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Tagging the 3Ps of ​Pedagogical Leadership

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Tagging the 3Ps of ​Pedagogical Leadership

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Consolidate what you have done in your personal reflections in Activity 2 as a group and write it down on the Butcher Sheet as a group.​

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Using coloured stickers, tag the examples under ‘PL’ as follows:​

Red for examples of Professionalism​

Blue for examples of Practice​

Yellow for imPact ​

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Please feel free to post a question if you need any clarification during the session. Please include your name under "Subject" before you post your question. Thank you.

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https://for.edu.sg/stonlinemodule

Please complete this online module and reflection on this Padlet by 21 April 2025 (Monday).

Please reflect on what you have learnt in the module by completing the "Pre-Workshop Reflection" on this Padlet.

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https://for.edu.sg/szstinductionreflection

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https://for.edu.sg/szstinduction2025

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Role Play: Teacher Leadership in Action 

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Role Play: Teacher Leadership in Action 

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1. What were the assumptions Ms Watson had when she prepared for her first lesson?

2. How would you mentor Ms Watson after her first lesson?

Work with a partner to role-play the scenario when Ms Watson's mentor is mentoring her.

Please jot down some notes so that you can provide some comments after the role play.

Important Notes : Please think about how to include the Joy of Learning and Lifelong Learning in the role-play and comments.

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My Areas of Work and Alignment to My Roles 

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My Areas of Work and Alignment to My Roles 

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Please refer to your pre-workshop reflections (Asynchronous Activity) on Padlet.

Share where you are at now in your Teacher Leadership journey in terms of

•areas of work that you currently do as an ST, and

•the roles you play in the areas of work identified above.

Address the above pointers by keying in your areas of work and roles that you play under the three domains of ‘PL’ (for Pedagogical Leader), ‘M’ (for Mentor) and ‘C’ (for Collaborator).

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What does being a "Teacher Leader" mean to you? 

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What does being a "Teacher Leader" mean to you? 

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Key in at least 1 word to show what Teacher Leadership means to you.

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1. To me, being a teacher leader means promoting and facilitating the sharing of knowledge among teachers. For instance, when we notice colleagues facing challenges in their roles as classroom teachers, we should take the time to sit down with them and engage in 'teacher-talk'—a conversation where we explore their challenges and work together to find solutions. These challenges may relate to classroom management, content knowledge, pedagogy, and other areas.

2. I have been a senior teacher for over 10 years. However, I have recently transitioned from ST-English to ST-High Ability Learners (HAL). In a way, I am starting fresh. I see myself helping my school implement plans for our HALs, such as sharing strategies with teachers on how we can enrich or differentiate the curriculum to meet the needs of HALs in our school.

3. To me, the role of a teacher is constantly evolving, and one major transition is moving from being a teacher to becoming a facilitator. Teaching is no longer just about mastering content; it now focuses on how we can effectively apply what we’ve learned. For instance, teaching students to read is no longer solely about pronunciation and dictation or simply understanding the text. Today, reading also involves differentiating between reliable and unreliable information, making decisions about the intent of the text, and assessing its validity. We are teaching our students to be more than just readers; we want them to be critical and discerning readers.

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https://for.edu.sg/stonlinemodule

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This workshop seeks to guide you in:

•understanding how developing teachers professionally in knowledge and skills would impact student outcomes;

•identifying your current professional growth as STs / aspiring STs (Where am I now?);

•deepening your understanding of the roles and responsibilities of an ST (How to get there?); and

•supporting your continued growth as a Teacher Leader (Where do I go next?).

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Please include your name under "Subject" before you publish your response. Thank you.

1. As a Senior Teacher, briefly share what teacher leadership means to you?

2. Where am I now as a Senior Teacher?

Considering my current responsibilities at school/cluster/zonal/national levels, the following are my reflection and thoughts on the

areas of work that I am currently doing, and

roles that I am playing in the areas of work.

3. How could the future of learning look like in your classroom? Consider the following:

E21CC

EdTech

learning spaces

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Reflecting on Strengths and Areas for Growth 

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Reflecting on Strengths and Areas for Growth 

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1. Based on your understanding of the PLMC domains, pen down your strengths and Areas for Growth (AFGs) in these domains on Padlet.

You are encouraged to also take reference from your pre-workshop reflections (Asynchronous Activity) on Padlet.

2. Use the Personal Learning Plan to plan for your PD in an identified AFG.

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What are Ms Watson’s strengths and what did she do differently for this lesson? Make reference to PCK in your discussion.

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1. To me, being a 'Teacher Leader' as a Senior Teacher signifies more than just experience; it means actively embodying and promoting the values of professionalism, positivity, and passion within our school community. It involves being a willing contributor to the collective MOE and school vision, consistently seeking opportunities to 'lend a hand' and support colleagues.

2. Currently I am contributing across various levels.

At the national level, I am currently engaged in a research project with NIE, which I am also adapting into a Critical Inquiry project for STAR. This work is scheduled for presentation at a national symposium in October this year, and I am aiming for publication by STAR in 2026. This involvement allows me to contribute to educational discourse and best practices on a broader scale.

At the cluster/zonal level, I will be co-leading a CINLC in Term 3, focusing on the pedagogical integration of music AI tools in the classroom. This initiative aims to equip colleagues across the cluster with innovative approaches to teaching and learning.

