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she considered learner's profile after the 2nd session

2nd lesson was more open (out of syllabus) where it triggered questions.

Student-centric / learners led lesson in the 2nd lesson; used questioning techniques to probe for responses

She had a clearer learning intent without specifically mentioning it. (Importance of learners profile)

Confidence of the teacher; she adapted to tweak to the learners profile; importance of reflective cycle from lesson to lesson.

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Read/See your reflections from your letter/vision board/drawing and think about these 3 questions:

Qn (a): Have I achieved / Am I achieving my goals?

Qn (b): Did I manage to overcome my obstacles?

Qn (c): What has changed?

Take 3 mins to answer Questions (a) - (c) in the padlet individually

Type out your individual reflections under your group column

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Sarah can attend the IMP course to strengthen her mentoring skills which she can use in her weekly structured (timetabled) mentoring sessions with Emily.

During the mentoring sessions, Sarah will lead Emily to identify her own areas of growth (AFG). Sarah will develop on these areas during her mentoring sessions to improve Emily. Eg. TSR

Classroom observations for Emily to learn good classroom practices. She can organised open classrooms for Emily to observe.

Encourage Emily to go for relevant courses to upgrade herself.

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Activity 2: Professional Learning on Subject Disciplinarity (Group Discussion: 15 mins) 

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Activity 2: Professional Learning on Subject Disciplinarity (Group Discussion: 15 mins) 

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Type your group response in Padlet under this column.

Please include your subject discipline as the header/title in your response.
Question 1: Why learn our subject?

Question 2: What does it mean to be “subject literate”?

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Have I achieved my goals? Some of them. Through surveys with students in school, CCE lessons have been enhanced with more activity-based lessons, increasing engagement. There are still some obstacles present, especially mindset of students with regards to CCE lessons and teachers when it comes to deepening skills in teaching CCE.

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I am moving towards my goal. My goal is to lead my school in the direction of motivation using the RAP Guidelines by Dr Nazir. I had the opportunity to get my teachers and fellow STs to relook at our lessons and aligning it to the RAP pedagogics Guidelines. So far, the teachers have formed groups to enact their lessons and share their innovative and creative lesson ideas with their department.

I am able to overcome various obstacles with the help of MTTs , SLs and KPs.

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Case Study 1 - Building Teacher Leadership through PLMC [Sarah and Emily]

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Case Study 1 - Building Teacher Leadership through PLMC [Sarah and Emily]

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Background:

Sarah is an experienced English teacher with 10 years of teaching under her belt. She has recently been appointed as ST/English. She is responsible for mentoring a beginning teacher, Emily, in her first year of teaching at the same school. Emily has good content knowledge and rapport with students. Sarah has noticed that Emily’s students frequently chat amongst themselves during her teaching and some are looking at devices under their tables as her lesson are on-going.

Objective:

Sarah's role is twofold: to mentor Emily to help her grow professionally, and to foster collaboration with her to enhance teaching practices and student outcomes.

What are some strategies that Sarah can do to achieve these?

10 min: Share your responses with one another in your group.

(Group scribe to record the examples in padlet.)

15 min: Big group sharing

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1. ST to discuss with MM about vision and direction of project. Understand how to support MM.

2. Experience teacher to share about challenge and learning gaps.

3. BT to share about the 2 tools to the members

4. ICT champion to share what are other tools are and assist to mediate between the together with ST.

5. Encourage BT to execute the lesson with the support of the team members.

Important for the team to see ST as a supporter.

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1) Read up on Pedagogy, expand knowledge base, data-based professional dialogues with teachers.

2) Strengthen the theory-practice nexus

3) Ground sensing of current practices and areas to work on with teachers such as open classroom, lesson observations. Working the buying-in of 'de-privatization' of classroom.

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1) I have achieved and is in process of achieving as well

2) I amy biggest hurdle, so by having positive mindset I persevere

3) workload

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1) I have made progress towards my goal. Have not reached the ideal state but things are moving.

2)The challenge remains. Time constraint is not easy to overcome. However, I am glad that the MMs are supportive and share similar vision.

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How could the domains of mentoring and collaboration help Ms Watson to support her students’ learning?

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1) yes I have! My oral rubrics and WA1 has been done! Feedbacks from level teachers have also been collected!

