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I think it is good to have something similar to STP for ec sector to have a common lang on what quality tg and lg looks like. However to do so, may take a while to develop and also will need more stakeholders to be involved in developing this to make this framework relevant and meaningful to all. For a start, qab may just focus on just teachers pedagogical practices to bring abt the quality interactions and learning.

Would like to find out what are some new components in STP and how different it is from what was before STP was introduced. Tks

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I see parallelism between STP n ITEACH bcos both have philosophy that guide pedagogical practices n both hv similar knowledge bases. What  we could possibly incorporate good ideas fr STP might be the 4 tg processes (4tg). That is work with NIEC to simplify n contextualise 4tg to make it meaningful to preschools (4-6) n early years (0-3) so that there is a common language in terms of T&L in the pre school fraternity. Then in qab, we would hv to enhance our current QRS instrument to assess the 4 tg processes in some novel n broad ways by infusing them into our current indicators so as  to raise the quality of T & L on the ground. As Peter Drucker says - What gets measured gets done. " my 2-cent worth (sf)

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Feel that STP has put in a capsule the end to end of what teaching is all about & how to go about improving teach skills effectively with a clear picture of it in mind.  It has the processes, tools and resources all included in the structure & has linked up to Opal etc and ties in many other related pieces for PD, developed by Moe overtime.

Think for EC, many of the building blocks that make up STP are still being developed. In time to come, we could put them together and align the various related pieces similarly. It took Moe many years to develop these building blocks. Putting them together in STP is a natural process, and it speaks of the maturation of the system too, by its sheer capacity to be able to do so.

For EC, we may still be at the infancy of some of these building blocks. If we are looking at coming up with an STP equivalent, it would likely take a while for the development to take place as it is a journey.

I feel that it is more important for ec Teachers to strengthen basic teaching skills, and The Skilful Teacher by Jon Saphier could be a good resource / backbone for this strengthening. It is comprehensive and simple to read and apply / put into practice. Moe adopted Skilful teacher at first too ..just some thoughts.

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The PP of STP is relevant for preschool centres to consider using to scale up classroom teaching. Preschool teachers should be able to know and understand the  STP model if they are familiar with NEL or EYDL frameworks. Both documents kind of overlap in the area of pedagogy and curriculum. So yes PP of STP can be used to create our own quality teaching instrument.

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1. The STP is a very comprehensive guide/ reference serves for teachers and generally this is applicable to preschool teachers as well. But like what DyDGE mentioned, there is a gap between theory and practice. And I think that’s what the preschool sector is lacking. There is a dearth of senior teachers or centre leaders who have the time and expertise to guide the teachers.
2. The reflective practice seems similar to the lesson evaluations that teachers have to write for every lesson. Perhaps there could be a standardised way of reflection to guide teachers in improving their practice instead of writing for the sake of writing.

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1. STP makes explicit how effective teaching and learning is achieved in S’pore schools. Our teaching tool could aim to do the same. This can only be achieved when educators have common beliefs  and use a common language. Currently EC educators are familiar w EYDF, NEL (and SPARK, which took reference from EYDF and NEL) and the teaching tool can leverage on this knowledge and experience to strengthen the briefs ( e.g. ITEACH principles). However do note that preschools are also more varied, and may have different philosophies. Hence the tool should be more encompassing and not focus only on EYDF n NEL.
2. What are our common beliefs ? (Image of Singapore child ?) Need to make explicit
3. What do we hope to see? For STP, Teachers refer to STP to improve T&L practices; and develop ‘joy of teaching’. Likewise for our tool? Our positioning-  not to ‘ assess/evaluate’, but  to guide educators to hone their  skills, and eventually become competent n confident  practitioners . ( EP)

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How are the tg areas linked to the Apt forms?

1. The pedagogical practices component is most relevant to the tool.
2  explicit explanation of each tg area e.g interaction, to complement the apt forms
3.Adopt a similar Apt form for the tool to guide trs and centre leaders.
GH

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1. May consider defining the image of the child at national level just like in STP - philosophy - ‘ .... every child wants to, and can, learn ...’
2. Can there a teaching area to include / address inclusiveness though not mentioned in STP?
3. Can we include measure of children’s learning outcomes as an indication of teaching quality? 😊

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STP sets out the expectations of T&L, not sure if there are standards spelled out in the STP. Our assessment tool has to sets out clear standards.

The alignment from pre-service to in-service to STP is very important. The common lingo and understanding is pivotal to continuity and growth of PD of teachers.

TL

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1. The Four Teaching Processes and Teaching Areas is similar to the iTEACH Principles and the Conceptual Overview of the EYDF. However the latter two did not say much about reflective practice of a teacher.

2. Not sure if NIEC or PEB already  has something similar to STP?

3. Would be useful to to summarise the T&L practices at ECC with reference to PP in the STP. Similar FAQ to the scenarios stated from p97 - 98 are useful to check for understanding.

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1. Does the ECCE sector in Singapore have a common set of beliefs about how preschoolers learn and how preschool teachers should teach to support the way that they learn?

2. How would the pedagogical practices model look like to support the preschool curriculum? Could the preschool model share the same four teaching processes and / or 24 teaching areas in the STP?

3. Is there currently any observation form developed and used by NIEC to conduct formative assessment for teachers in their preschool teaching?

4. I think the four teaching processes are also applicable for the preschool classroom. However, the teaching areas and descriptors are more appropriate for the older children to help them acquire subject knowledge amd concept. The focus for QAB quality tool could be more skewed towards developing children's wellbeing through quality interactions, learning environment and teacher's engagement to balance care and emotional development with the extension and support of cognitive and linguistic skills.

Theng

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1. STP provides an overarching framework in guiding teachers and fraternity in honing the craft which is relevant to ECEC especially the main components. How could the details of each be made more relevant to ECEC?
2. Difference - STP for older students for holistic development similar to ECEC but ECEC has another major role of providing routine daily care.
3. Could the NIE assessment of performance in teaching be used as a guide for teachers or Centre leaders to improve T&L in ECEC?