Within the school, my responsibilities include overseeing the performance components for key events such as Speech Day and the upcoming 60th-anniversary EOY concert, providing significant contributions to school culture and student performance opportunities. I also serve on the Staff Professional Learning Committee, actively shaping professional development initiatives. While currently involved in some informal mentoring and open classroom sessions, I am keen to expand my contributions in this area, providing more structured support to colleagues.

3. The future of learning in my classroom, particularly in music, will likely involve a dynamic and thoughtful integration of elements. It will be characterised by a deliberate balance between digital tools (EdTech) and essential analogue experiences. While EdTech offers exciting possibilities for creation, exploration, and access, the continued importance of analogue activities – such as playing physical instruments or engaging in movement – is crucial for developing proprioception and essential physical coordination, especially for increasingly sedentary children.

Furthermore, the learning space itself will evolve to support varied activities, potentially incorporating flexible seating arrangements and areas conducive to both individual digital work and collaborative hands-on musical creation.

Crucially, the future classroom will place an increased focus on the Arts and aesthetics, aligning strongly with the desired outcomes of the Framework of E21CC. This emphasis will nurture creativity, critical thinking, and cross-cultural understanding, contributing significantly to the development of the 'E' component – engaged and ethical citizenship – by fostering empathy, self-expression, and an appreciation for diverse cultural forms. This integrated approach aims to create a holistic, engaging, and relevant learning experience that prepares students not just musically, but as well-rounded individuals.

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1)To me, being a Teacher Leader is about empowering fellow educators, and constantly seeking ways to improve teaching and learning.

2)I am currently involved in:

School Level: Mentoring department teachers, building teaching resources for department. I support lesson study cycles and facilitate post-lesson dialogues to deepen pedagogical content knowledge.

Cluster Level: I contribute to communities of practice, lead cluster workshops. I also co-develop resources and engage in networked learning with fellow educators.

National Level: I participate in national sharing sessions (e.g., SOLO NLC and AI NLC), contribute to the development of teaching resources, and serve as a thought partner in projects related to the use of SOLO taxonomy and AI in Chinese language education.

3)My vision is a learning environment that is adaptive, student-driven, and filled with curiosity—a place where every learner is empowered to thrive in a changing world.

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1. What does being a “Teacher Leader” mean to me?

I see Teacher Leadership as a form of service, to bring out the best in every educator and co-create a community where teachers are empowered to learn, explore and experiment.

2. Where am I now as a Senior Teacher?

In school, I coordinate the Upper Sec Chemistry programme, strengthen assessment literacy and work with HOD ICT on EdTech integration. I also mentor beginning teachers and lead the professional learning team. I also contribute to learning at the cluster and national level through my involvement in the Cluster Support Team and subject chapter activities (e.g. planning of Chemistry Learning Day).

3. How could the future of learning look like in my classroom?

The future of learning in my classroom is one where every student experiences the “effective class size of 1”, made possible through purposeful use of technology, personalised feedback, and data-informed teaching. Flexible learning spaces and tech-enabled platforms will allow students to learn at their own pace, freeing up time for meaningful peer discussions and teacher-student coaching.

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1. What does being a “Teacher Leader” mean to me?
Being a "Teacher Leader" means going beyond just delivering lessons—it’s about inspiring and empowering both students and peers. It involves modeling lifelong learning, taking initiative in driving positive change, and collaborating with others to create a more engaging and inclusive learning environment. A teacher leader is someone who reflects, adapts, and leads by example both in and outside the classroom.

2. Where am I now as a Senior Teacher (ST)?
Currently, I am in the early stages of my journey as a Senior Teacher, having only taking up the role last year. Currently, I am mainly working with 3 young officers: 1 Beginning, 1 Untrained and 1 Student Teacher, focusing on developing effective classroom management skills, refining lesson planning, and building rapport with students.

At the school level, I support my SSD and Lead teacher in planning Open Classroom (recorded lessons) and contribute to assessment (Oral & LC exams) and feedback processes.

At the cluster level, I am involved in Assessment Literacy Support, being involved in S4 Cluster Assessment Literacy committee.

3. How could the future of learning look like in my classroom?
The future of learning in my classroom would be driven by student agency, technology integration, and real-world relevance. I envision a flexible learning space that encourages collaboration, creativity, and critical thinking. With EdTech tools like interactive platforms, AI-powered feedback systems, and gamified learning, students will take greater ownership of their learning. I also hope to foster global citizenship through interdisciplinary tasks that connect learning to real-world challenges, preparing students and teachers for the 21st-century landscape.

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1. I see a Senior Teacher as someone who leads teachers in exploring better ways to teach, with the goal of enhancing student learning. Also, someone who is unafraid of making mistakes, sees them as opportunities for professional growth, and is committed to nurturing the professional development of others.

2. Where am I now as a Senior Teacher?

My first year as ST CCE in a new school. Almost half a year into the new environment, I am slowly building relationship with small groups of teachers and at the same time, trying to know the school, the teachers and students better.

I am currently mentoring a beginning teacher, and it is joy to listen to her innovative idea and support her by going into her class to observe and advise.

As a ST CCE, I have been tasked to conduct pedagogical conversations with CCE teachers. While I encountered some challenges engaging the CCE FTGP teachers, I successfully kickstarted constructive conversations with the CCE MT teachers. Together, we identified challenging CCE MT lessons, and work is currently in progress. I look forward to seeing an enhanced learning experience for our students.