2) positive mindset helps! Telling myself I am here because I can do so much more!

3) mindset! I learn as I try, so instead of panicking, I embrace the challenges with learning in mind

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Read/See your reflections from your letter/vision board/drawing and think about these 3 questions:

Qn (a): Have I achieved / Am I achieving my goals?

Qn (b): Did I manage to overcome my obstacles?

Qn (c): What has changed?

Take 3 mins to answer Questions (a) - (c) in the padlet individually

Type out your individual reflections under your group column

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Look so cool but so kaypoh inside.

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An ST is like a maestro of an orchestra

Just as a maestro leads musicians, coordinates their efforts, and ensures harmony in the performance, an ST guides colleagues, harmonizes classroom strategies, and ensures a cohesive learning environment.

The drawing is very abstract because sometimes, our roles are not that straight-forward and we need to navigate the blurred lines.

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draw an abstract drawing of a maestro of an orchestra 

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The bridge connects both the teachers and KPs 

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Teacher Leaders as a Bridge

TLs are the bridge that spans between where teachers currently are and where they aspire to be. Like a bridge, the TLs connect the present reality (challenges, uncertainties, and current skill levels) with the desired future (growth, confidence, and mastery).

Supporting the Journey

Just as a bridge provides a stable path over obstacles, offering guidance, resources, and encouragement to help teachers navigate difficult situations, whether it's improving instructional strategies, managing classrooms, or adapting to new standards.

A Safe Passage

A bridge must be strong and reliable, giving those who cross it confidence in their journey. Similarly, a ST creates a safe, trusting environment where teachers feel supported in taking risks, trying new approaches, and reflecting on their practice without fear of judgment.

Connecting Two Sides

An ST links theory to practice, helping teachers understand how to apply educational research in their classrooms. Like a bridge connecting two shores, the ST ensures that teachers don’t feel isolated in their development but rather connected to a larger purpose and community.

TLs serve as the essential link that helps teachers cross from potential to achievement, empowering them to reach new heights in their careers.

To connect between KPs and teachers. Being the voice of the teachers.

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Shine the light to the path you need to see/take and to fan your flames.

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The journey of leading the teachers might be difficult at time and lot of hard work, but when we see how the teachers grow, it is all worthwhile. 

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Qn (a): Have I achieved / Am I achieving my goals?

I am achieving some of my goals - to engage teachers in pedagogical and subject content development, explore teaching and learning strategies and have professional discussion with teachers, mentor teachers in pedagogical areas

Qn (b): Did I manage to overcome my obstacles?

Through conversation with other TLs, HODs

Qn (c): What has changed?

This is my first year, so in terms of changes from previous, I may not have a basis to compare. However, my HOD has been supportive to enable me to transit and focus on pedagogical and professional mentoring role.

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students profile: They are of the higher ability and able to answer readily

students readiness for self directed learning allows the teacher to give them a different approach for learning - more facilitation style

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content mastery is important in his case so that we are able to adjst the lesson acordingly to support the higher ability lesson

she reflected on how the students were able to take up more challenging questions, which she tries to stretch them better

She probably has made some assumptions about the students beforehand. Knowing the class beforehand might be better.

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Q1

How did the teacher inspire a highly-driven, rote-learning students?

One consideration was to move away from TB-based art knowledge.

The tr facilitated the 2nd lesson to allow the students to set the learning goal, choices to dictate how the lesson will progress.

Challenged the students to think critically with knowledge beyond the TB.

Tr had to adapt to the readiness level, needs and ability of the students to enable them to progress

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Changing the approaches in:

1. Knowing the students and their level of readiness of the students

2. Assumptions about students

3. Need to 'humble' the students - teaching character values

4. Focus on teaching/nurturing their thinking (inquiry-based) and not teach the textbook.

5. Changing learners' mindset and creating a safe space for learning.

6. Engaging in reflective thinking and change teaching approach.

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What could be Ms Watsons’ considerations when she shifted her teaching approach in the second lesson, with reference to a Pedagogical Leader?

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Since the students have read the entire syllabus already, she realised that she can change her approach and strategy.

She came up with a new syllabus, which goes beyond the memorisation of artworks. In her second lesson, she facilitated discussion on what constitutes art, which gave her students a voice and thus increased engagement in the class.

