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Who is looking into the student curriculum and the centre's curriculum for teacher PD? What is the approach?

Curriculum for Teachers: Teachers' taxonomy to guide us in the planning and design of the PD courses. To articulate the teachers' PD into the roadmap.
AG that are delivering the stackable modules needs to be involved at the very beginning.

Are the PD based on teachers' interest? Or is it PD for equipping them to deliver the new curriculum? Currently, it would be the latter, to equip them. Aspiration: Moving forward, can move towards the former. There's a need to map according to the PD Roadmap. Emergent - build knowledge bases. Proficient - for all teachers, need to converge to ensure all teachers have the basics needed to deliver CCE. Can diverge at the accomplish/ leading level to allow teachers to focus on their interest.

Curriculum for Students: Working papers from the research could inform the curriculum for students. MOE SDCD still drives the curriculum design and the Centre will provide the info to support the review. Centre colleagues will sit in the syllabus review committee.

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Centre to identify the competencies needed and clarifies the support given to Student Teachers.
- e.g. Platform: Look into the Teaching Practicum platform to prepare and better support our Student Teachers on CCE Practice.
- Articulate the role of the Cooperating Teacher and the NIE supervisor etc.

Centre to come up with working papers on the research findings to inform schools on the concrete findings to tighten the nexus between research and practice.
- How long does working papers take? Come after the end of the research. ~6 months.

Centre to be the coordinating body to look at the timeline for research and work with the various stakeholders.

Centre to support Graduate students (Masters/ PhD) who are involved in CCE-related areas.
- Funding for research, overseas conferences.
- Drive the Masters/PhD programmes in the CCE related areas. Developed by the Centre but offered by the University.

Centre to develop and articulate the PD curriculum (and not pull across the AGs or think about who and how, the downstream work)

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Masters need to be based on the interest and intention of the individual.

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Requires interaction between the various disciplines.

What is the Centre's role? Super centre to ensure coherence and draw the connections across the various disciplines.

Can the Centre serve that purpose to meet the needs of the individual's interest in doing the masters?

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Is that possible to attain a masters based on research? Need to park under the AG depending on the area of research.

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Buy-in: Why should teachers be keen on this diploma/ course?

Especially for in-service, might want to consider blended learning for teachers' convenience.

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Can teachers take modules across various AGs?
Stackable modules idea is quite new and it leads to mini-masters which will lead to masters.  Thus far, only from one AG.

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No certificates/ dip/ mini-masters in this area at the moment.

Can consider diploma/ mini masters. What are the courses? Requires course outline and assignments etc. Need to spell out the rationale.
What happens when Teachers attain the diploma? What are the implications?

Masters degree course - needs NTU's approval and the process is quite complicated.

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Centre cannot offer courses. Hence we need to work closely with AGs. Close collaboration between NIE staff and MOE colleagues from SDCD/AST in designing the courses.

How can CCE content be weaved into the other AGs' modules to make the connections?

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Capacity Building:
Courses for SLs on how to lead their schools to provide the guidance (referenced from CCC).
This also ensures sustainability in the schools.
- Modules on Psychology/ Sociology to give them greater insights

How are School Leaders being prepared for the implementation of CCE 2021?
- One year to prepare the schools for school-wide implementation through zonal engagements.
- Implementation process and enablers: highlighting the key changes that would require them to focus on -e.g. Integrative lessons, SDEs include LOs, importance of CESE, new key content: Mental Health etc.
- Cluster engagements to introduce the resources and share the considerations.

Following: Specialised CCE Teachers trained on the pedagogies and core concepts on CCE.

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PD Roadmap.
Identifies where you are now and where you want to go.

There are pillars for Level 1 (CCE Course)  and 2 (Exploring the HeART of CCE) and the building blks wrap around them.

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Teacher-centric: What do teachers need? What are the competencies?
CCE is one of the 6 areas of the SFEd. The KSDs have been mapped out according to the 4 LoP, across 5 domains.

Level 1 - Targets Pre-service
Level 2-3 : Targets Experienced teachers
Level 4: Targets Teacher Leaders.

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Is there an articulation in the KSDs for the teachers across the courses from pre-service to in-service to help them progressively build up their competencies and skills.

As CCE involves many areas of work and draws from various disciplines, how can we help teachers make the connections across the various modules that they undertake to apply their learning?

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Pre-service:
-CCE Course (2AU, 26Hours) focusing on the What and Why (Sem 1) and How (Sem 2) of CCE.

Might not be adequate and in depth due to limited time constraints in the course. CCE Curriculum consists of 6 content areas.
Hence the wrap-around approach to make connections across the relevant modules that are CCE-related (ES: e.g. Educational Psychology, Teaching and Managing Learners, Teacher Student Relationships, VbE: e.g. GESL, Meranti, Singapore Kaleidoscope discussing on the personal values and beliefs of the teachers)

CCE cuts across many different fields. Currently, the CCE course is taught by NIE colleauges from PCL AG and OER AG. Perhaps to have other colleagues from PCHD AG which are also related fields to CCE.

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2. What considerations should we bear in mind when the Centre offer accreditations such as certification / Mini-Masters / Master’s degrees?

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2. What considerations should we bear in mind when the Centre offer accreditations such as certification / Mini-Masters / Master’s degrees?

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1. How should the curriculum and programmes run by the Centre be organised? 

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1. How should the curriculum and programmes run by the Centre be organised? 

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a) What are the key programmes that the Centre should offer?

b) How should the Centre work with various Academic Groups and other stakeholders (e.g. SDCD, AST) to run the curriculum and programmes?

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(final) Topic 2 Curriculum and programmes