the idea about streamlining of roles--can STM, an unofficial function be taken over by STs or LHs? Afterall they are supposed to be the TLs of EL. This will cut down teacher and ELLB colleagues workload and time.

Balance needed

1. Involvement of cluster to helm training sessions sounds good but schools who have rotating HODs and reduction no. of teachers may prefer CPDD to do the training. Cluster training has lots of logistical planning besides just the training.

2. Use of MLUs--great idea for training but skills building and implementation works best with classroom observations and guidance. So, some content MLUs are fine but developing of skills may need handholding.

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EL Leadership Roles and Implementation in Schools

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EL Leadership Roles and Implementation in Schools

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It could be time to relook the roles and responsibilities of each of the KP and TL roles in schools - EL HOD, ST, LT, LH. How do you define their duties or areas of their charge?

From our perspective, what we need are for schools to implement the curriculum with soundness and for ELS (whichever implementation year) to be adhered to. We are okay with adaptations as long as they are pedagogically sound. So how much control do we want?

Are we confident that they are able to make such decisions on their own?

Let's empower teachers. We can be their partners.

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Aspects of teachers struggle with curriculum implementation:

to grapple with syllabus completion whilst managing numerous school and national events that disrupt teaching time. (time constraints vs curriculum expectation completion)

to align diverse student profiles (apart from the LA, MA and HA, they are now dealing with students with SEN/ with transit students coming in over the years to come) and to pace learning according to students' readiness whilst meeting learning outcomes with curriculum requirements. (Further differentiation vs curriculum expectations)

Proposed:

to consider creating GL that gives teachers the autonomy to decide which needs to be covered and which are considered optional/ good to cover, depending on the class profile

Professional development packages should be tailored on a needs basis. Teachers have autonomy to decide if PD is necessary esp if they have prior knowledge/ skills in related prgrammes eg SDR trained or LSP trained or RRP trained and to consider giving options for self-paced learning or MLUS instead of a mandatory in person/ synchronous online training for this group.

Specially created packages for a group of flexi adjunct teachers that allows them to deliver an effective lesson delivery that is current to the pedagogic framework as they also form a majority of our EL teachers to ensure quality enactment.