When students disagreed, she facilitated further discussion through questions that deepened their understanding. When she first started with an art piece that is outside of the syllabus, she also created a safe environment by saying there are no wrong answers.

She also prepared well for her lesson by including art pieces that would engender a lively and engaging discussion.

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Considerations

1. Profile of students determine teaching method

Students may have content mastery but lack the application.

Students challenge the teacher

Students have close minded thinking and are text book smart

2. Reflection of teacher after lesson

She was prepared to challenge her students in the 2nd lesson after she discovered how her students are like

Lesson was improved after she knew her student profile

3. Professionalism

Teacher has content and pedagogical knowledge to teach understanding of History of Art

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To facilitate among the three and use their strengths

Get Aisha and Mr Gopal to share the possibilities of the existing lesson with ict infused in it

Mr teo to also guide miss aisha in terms of the sck

Hear out Mr teo and acknowledge/emphasise with his concerns and get him to perhaps gradually reframe his concerns to solutions by using the expertise of A and Mr G

Readiness level of teachers matters too

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Seeking HOD's support for STs to:

1. Speak with targeted individual teachers (esp. the senior ones who needed to level up) to affirm and ease their concerns and create buy-in.

2. Speak with the ed-tech champions to invite them to share their practices e.g. through open classrooms.

3. Closing the loop back with the HOD about the teachers' feedback/concerns, so that the HOD can address concerns and set appropriate directions (e.g. angling it as a common collaborative goal) during the big group briefing. It also helps to manage the HOD's expectations.

4. Create/facilitate the platforms for teacher collaborations to happen e.g. lesson planning in TTTs, lesson studies.

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help Mrs Wee get teacher buy-in

- use data to prove and to win over teachers

- get Mr Teo to explore his e-pedagogy, what are his concerns

invite Mr Teo and the other teachers to observe ST's lesson to see how it is being used (open classroom)

get Miss Aisha to work together with Mr Teo or co-teaching by Mr Gopal and ST to get buy-in

they already have a great team - able to plug each other's shortcomings, create synergy

ST leverage on connections with teachers from other schools to find out how other schools do it

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Ways to impact change in classroom practice

Tapping on the strengths of individual teachers

Sharing of benefits of E-Ped and share how it creates excitement in lessons

Suggestions of different ICT tools that can be used in lessons

Get Mr Teo to observe how e-ped is used in the class to see how it benefits the students

Start with what is difficult in teaching the subject, and share strategies and manipulatives on how to solve the difficulties.

Project e-ped as a solution to existing problems, and not something that is new

Teachers to be given new technology in bite sized amount, and given the opportunity to try it out to see the benefits

Teachers are adult learners and want to learn relevant things. There must be a positive culture in the school so that teachers are not scared to ask and try new things.

Relevant, appealing and personal (RAP) connection to students and to arouse their interest

Make technology relevant and appealing to teachers

Type of tools teachers choose are also dependent on teacher's personality and teaching style

Students today are very IT Savvy and most will have no problems using ICT during learning.

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What are some possible ways you can work with Mrs Wee to impact change in the classroom practice in this case study?

Key Characters:

•Mrs Wee - Head of Department

•Mr Teo – a teacher who prefers the “traditional way” of teaching as it has worked for him, he has 9 years of teaching experience. He seldom uses e-pedagogy unless it was one of the pedagogies infused in a lesson package designed with other teachers

•Miss Aisha – a beginning teacher who is advanced in the use of two e-pedagogy tools and would like to explore others. She has not taught the topic assigned before.

•Mr Gopal – a teacher who has 5 years of experience who is also the ICT activist for the department, very proficient in the use of many e-pedagogy tools

•You - Senior Teacher

Department Meeting at the start of Term 1:

It was the first meeting held by Mrs Wee and she had put Mr Teo, Miss Aisha and Mr Gopal to work on exploring suitable e-pedagogy tools to enhance an existing lesson package that Mr Teo had previously designed.

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1. Clarify priority for the teachers before embarking on any project.