3. How could the future of learning look in your classroom?

With the support of technology, students will have virtual spaces to discuss, share and read each other's thoughts and ideas. However, in CCE, I believe it remains important to keep the physical classroom environment as conducive as possible for authentic interaction — where students can express their feelings, thoughts, and ideas meaningfully.

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(1) As a Senior Teacher, briefly share what being a "Teacher Leader" means to you?

To me - it simply means I lead as a teacher. To be generous and open-minded with sharing - things that worked for me as a teacher, things that didn't work for me. Someone confident in their abilities, but also shows vulnerability when sharing. To motivate, encourage and bring joy to each teacher and student that needs support. To continue a trajectory of learning, so that I can continue to grow, reflect and hopefully inspire.

(2) Where am I now as a Senior Teacher?

My immediate roles include assisting in leading the growth of our Aesthetics department - supporting the Aesthetics teachers, re-designing the curriculum, administerial support, and creating an environment within the school that allows for students to grow within the domain of Aesthetics. In school, I am part of the teacher leader council wherein we build initiatives to support my colleagues in their learning, and serve as a mentor to new teachers, providing support with classroom management and positive classroom culture. I am also the CCA Performing Arts advisor and assist with events coordination and facilitating partnerships within the community. On a national level, I am part of the chapter core of Music, and will be facilitating a workshop at the later part of the year with other teacher leaders for the south & north zone.

(3) How could the future of learning look like in your classroom?

The future of learning in my music classroom allows for effective and efficient collaboration through the practical use of tech tools such as interactive whiteboards, collaborative audio workstation interfaces, as well as the necessary infrastructure to support all these devices and tools. There should a large, open space for exploration in movement and a steady supply of instruments from various cultures and nations to allow for cultural appreciation and understanding. The music classroom already has a strong incorporation of the e21CCs - a classroom geared towards future ready learners would also have these e21CCs visually represented simply, in a checklist form that they can refer to as they leave the classroom.

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1. To me, being a teacher leader can be summed up with the acronym MAC which refers to mentor, advocate and collaborate. Despite being the least experienced in my ML department, I continue to take the lead to share best practices and find opportunities to better improve the processes that has been in place. I also shared with my fellow colleagues new ICT tools I have discovered and worked well for them to incorporate in their lessons too and keep up with the current EdTech era. Collaboration is definitely the key to advance in our growth and development as we get to learn from one another. By networking, best practices can be shared at various platforms to better enhance our T&L and most importantly, benefiting the students.

2. At the moment, I am also the coordinator for my team. The new addition after being appointed as an ST is that I am part of the staff development team which focusses on developing the teachers towards our school's direction. I am also a part of the cluster team to work on areas of needs and how we can collaborate and network to value add on the resources and enrich on our teacher's skills. At school level, I have been taking up opportunities to share within my department or at school level on techniques or experiences I have gained via immersion programmes.

3. The future of my classroom focuses on E21CC and holistic development where greater emphasis will be on character development and values where they get to demonstrate empathy and resilience using real-world context. With greater emphasis given for CCE, I feel that it is the right direction towards moulding our future generations and imparting the values required in this VUCA world.

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1.      To me, being a Teacher Leader means inspiring growth and fostering excellence in both students and colleagues. It is about using my expertise not just to teach, but to mentor, design meaningful curriculum, and shape a positive, forward-looking learning culture. I lead by example, be it through professional sharing, mentoring, and cross-department collaboration, to creating ripple effects that uplift the entire learning community. It means holding the dual commitment of being a learner and a leader, constantly refining my craft while helping others to grow, and always placing students’ holistic development at the heart of my practice.

2.     I help to take care of the Art Unit in my school, where I take on roles that span curriculum design, teacher mentoring, student leadership development of AEP students, and cross-school collaboration. I also serve as a STAR Champion, conducting zonal professional development. My work bridges instructional leadership, professional development, and strategic planning, allowing me to influence student outcomes and teacher capacity at multiple levels. I see myself as a pedagogical bridge, learning together with others and guiding the department towards adaptive, student-centered practices, and nurturing teacher-leaders within our unit.

Reflections and Thoughts

areas of work that I am currently doing:

Engaging in curriculum leadership, teacher mentoring, and professional development across different levels has deepened my understanding of how interconnected teaching practices, curriculum design, and teacher growth truly are. Each area of work provides insight into the evolving needs of both students and educators. Through mentoring and facilitating PD, I have learned the importance of designing processes that are not only grounded in sound pedagogy but are also responsive to real classroom challenges. These experiences have taught me to view curriculum and development not as static frameworks, but as living systems that require constant dialogue, reflection, and iteration.

roles that I am playing in the areas of work:

In my roles as a mentor, facilitator, and collaborator, I have come to value the importance of being present and intentional in how I guide, support, and learn alongside colleagues. Mentoring has taught me that the most effective support often lies in asking the right questions and building trust, rather than providing ready-made answers. By co-designing lessons, giving feedback, and guiding IB or DI approaches, I have learned that growth happens when teachers feel safe to explore and refine their practices. These roles have not only strengthened my capacity to lead but have also reminded me that mentorship is a reciprocal journey, where listening and learning are equally important as guiding and sharing.

3.      The future of learning in my classroom is student-driven and inquiry-focused, where E21CC skills are nurtured through collaborative projects, EdTech supports personalised learning, and flexible, creative spaces empower students to explore, express, and connect ideas across disciplines.