2. Decide on a suitable and comfortable timeline.

3. Small sharing from teachers who have tried new things.

4. To do things not for the sake of doing things must be able to sustain over time.

5. ICT champion to share and assist.

6. To review current programmes so that

7. To scale programmes from small to big scales.

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1. Mentoring

Mentor and influence teachers in the subject area

2. Buy- in of ideas

Paradigm shift in mindset that learning can also take place through play

3. Build a culture of sharing among teachers

All teachers have good practices to share, and not just for ST/LT

Open classroom, voluntarily sharing by teachers

4. Sharing resources with other schools

will lesson workload to prepare resources from scratch

customisation of lessons

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1. Based on your understanding of the PLMC domains, use the GROW Framework to plan your way forward, what is one thing that you would work on/ plan for when you return to school? (You are encouraged to refer to the reference sheet you had completed.)

2. Share your responses with one another in your group.

3. Group Scribe to record down some ideas in your group

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Areas to work on:

1. Strategies to level up the LPLs, collaborating with internal and external stake-holders/partners.

2. Collaborating with lower primary LSM teachers in engaging parents to support the LPLs.

3. Promoting DI answering strategies for HPLs via open classrooms.

4. Staff PD on FTGP-CCE lessons, working with MMs to support teachers as well as partnering parents, all to enhance the character development.

5. Implement lessons that incorporates DI and promoting growth mindset in students.

6. Staff PD on valuing emotions of students when conducting CCE lessons.

7. Collaborating with subject teachers to create more ed-tech infused lessons to engage students.

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Collaboration with others within and across departments - Embarking on Edtech in the area of AI [ChatGPT] (focusing on improving feedback for students)

Teaching / "convince" another department on adopting SLS to teach/design lessons together with the ICT head.

Leading the PLT team - Instructing teachers within MTL department on using AI(Virbo) for introducing speaking / listening activities for students

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Act 5:

Work on 'Joy of Learning' for EL and MA

Piloting KB

Using Chatgpt to teachers' advantage

Using more tech tools in PE lessons e.g. video capture in tactical approach to games (OC)

Strategies to motivate LP learners in sec school

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Briefly share about something you are thankful for.

Example: I am thankful for receiving a note of appreciation from a colleague.

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Cochran-Smith & Lytle (2021) - Practical Strategies for Change through an Inquiry Stance

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Cochran-Smith & Lytle (2021) - Practical Strategies for Change through an Inquiry Stance

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1. My goals are still work in progress. I am glad that I have managed to start and embark on the goals which I would like to try on and work with my colleagues. Opportunities to learn and re-learn.

2. Definitely, the are some challenges. Glad that I had managed to overcome some challenges. Working with colleagues may not be so smooth. Expectations and mindset shift.

3. I am working more closely with my fellow colleagues, in teams and at individual level.

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a) My goal is still a work in progress because the school year is still ongoing but there is progress and it has exceeded my expectations.

b) Looking at my obstacles, I realised that it was more of a personal mindset. Once, I overcame that, I could see the path ahead.

c) My mindset and expectations.

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Building the relationship between the mentors and the mentees, where we may begin by showing a personal interest in the mentee and then dive into work matters

Providing support via resources e.g., lesson videos, Open Classrooms. From there, they can discuss how to address issues such as setting routines and expectations

The solution should come from the mentee and not exclusively from the mentor; the mentor can focus on guiding and facilitating

Need to understand the unique role of Teacher Leaders vis-a-vis other staff e.g., KPs where we play a coaching role rather than an evaluative one - the mentor can leverage upon this to frame any discussion and observation as part of the mentee's development

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A - I am on my way to achieving the goal of having CCE lessons in my school to be as engaging as possible. I have begun to engage more teachers through demonstrations during PD events and working with some individually to improve lessons.

B - I have managed to overcome some challenges as some of my colleagues are trying new things in lessons but I am still faced with many that do not take CCE with the same amount of rigor.

C - Expectations have changed and goals may need to be realigned as well.

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Learning from social environment. Collaboration with friends allow students to learn in a diverse environment. Learn from professional teachers trained by MOE. Desired outcomes by MOE (SACC) -the school provides the holistic environment for the students. Inclusivity concept-also taught and made aware to students of differences among students and learn with them. Learning to solve conflicts with peers will help them learn to navigate the future.Students are taught soft skills which is important in younger learners as they start their primary school journey.

Learning our subject equips us with essential skills and knowledge that help you understand the world, solve problems, and succeed in everyday life and future endeavors.

Being subject literate means having a strong understanding and proficiency in a particular subject, enabling you to apply its concepts, think critically about its content, and communicate effectively within that field.

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Subject Knowledge

Acquiring a deep understanding and proficiency of the subject content so that we are able to transmit the scientific content knowledge to others (students, public) that is easily understood by them. With the knowledge, we can then strive to achieve subject literacy (see elaboration below)...

Subject Literacy = Nurturing (a nation of) Critical Thinkers

Science is logical/evidence based reasoning so being scientifically literate means being able to discern scientific data/content (having a critical thinking mindset) and coming up with solutions (or even combating fake news) to make the world a better place.

Subject Literacy = Striving towards fulfillment of National Interest

Inspiring our students to inquire about the world and innovate to solve problems in daily life, and hopefully to increase the pool of potential scientific practitioners in the various fields.

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Duties and Responsibilities of Senior Teacher (Annex 2)

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Duties and Responsibilities of Senior Teacher (Annex 2)

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Let's hear from one another! (10 mins)

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(a) Yes i have infused more ICT tools in lessons.

(b) Somewhat yes. Still learning more/other tools.

(c) Conducted more ICT-enabled lessons.

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(a) Have I achieved / Am I achieving my goals?

I am still working on it - looking into alternative assessments involving CIT, use of AI and improving on current school assessments. I am also working closer with my other ST colleagues to carry out lesson study or open classrooms.

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1) Tried new things with my teaching level. Didn't manage to make a significant impact on students but the all carried out in good spirit.

3) Have a good rapport with my team.

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(a) Yes! I make time to learn and apply my learning in my classroom.

(b) Sometimes. But i am able to remind myself to look at the positive aspects and look at things from different perspectives.

(c) I have a learning partner who is a teacher that I am mentoring.

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(A) Have I achieved my goals?

My main goal is to give myself time and space to navigate my roles and hopefully work on an area I can contribute first.

(B) Did I overcome my obstacles?

Yes and No. still seeing how I can settle in while learning from the other teachers. Am thankful for it.

(C) What has changed?

I learn to prioritise and set short term goals.

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So far I am satisfied with what I’ve achieved in terms of the confidence given by the teachers and how far I’ve grown to be a more concerning mentor. There has been obstacles but I am thankful for the help and advice given by my fellow ST. We managed to cross these hurdles together and it has been enriching in my learning journey. The network and support is what gives me the confidence to continue growing.

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1. Yes I achieved partially

2. Yes I can managed my obstacles but some still on going

3. Students learning strategies changed

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a) My goal is still a work in progress because the school year is still ongoing but there is progress and it has exceeded my expectations.

b) Looking at my obstacles, I realised that it was more of a personal mindset. Once, I overcame that, I could see the path ahead.

c) My mindset and expectations.

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On going goal..refinements as we progress as a dept collectively.

Too much too fast--> managing tasks for the dept and doing frequent check ins

Structured support; differentiated support

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I am achieving my goals! (I didn't realise it until i started answering this)

Goal: every lesson engaging and deep in learning. (Kinematics, Energy, Thermal Processes are taught differently to increase engagement and deepen learning.)

Goal: colleagues growing together. (weekly i have discussing various teaching approaches for sec 1 science. bouncing ideas and collaborating.)

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I think I am still on my way to achieve my goals. I am learning to look at the bigger picture and see it from a larger perspective. I am also learning to manage and have a better work-life balance so that I am able to work better.

I am more open to do sharing and opportunities to mentor, and I have become more confident of myself as a teacher leader.

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Qn (a): I'm in the process of achieving my goals (PLT, PD, major school event).

Qn (b): Overcame with the help of fellow PEchers and X-dept Knowledgeable Others

Qn (c): Communication, learning to let go and trusting the process.

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Qn (a): Though I did not get to achieve all of my goals but I am in the midst of achieving them. I am glad that I managed to grow during the journey with the help of my peers.

Qn (b): I get the help from my fellow STs, HODs and trying out the ways that I planned to.

Qn(c): I am able to see and cope with many tasks on hand and able to be more confident when carrying out training to my peers.