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1.      To mentor and lead teachers in honing PCK to drive positive student outcomes. This role involves fostering professional growth and excellence in teaching practices

2.      Mentor to experience teacher who is new to school, leading in TTT to drive e-ped and revised Science syllabus, ICT Champ, Assessment Champ, driving professional learning in Science Department, science talent development programmes

3.      Innovative technology integration– AR, VR, scientific simulations; being able to educate students to use technology ethically grounded in moral values; developing problem-solving skills, socio-emotional competencies to navigate the complexities in future

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1. As a Senior Teacher, briefly share what being a "Teacher Leader" means to you?
Being a "Teacher Leader" means embodying the role of a mentor, collaborator, and innovator. It’s about guiding colleagues, sharing best practices, and fostering a culture of continuous learning. For me, it also means leading by example - demonstrating dedication to students, embracing change, and inspiring others to strive for excellence. A Teacher Leader to me is all about influence, support, and empowerment, ensuring that every teacher and student feels valued and motivated to grow.

2. Where am I now as a Senior Teacher?
As a Senior Teacher, I am at a pivotal stage where my years of experience as a Malay Language teacher. My previous endeavour as a Head of Department for ICT, and Subject Head for Mother Tongue Languages, have equipped me with a deep understanding of both pedagogical and leadership roles. Currently, I am contributing to school and cluster initiatives by:

Areas of Work: Leading curriculum development, integrating ICT into teaching practices, and enhancing Mother Tongue Language programmes.

Roles I Play: Serving as a mentor to junior teachers, and a bridge between school policy implementation and classroom practice. My focus is on creating a collaborative environment where innovation and tradition coexist to benefit both teachers and students.

3. How could the future of learning look like in your classroom?
The future of learning in my classroom will be shaped by:

Е21CC (21st Century Competencies): Emphasizing critical thinking, collaboration, and communication skills. Students will engage in project-based learning that connects classroom lessons to real-world applications, preparing them for a rapidly changing world.

EdTech: Leveraging technology to personalize learning experiences. Tools like AI-driven platforms, and digital resources will enhance engagement and cater to diverse learning needs.

Learning Spaces: Transforming the classroom into a flexible, dynamic environment. Whether through collaborative group setups, virtual learning spaces, or outdoor learning, the focus will be on creating an adaptable and inclusive atmosphere that encourages creativity and exploration.

In essence, the future of learning in my classroom will be student-centered, technology-enhanced, and deeply rooted in the values of lifelong learning and adaptability.

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1. Being a Senior Teacher, gives me the opportunity to work with like-minded individuals who are also passionate about leading and working alongside peers to grow our pedagogical knowledge and hone our skills. In some ways, I see myself as the connector to integrate theory to practice and transform the practices of my peers and grow together as a team.

2. In my role as a Senior Teacher, through my work in the Teacher Leaders Committee, I work alongside other STs to delve into research and keep abreast of current innovations and trends in educational research. I engage in exploring various pedagogical approaches with my peers to condense them into bite-sized learning which are transformed into practical strategies and interventions for others to try out in their respective areas.

Additionally, I am helming the school-wide PLC. My goal is to ensure teachers are engaged in meaningful critical inquiry of how students learn by providing them with the necessary support and resources to explore various areas and aspects of learning.

As an instructional mentor, I guide my mentees, both pre-service and in-service teachers, in learning more about themselves as teachers and providing them with the support and structure to address their concerns and hone their skills. It is also a platform for me to share my ideas and learn from one another.

3. The future of learning is characterized by a blend of online and in-person experiences and one that is supported by education technology tools that requires teachers to be flexible, adaptable and most importantly staying relevant. Furthermore, with the affordances of technology, learning becomes more adaptive and more personalised to cater to the level of readiness of our students. Hence, the curriculum emphasizes on critical thinking, inventive and adaptive thinking which are necessary skills for our students to excel in the 21st century. I aim to continue providing students with personalised learning opportunities to meet them at their level of readiness.

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Being a Senior Teacher means going beyond classroom teaching to inspire, influence, and support others in the school community. It involves modelling professional excellence, mentoring peers, and contributing to a positive and collaborative school culture. A teacher leader is someone who consistently reflects, adapts, and innovates—not only for personal growth but also to uplift teaching practices and enhance student outcomes.

As a Senior Teacher, I see myself as a bridge between school leadership and ground-level teaching. I actively contribute to pedagogical innovation within my school and cluster, guide colleagues in lesson planning and implementation, and model classroom practices aligned with key educational priorities such as Differentiated Instruction (DI), EdTech integration, and e-Pedagogy. I am also deeply involved in mentoring beginning teachers, facilitating workshops, and supporting/facilitating PLT.

Within the department, I lead initiatives in designing e-Pedagogy-based differentiated lesson packages. At the school level, I conduct professional development workshops alongside other teacher leaders during PD sessions. I also support Beginning Teachers and new colleagues, helping them build confidence, strengthen their competencies, and adapt quickly to the school environment.

Looking ahead, I envision the classroom of the future as fluid, flexible, and learner-centered, guided by the principles of the E21CC.

Technology will serve as an enabler rather than an add-on. I aim to continue leveraging tools such as SLS, ClassPoint, and gamified platforms to personalize learning, provide real-time feedback, and increase student engagement. Furthermore, AI-driven learning analytics can help inform timely interventions and enable customized learning pathways tailored to each student’s progress and needs.