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a) Managed to conduct some sharing on how to set up a Choice Centre and Calm Corner within the classroom to cater to the differentiated needs of the pupils.

b) I have attended some courses on SEN and would like to attend more.

c) Gradually, I am getting better buy-in from colleagues in supporting SEN.

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(a) I think I have half achieved my goal because I got to understand more about the difficulties of some of the teachers and students in learning mathematics and thus I was able to share some ways to overcome the teaching and Learning of mathematics.

(b) I think I still need time to overcome my obstacles because it involves more than just me.

(c) There is a slight change of Mindset of teachers and students.

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I did go for courses but still need to grow myself.

After speaking to a fellow ST, I understand that the obstacle we are facing is similar. Now that I have a fellow colleague who is facing the same issue, we can team up for better understanding.

My goal is work in progress but I see it being achieved in 2025.

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(a): Have I achieved / Am I achieving my goals?

Not yet. Still progressing :)

(c): What has changed?

Purposefully crafting time to grow teaches.

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a) I have started on the path to achieving the goals by leveraging on the training materials and sharing webinars organised by the ES chapter as well as the OPAL resources. Will continue to work on sharpening my competencies to better contribute to my school community.

b) as I acquire new skills, some obstacles start to disappear but new ones come up.

c) nothing has changed, continue with passion and driven with purpose.

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1. I Still have a lot of things to learn.

2. Yes, some.

3. I can’t just focus on growing myself but also others.

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1) Still trying my best to achieve all the goals that I have set for myself. It is a continuous learning process.

2) There has been obstacles along the way, and I learnt that I have to look at things from different perspectives to overcome them.

3) Increased awareness of my surrounding & the way I manage others

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1. Yes, I've achieved my objectives through collaboration with knowledgeable peers and the integration of AI in teaching and learning.

2. Yes, particularly in addressing learning gaps in student lessons.

3. A shift in mindset towards becoming a more effective mentor to support my colleagues.

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Read/See your reflections from your letter/vision board/drawing and think about these 3 questions:

Qn (a): Have I achieved / Am I achieving my goals?

Qn (b): Did I manage to overcome my obstacles?

Qn (c): What has changed?

Take 3 mins to answer Questions (a) - (c) in the padlet individually

Type out your individual reflections under your group column

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Some simple goals are achieved while some are still a work in progress but I will get to it.

I do have to work my way around to overcome the obstacles. Some of the obstacles require time and practice (also help/suggestions from others.

I believe that obstacles are there allow for growth. As you find solutions to overcome it, it turned into a learning opportunity.

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Yes, I’ve achieved my goals. Colleagues including the new teachers will approach me as I’m the one in charge of induction now. Helming 2 levels as coordinators has also helped me to be visible not only in the upper levels but also middle level (P3-P4). Introduced a new approach via open classroom.

Missed the chance to design a lesson involving gamification.

Nothing much has changed but I think now I’m more purposeful when I share resources with my colleagues.

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Qn (a): Have I achieved / Am I achieving my goals?

I feel that I am getting better at communicating my expectations with my team.

I managed to work closely with my team to design our art curriculum and through the process, mentored them on the syllabus, as well as their competencies.

I am working on different projects to make the art scene in FGPS more vibrant

Qn (b): Did I manage to overcome my obstacles?

I am still working on overcoming the differences in the school culture and refining processes that have been put in place.

Qn (c): What has changed?

I am more sensitive towards the needs and wants of my art colleagues and I am able to be the voice for the team.

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(a) ok to the extent that I am doing a lot every day.

(b) I know more about the obstacles but I have realised that some obstacles are better bypassed than overcome.

(c) I will take a break from work in 2026.

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Goal: Yes and No. I found some footing in my dept. Introduce new initiatives which the dept adopted. However, I am still finding how I can contribute in my school's PD comm.

Challenges: Contributing beyond the dept and mentoring.

Yes and no. Make adjustments and more aware in my teaching and learning; just searching my role in PD/college

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Qn (a): Have I achieved / Am I achieving my goals?

I have achieved some of my goals in improving the teaching and learning of Physics in VJC. I have ran some workshops and discussions for the teams of teachers in VJC.

Qn (c): What has changed?

I have also become more comfortable in doing this role. In short, I'm more at ease being an ST now.

Caleb

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Qn (a): Have I achieved / Am I achieving my goals?

I have achieved my goals to a certain extend. I can see that my PD sessions with my colleagues are fun and fulfilling.

Qn (b): Did I manage to overcome my obstacles?

There are times where I didnt get a 100% buy-in from all my colleagues. But to those few teachers that I manage to get their coorperation, I am thankful for them. I manage to get their coorperation and their insightful sharing. I even learnt from them.

Qn (c): What has changed?

I feel like I am the go to person.

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EL: Literacy skills, communication skills - skills beyond the classroom. To be able to think beyond exam. How students apply the skills taught in real-life (eg. email writing, to be able to be an effective communicator)

PE: Adaptive thinking - making decisions

D&T: Knowledge and skills - application of the skills through research and apply on actual design. Design - Thinking process is a life skill not just a skill to pick up. Make sense of what students are learning, empathy-->ideate

Math: Math is around us not just in the textbook. Students to see the relevance of what they learned in real-life (percentages/fractions/statistics). Critical thinking, logical thinking, adaptive thinking [CIAT], communication skills.

Education goes beyond the exam.

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Mother tongue -

1) transfer of culture

2) relevant to daily life

3) no need to be expert in the language - able to communicate

4) sense of belonging and identity

Subject literate:

1) open & adaptable

2) aware of cultural nuances

3) ability to code switch because of our bilingual school culture

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As you embark on a journey of self-reflection and growth as an ST, you can :

1) pen a letter to yourself or

2) complete a vision board or

3) draw

Hardcopies are printed and encouraged to be used!

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1. Why learn our subject?

CCE more important compared to other subjects

Development of a person as a whole

Values education

Self reflection and self awareness

Right vs wrong

mental health

resilience

National pride, active participative citizenry

2. What does it mean to be subject literate?

Willingness to keep abreast of latest contemporary issues and modeling learning and discussion of such issues

Understanding of how to present the knowledge

relevance

accessibility

prior experience

Having the skills to facilitate learning of values

Acceptance of multiple viewpoints

Understanding of creating the right environment and conditions for CCE values to be uncovered

student centeredness

student voice

student agency

Sense making of content and contemporary issues

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Subject literacy is about knowing the subject well enough to communicate and inculcate its real-world values in students to prepare them for the future.

E21CC e.g.:

Adaptive thinking (how to get everyone to succeed at a game?)

Self-directed learning (to become better at a sport, inter-class games fully run by students, making decisions and relating Economics to everyday life, being invested in learning about inclusive growth in Economics, etc), communication and collaboration are at the forefront of PE

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To be "subject literate" means:

- Having a deep understanding of key concepts and terms.

- Proficiently applying and analysing subject knowledge.

- Communicating ideas and information effectively.

- Thinking critically within the subject's context.

- Solving problems relevant to the subject.

- Making informed decisions based on subject knowledge.

- Understanding the subject's connection to other fields, e.g. STEM project.

- Recognising the subject's relevance in real-world situations.

- Importance of teaching and learning guides (TLG) and refer to it regularly for lesson ideas.

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English & Literature

Global Communication: English is one of the most widely spoken languages in the world. Knowing it allows you to communicate with people from diverse backgrounds and enhances your ability to connect internationally.

Career Opportunities: Proficiency in English can open doors to various career opportunities. Many global companies use English as their primary business language, and being able to speak it can be a significant asset in the job market.

Social Connections: English proficiency can help you build relationships and interact with a wider range of people, from online communities to social networks.

Art

Self-Expression: Art provides a unique way to express your thoughts, emotions, and perspectives. It allows you to communicate in a way that words sometimes cannot.

Creativity and Problem-Solving: Engaging in art stimulates creative thinking and enhances problem-solving skills. It encourages you to think outside the box and approach challenges from different angles. (e21CC)

Emotional Well-Being: Creating and appreciating art offers a means of relaxation and can improve mental health by providing an outlet for stress and anxiety.

Art-literate - Being able to appreciate and communicate about artworks and the processes.

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Case Study 2: Building Teacher Leadership through PLMC [Michael and David]

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Case Study 2: Building Teacher Leadership through PLMC [Michael and David]

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Background:

Michael is an experienced Math teacher with 12 years of teaching under his belt. He has recently been appointed as ST/Math. He is responsible for mentoring an experienced teacher, David, in his fifth year of teaching at the same school. David is open to learning and is strong in e-Pedagogy. Michael has noticed that David’s interaction with students during lessons is usually didactic, revolves around Teacher-Student interaction and he does not attempt much facilitation with students.