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1) Being a senior teacher means embracing the role of a teacher leader—serving as a pedagogical guide, a supportive mentor, and a collaborative team member.

As pedagogical leaders, we lead by example, demonstrating effective teaching strategies and championing ongoing instructional growth.

As mentors, we uplift and support our colleagues, offering constructive feedback, encouragement, and opportunities for continuous professional development.

As collaborators, we nurture a spirit of teamwork, co-create engaging lessons, and exchange ideas to enrich student outcomes and drive school improvement.

Together with our colleagues, we help build a professional learning community that is reflective, encouraging, and always evolving toward excellence.

2. As a member of the Teacher Leaders Committee, I am involved in planning and conducting professional development workshops at both the school-wide and departmental levels. I engage in the exploration and discussion of diverse pedagogical approaches and work with fellow teachers to translate these strategies into practical, classroom-ready applications. Additionally, I help drive key initiatives such as the E21CC Flipped Book, which aims to spark innovative lesson ideas that promote the development of students’ 21st Century Competencies.

In my role as a facilitator for departmental sharing, I organise and coordinate sessions that promote the sharing of best practices. I lead discussions and presentations on effective teaching strategies and available resources, while fostering a collaborative environment where colleagues feel encouraged to learn from and support one another.

As a mentor teacher, I guide and support both pre-service teachers during their practicum and in-service teachers in their ongoing professional journeys. I provide constructive feedback on lesson design, delivery, and classroom management, and model effective teaching practices. Through reflective conversations and continuous guidance, I help colleagues identify growth areas and pursue meaningful professional development.

Serving as a Formative Classroom Walkthrough Observer, I conduct classroom observations to gather insights into instructional practices and student engagement. I provide timely, formative feedback that highlights strengths, pinpoints areas for improvement, and offers actionable strategies to enhance teaching and learning.

3. I see my classroom as a vibrant, inclusive space where students feel safe, confident, and excited to learn.

Technology will be part of everyday learning—used not just for fun, but to help students learn better at their own pace. With online tools and apps, students can get instant feedback, try different ways of learning, and even work with friends from other parts of the world.

Lessons will focus on building important life skills like problem-solving, teamwork, creativity, and communication. Students will work on real-world challenges that make learning meaningful and help them see how their knowledge connects to everyday life.

The classroom itself will look and feel different too. Instead of just desks in rows, there will be spaces for group work, quiet reading, hands-on activities, and discussions. It will be a flexible space that supports all kinds of learners, including those who need extra help or prefer different ways of learning.

Most importantly, it will be a place where it’s okay to make mistakes. Students will be encouraged to try new things, ask questions, and learn from their failures. I want every child to feel that their voice matters and that learning is about growing, not just getting the right answer.

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1. Teacher Leader means possessing knowledge of their content areas and pedagogy, in the relevant domains, at depth. Also leading and working alongside colleagues, sharing insights and strategies to enhance student outcomes. They also mentor beginning teachers , providing guidance and support to foster professional growth.

2. As an ST, I work alongside my level subject teachers, and lead them in PLC discussions. I'm also a member of the Teacher Leader Team, whereby I conduct sharing together with my fellow STs, as part of our professional development.

As an IM, I guide beginning teachers, in classroom management and pedagogy, and facilitating them in the reflective practice as well.

3. A safe space , where DI is incorporated , seamlessly , and students are provided the facilitation and guidance to learn and make mistakes, and to learn from their mistakes . Intentional opportunities are also presented to students to inculcate E21CC skills.

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1. I feel as a Teacher Leader is first and foremost about continually honing my own pedagogical skills and professional knowledge, so that I can support and grow alongside my fellow educators. It means mentoring patiently, sharing practices openly, and fostering a collaborative culture where teachers feel safe and empowered to learn from one another. I also believe that being a Teacher Leader involves working closely with colleagues to explore new skills and stay abreast of developments in the ever-evolving educational landscape. In doing so, we can adapt our teaching practices to meet the changing needs of our students and inspire one another to grow professionally.

2. As a Senior Teacher, I currently serve as a member of my school’s Teacher Leaders Committee, where we come together to share and discuss effective teaching practices and school-wide policies. In this role, we support the professional development of staff by helping to disseminate key directions and ensure a smooth implementation across teaching teams.

I also contribute as an observer during formative classroom walkthroughs, where the focus is on supporting teachers in refining their pedagogy through professional dialogue and reflection on how their lessons impact student learning.

Beyond the school level, I lead a group of department colleagues in a cluster-level project, which has provided valuable opportunities to collaborate with and learn from educators across schools. Additionally, I take on the role of a PLT leader, guiding teachers in the co-design of lessons that align with our school’s instructional focus and priorities.

3. I hope to create a safe and inclusive classroom where students feel comfortable to share and learn. With the help of educational technology, I hope to encourage more voices to be heard and make learning more engaging. I would also like to provide different ways for students to express their ideas—whether through quiet reflection, group work, or simple presentations. My goal is to do my part in helping them become more confident in communicating, thinking critically, and solving problems.

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1. To me, being a Teacher Leader means serving as both a role model and a catalyst for pedagogical excellence. It’s about leading from the (open) classroom—supporting peers through professional conversations, mentoring, and co-designing meaningful learning experiences (deepening Station Rotation, for example). It also means embracing continuous learning, staying grounded in student needs, and learning together and co-leading to drive positive change at both school and system levels.

2. I'm still quite new in this role; I'm undergoing the Instructional Mentorship programme this year and I don't have a mentee yet. As part of my school's TL team, I am providing guidance to two PLTs. I am in S5 NLC for Feedback Pedagogy and am glad to be learning so I can lead.

As a StarChamp, I help lead efforts to create a more reflective and teacher-driven culture in my school. It’s been meaningful to create safe spaces for conversations around art and practice, and I’ve learnt a lot from hearing different perspectives.

3. Learning Spaces: I hope to make the classroom more fluid (especially now with FSBB!) They can be conducive spaces for discussion, for making, for quiet thought. Even in a traditional art room, there’s potential to reconfigure how students move, interact, and reflect. The goal is to support both structured learning and creative exploration. Currently, my school Art Gallery, corridor and therapeutic gardens have seen more footfall! :)

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A Teacher Leader (TL) leads by example, dares to push boundaries and try out new ideas, even if it takes risks. He/she is authentic and takes feedback well, ready to bounce back with better ideas. A TL is also compassionate, listens well to fellow teachers and works well with them.

As a Professional Learning Teams facilitator of the Aesthetics department, I create opportunities for teachers to share lesson ideas and design targeted EdTech/SEN lessons. I also present our projects/pedagogical ideas to the staff in school, teaming with other STs in some of these discussions during staff meetings. I am also a mentor/CT to a NIE trainee in Music.

I hope to see more learning spaces to be used more creatively, eg. mobile classrooms, use basketball courts to teach Music.

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1) A teacher-leader serves as a bridge between the school management and teaching staff, facilitating alignment between the school's vision, direction and classroom implementation. I represent both teachers' ground perspectives and leadership's strategic directions.

2) Currently, I am mentoring a new colleague, an experience that fosters mutual growth and professional development. This mentoring relationship not only enables me to guide another educator but also provides valuable opportunities for self-reflection and refinement of my own teaching practices. Furthermore, this role extends my educational impact to influence other students' learning experiences through the support I provide to my mentee.

As the ST Art, I lead the weekly professional development sessions. Other than sharing content knowledge and teaching practices, I create opportunities for art teachers to learn from each other collaboratively, exchange effective teaching strategies and build collective capability within the department.

I am also part of the TSN team and I support my level teachers by sharing inclusive teaching practices and strategies.

Through the various roles I play, I hope to help teachers understand the meaningful difference they make in the students' lives, that their role goes beyond just teaching content to shaping students' growth and development.

3) I envision learning that extends beyond traditional classroom boundaries, where the environment serves as our 'third teacher' and learning spaces are thoughtfully designed to promote self-directed learning and collaboration. By leveraging on technology, teachers can foster student ownership and independent learning, cultivating lifelong learning attitudes.

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1. To me, being a teacher leader truly means being a guide and taking initiative to spearhead efforts within the department for the benefit of our students. A teacher leader is someone who looks out for fellow teachers, supporting one another in our teaching, growing our professional craft and caring for one another’s well-being. We serve as a bridge between teachers and the school and as welcoming entry points for discussion, collaboration and learning.

2. I believe I'm still at an infancy stage in the world of ST-ship, having just begun my journey this year. Currently I co-helm the weekly PLC sessions where everyone comes together to share and learn teaching strategies, tech tools and inspiring practices that can enrich teaching and learning in the art classroom. I enjoy the work I do because it allows me to reflect on my own practice and build my teaching competencies, while also strengthening the professional development of my department. Being a teacher leader also means giving and sharing generously with the understanding that the ripple effect of our efforts can uplift staff across the school and ultimately benefit student learning.

3. I’m currently part of a team working to redesign and reimagine the learning spaces within our school. I believe the environment we teach in plays an important role as the ‘third teacher’ and we should continuously seek to improve our teaching spaces to align with pedagogies and students’ ever-changing learning needs. In the Learning Environment team, we brainstorm ways to reconfigure furniture, classroom layouts and the use of tech tools (whether roving or stationary) to better support teaching and learning. It’s an exciting journey and I’m looking forward to seeing how these improved spaces can make a difference in our school.

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1) As a teacher leader, we are supposed to be a role model to the other teachers.  Our dispositions reflect our beliefs.  When we demonstrate the willingness to try new or innovative teaching ideas in class and share our experiences with the teachers, we model the way for our teaching and learning practices to take on a more progressive route.  Similarly, our attitudes towards professional development and embracing lifelong learning is a testament to our quest to constantly keep ourselves abreast with the latest educational trends and deepen our content, subject and pedagogical knowledge.  And as we share with the rest of the fraternity about what we gleaned from our professional development journey, it is with the hope that we keep the passion for teaching burning.

2) Areas of work that I am currently doing:

Teacher Leaders Council

In school, we have 10 teacher leaders.  This year, besides TCEF, we are also relooking the process of lesson observations.  Will be conducting FGDs with the staff and propose an alternative solution if possible.

Professional development of others – sharing during school contact time as well as a Brown Bag series (platform for teachers to sign up voluntarily for PD sessions)

Cooperating teacher to student teacher from NIE

Presenting at a teacher-led workshop (Educational Support) in August 2025.