Objective:

Michael's role is twofold: to mentor David individually to help him grow professionally, and to foster collaboration with him to enhance teaching practices and student outcomes.

What are some strategies that Michael can do to achieve these?

10 min: Share your responses with one another in your group.

(Group scribe to record the examples in padlet.)

15 min: Big group sharing

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Dawn: troubleshoot by starting with the students' reactions. We don't want to feel that we are "over and above" David, allow David to find out and ask questions on his own. Important to establish informal communications and be sensitive to David. Maybe ask David for his opinions and suggestions as well.

Jess: inquiry-based learning and buzz can be helpful for David. David can sit in on the lessons of teachers who do it. Language is important to establish a sense of 'togetherness' in the improvement process.

Zhen Teng: collaborate with another teacher to make lesson observations, observe similarities and differences in content delivery together, introduce design map as a schema to help David to reframe his pedagogical practices.

Regular conversations are required: structured mentoring according to his needs. At the start, David can identify his needs, there can be mutual lesson observations, conversation, and then self-reflection.

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Strategies to grow Emily professionally:

1. Use the IMP Seating Chart/SCAL to help Emily to identify(and be aware of) her blind spots (e.g. off task students) and develop interventions.

2. Making reference to STP (Positive classroom culture), focus on setting (and enforcing) routines (e.g. use of devices during lessons); and sharing ideas with Emily.

Strategies to foster collaboration with Sarah to enhance teaching practices and student outcomes:

1. Leveraging on students' interest in devices, collaborate with teachers in designing Tech-enabled lessons.

2. Involve Emily in lesson observations/studies.

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Strategies for David

1. Conversations or pre lesson conferences with David to get to know him better

2. Observations / Video recording of David's lesson

3. Post lesson reflections (reflective practitioner)

4. Gathering data from student feedback

Alternative ideas

1. Co create lessons together with David

1. Using Eped for collaboration

2. leverage on his strengths

2. Co teaching lessons with David

3. Enhance facilitation using Opal video lessons / observe other teachers who are able to model facilitation based lessons

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Strategies that Michael can adopt

As a class teacher:

invite David for open-classroom (focusing on students interaction and how to facilitate lessons)

co-teach with David

take a look at how lessons are planned (David's lessons objectives as well as activities planned)

have regular mentoring sessions, sharing teaching resources

As a colleague

level-ing David up, given that he is strong in e-Pedagogy

(give David a platform to share his expertise for e-Ped with the other teachers)

assign him an important role focusing on BL, give him opportunities to lead in PLC

to help him be a reflective practitioner, allows feedback from students to help him improve

establish a partnership (learn from one another)

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Affirm BT and get her to share her views, allowing her to be more aware of the surrounding. To guide BT to reflect and highlight the important routines etc.

Use of seating chart, ST as a teacher observer as a way to mentor the BT to be more reflective on her lessons and guide her to understand her students better. Together, they can explore why some students are less engaged and design lessons that can engage the students better. E.g. facilitation, DI.

Co-learn by observing other teachers’ lessons and trigger new ways to design the lessons. E.g. mini games that are non subject specific.

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Leverage on David's strength in e-ped to craft a lesson that focuses on e-ped. Refer David to PLCs to review and learn resources and tips from other practitioners.

Help David to identify why his delivery and classroom management is rather didactic. Building trust with David by having informal discussions with them to allow for ease of conversation and identification of potential issues in his teaching practices.

Ease David into the possibility of establishing a good collaborative relationship instead of a mentoring one.

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Reflecting on My Role as a Teacher Leader (Individual Reflection: 10 mins)

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Reflecting on My Role as a Teacher Leader (Individual Reflection: 10 mins)

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Please include your name as the header/title in your response under your group's column.

Individually, think of an analogy or image that represents the role of an ST.

Individually create a visual representation on Padlet. (optional: You may use the “I Can’t Draw” button if needed.)

Add a brief description at the bottom of your visual, explaining how your analogy or image aligns with your role as an ST.