Student Management Committee – reinforce routines to promote positive school behaviour

3) There was a conversation that struck me - if we teachers are teaching our students to be equipped with skills and competencies that are relevant to the current landscape, would we have sufficiently prepared them when they go out to work force in 10 years time?  That set me thinking about what we do in the classroom with the students.  Defintely, there is still a place for didactic teaching.  However, there must also be a shift for education to centre around the learner.  One that fosters critical thinking, civic literacy, collaboration and adaptability.   It should also have a greater emphasis on active learning, inquiry based learning.  Teachers and students have to be equipped with the knowledge and competencies necessary to thrive in an increasingly complex, unpredictable future, so that they have the critical core skills like collaboration, communication, critical thinking that will help them thrive in the future world.  And for technology, I always feel that it is an enabler.  Teachers harness the affordability of technology to aid us in our instruction, enhancing areas like providing timely feedback.  However, the real heavy lifting is still done by the teachers because the importance of fostering emotional connections with students is still done by the teachers, which technology cannot replace.

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Strengths- As an IM , I'm able to mentor and create positive impact on my mentees which in turn , impact the way they teach. Through open classroom sharing and PLC discussions, I'm able to foster more engagement between my level teachers. I'm willing to try out innovative ideas to bring joy of learning to my students. AFG- will like to learn more from my MT in this specific unique learner domain to learn more

S-Learn from MTT/LT/ST ( Education Support)

M- TO learn one specific approach to motivate and engage students

A- Achievable for me as an ST /ES

R- relevant to my students

T- By end of year

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I am new to my current school and my plan is to have a better understanding of my school’s PD and directions (Contextual Knowledge). Moving forward, I see myself promoting collaborative learning among staff in the school eg. through opening classrooms and mentoring teachers in my areas of work.

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S: teach with iPad/ apple tv

M: Use in daily teaching

A: Enlisting help of peers to take 1 small step each week/ try out during lesson

R: IOT

T: b4 the end of this year.

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Strengths:

Have experience in mentoring

Good teamplayer

AFGs:

Build up/ strengthen pedagogical practices

Deepen knowledge in developing E21CC in students

- Participating in NLC helps in developing my pedagogical practices and deepen my understanding of how I can design my lessons to build E21CC in my students.

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I am currently undergoing the IM programme and am learning in great detail about becoming a mentor. I am grateful that I have a mentee with whom I can try out what I have learnt and refine my skills as a mentor. This is an AFG that I am currently working on and will continue to explore.

My masters programme has certainly deepened my PCK in many ways and I feel quite confident in being a leader who leads by designing customised lessons. I wish to encourage more of my fellow colleagues to embark on this journey with me as we prepare ourselves to be future-ready teachers. For that, I look forward to collaborating with other teachers to explore researched-based practices and motivate them to design innovative teaching and learning strategies.

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Three areas that I wish to develop in this year:

1. Pedagogical Leader: To deepen understanding of assessment practices and strengthen assessment literacy in the Science Department through sharing of frameworks such as C3R, and using data from assessment to feed-forward.

2. Mentor: Develop competency in mentoring, by completing the instructional mentoring programme and applying the tools in mentoring the BTs in my school.

3. Collaborator: Work with SSD / HOD ICT to chart the school’s direction for PL, especially in the area of e21CC and e-pedagogy, championing use of EdTech and SLS. To contribute to the professional development of Chemistry teachers in Singapore as a Zonal Rep for the Chemistry Chapter.

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I would like to work on influencing my colleagues positively and eventually moving outwards to contribute to the cluster.

Some areas I am happy to have the chance to embark on is collaboration with other teacher leaders to understand how we can incorporate DI in our various disciplines and how we can move our t&l forward. It’s a work in progress but it is heartening to have like-minded colleagues who are open to learn and share on this journey.

As I move along, I will pace myself to continue learning and staying relevant and connected with the change. To stay ready and open and the willingness to initiate change within my dept/sch.

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Strengths

Positive classroom culture ; Classroom engagement; Gamification

Areas for Growth

Struggle with mentoring teachers not of my subject domain. Plan of action (with SMART in mind) - I endeavour to go for IMP in 2026, and use these tools to be 1) self reflective; 2) support at least another teacher in their teaching journey

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Strength

Positive classroom, building rapport with students

AFG

With the current emphasis on EdTech, I hope to take up courses this year to improve on my pedagogical skills on EdTech. After successfully implementing it in my class or at school level, I will want to share it at cluster level to benefit more students. Perhaps, this will also add value based on inputs given by teachers who have benefited from my sharing. I am giving myself two years to accomplish this.

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My aim is to develop more empowering and nurturing mentorship skills to guide my mentee more effectively. As a pedagogical leader, I hope to be able to lead from the side, drawing upon my instructional expertise while creating space for my mentee's professional growth and autonomy

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More cross collaboration to network and learn with teachers outside of my subject area. Learn, apply and then share general pedagogical knowledge such as UDL, and DOK. I am strong in subject content knowledge would like to continue to experiment with how music can bring out the E21CC skills in our students to help them extend themselves to develop critical and inventive thinking.

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Willing to take risk and try new ideas would be my core strength, and able to work with people even from other organizations. I would work on tapping on the strengths and areas of improvements of colleagues - DI to be brought especially to the teaching fraternity - work on customised mentorship and stretch their potential. Use more of Model-Guide-Individual approaches in guiding teachers. Will spend most of my time lessons with fresh ideas from fellow teachers, focusing on using physical spaces and resources in schools creatively.

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Strengths:

Curiosity to learn more - as a ST of learner profile (Ed Support), I am keen to learn more about how to engage learners in the classroom. To do so, it’s about exploring how we learn, the science of learning. This is a very broad concept with lots of material to learn from.

Reflective - pertaining to the learner profile domain, it’s the ongoing reflection of what instructional, intervention strategies work / did not work.

Area for growth:

to deepen my PCK. Besides actively going for workshops, NLS (PD of self), to intentionally find more ways to/ platforms to share with others.

To strengthen the qualities of being a mentor - listen empathetically, not jump to solutions so quickly, empower the teachers to come up with solutions on their own

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I believe my passion for mathematics is one of my key strengths, and I strive to share this enthusiasm not only with my students but also with my colleagues.

I am keen to grow professionally by joining the Subject Chapter, NLC, or CIG, where I can collaborate with fellow educators, explore innovative teaching practices, and contribute meaningfully to curriculum development.

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Strengths:

1. Expertise in Content and Pedagogy: I possess a deep understanding of my subject matter and effective teaching strategies, which enables me to inspire and support my colleagues.

2. Influential Communication Skills: I have strong communication abilities that allow me to articulate ideas clearly, facilitate discussions, and build relationships with students, peers, and school leadership.

3. Commitment to Professional Development: I am passionate about continuous learning and improvement, which can motivate and encourage my colleagues to engage in their professional growth, fostering a culture of development within the school.

Areas for Growth:

1. Leadership and Mentorship Skills: As I transition into this senior teacher role, I recognize the need to further develop my skills in mentoring and coaching my peers, balancing support with accountability.

2. Change Management: I see the importance of building my competencies in managing and leading change effectively, helping to navigate challenges that arise during the implementation of new initiatives.

3. Collaboration and Team-Building: I aim to strengthen my ability to promote collaboration among staff and create effective teams, enhancing our collective efforts and improving school climate, which may require continued practice and support.

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Strengths:

1. Learner mindset (one of my top Clifton strengths)

2. Reflective practice

AFGs:

1. Deepening subject content knowledge

S: Teach with 21CC, esp civic literacy more seamlessly

M: Sec 3

A: Piggy backing with Sec 3 CCE

R: CCE

T: End of T3

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Reflection on Strengths and Areas for Growth

Strengths:

Self-directed: I proactively take charge of my own learning and seek opportunities for growth.

Positive mindset: I maintain an optimistic and solutions-oriented attitude, even in challenging situations.

Areas for Growth (AFGs):

Vision and Planning: I aim to strengthen my ability to articulate long-term educational goals and systematically plan towards achieving them, especially in the context of syllabus development and curriculum innovation.

Personal Learning Plan (PLP)

Goal:

To build capacity in curriculum visioning and planning with the aim of contributing to syllabus development and textbook writing in future.

Specific:

Attend relevant PD courses, including those related to KPC , TAP , STP , Edtech and E21CC.

Participate actively in NLCs and professional learning communities.

Join school-based projects or working committees related to curriculum planning.

Observe and understand the teaching and learning needs of students and teachers in Holy Innocents’ over the next 3 years.

Stay informed about CPDD’s syllabus review cycle.

Measurable Outcomes (M):

Complete TLP courses by end-2026.

Leader NLC and share with fellow teachers

Attainable:

Leverage existing school and cluster opportunities to build foundational knowledge and exposure.

Seek mentorship from experienced curriculum developers or colleagues involved in the syllabus review process.

Relevant:This aligns with my passion for teaching and my aspiration to contribute to the broader Chinese Language education landscape.

Time Frame :

2025–2027: Build knowledge, observe ground needs, complete relevant PDs in Holy Innocents’.

2028–2029: Track CPDD syllabus review progress, gather insights.

2030: Explore the possibility of joining the new syllabus writing team.

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Opening address by Mr Shawn Lim - our advisor

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Mr Damon Chu in action!

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Ms Irene Tan in action!

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Group work!

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Networking - Stand up!Hands up!Pair up!

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Stand Up, Hands Up, Pair Up

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PMTT Mr Hanif word of advice

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Closing remarks by our advisor-Ms Cheryl

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Am thankful for the opportunities to grow as a PLMC, particularly in designing student-centred, IBL and supporting colleagues in DI strategies. Through mentoring teachers and contributing to PD efforts in school, cluster and zonal, I have learned the value of building a supportive and collaborative community for our students, teachers and staff.

At the same time, I recognise areas where I can continue to grow. I hope to lead change initiatives more thoughtfully, aligning them more closely with school goals and involving a wider range of voices. I also wish to better support mentees from different subject areas by deepening my understanding beyond my own discipline. To work towards this, I plan to attend leadership workshops, learn from case studies, seek advice from experienced TL/KP and broaden my knowledge of other departments’ practices. Over the next year, I aim to apply what I learn with greater sensitivity, gather feedback, and reflect on how I can communicate more clearly and support change more meaningfully. I see this as a continuous journey of learning and improvement, and am committed to growing alongside those I have the privilege to mentor and learn with and from.

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Strength: my past experiences gave me the competency and confidence in mentoring.

Weakness: I have opt to start my journey as ST in a new school which turn out to be a challenge as I need to know the culture of the school, the management, the teachers and students in the school before moving or changing anything.

The good thing is the school is having CV this year so I am able to tag along to know the school.

My target this year is to equip myself with ICT knowledge and skills, especially the new tools on SLS.