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Group 1

Staff initiated LJ. But how will it work?

Cross disciplinary lesson design. but worry about the time constraints.

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Group Nearest to Screen

Need to know how students and staff perceive as to what is a role model

TWA - not actively promoted and this needs to be shared as part of common knowledge eg how to go about applying and settling the nitty-gritty

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Group 9

Autonomy to plan learning experiences/opportunities.

To try and explore new ideas/strategies to engage the students.

GRR

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Group 7

1. excited on how i can explore and maximise the opportunity for the students

2. knowing the learning needs of the students and understand better

3. every act an uplifting force - can empower students and let them believe they can achieve and helping them to achieve the next level

4. excited about the learning grounded culture and positive mindset to orw one's expertise

5. support the teachers to do them job well

6. creating new experience that impact the students

7. like the new creed as it resonates with me

8. putting things together to help to make a better experience for the students

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Group 1

Going the extra mile? If I do not do extra, does not mean I am not a role model?

TWA looks good. But who will cover our classes?

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Group 4

What worries us:

We may have already done some of these things mentioned. What else can we do to enhance this?

Suggestion is to be a role model and share with the younger teachers. Do not be afraid to share with the younger ones. It is a two-way relationship.

internal conflict - the want to be encouraging in the hope that it will be received positively by the other party

students' attitude and mentality - they need to take ownership of their learning

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Group 6

The changing landscape means we constantly navigate new tensions and challenges.

New things are important for growth. Exciting changes but is it going to be overwhelming?

Good to know that there are colleagues to turn to for help, to share resources.

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Group 2

Curating learning experiences for students can be exciting,

TWA provides an opportunity for us to learn/experience what is happening beyond the school and bring back the experience to be shared with colleagues and students. It can also refresh our outlook.

exciting about everybody going the extra mile as this would make the workplace a really nice place to be in

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Group 2

How are we relevant to students such that we can value add to their experience, especially when we are trying to make our students future-ready, particularly in getting them ready for the real world consequence in facing failure.

Going out for TWA takes us out of the classroom and at times it can bring a bit of stress to teachers with regards to letting go of our students and have colleagues cover us. Do we have the white space/school support to go for such opportunities?

For relatively new teachers in service, how do we find the balance between going out to learn from beyond the school and developing our basic competencies in teaching?

In group projects, we do not spend enough time with our students about how to become a good team member or even debrief our students on the project upon completion. In that sense, the experience we provide to our students is not optimised.

How does going the extra mile actually look like? We all have a limited bandwidth so there are constraints (personal/family commitments) to how much we can offer the extra mile, which we will fall short of. When that happens, we may be bogged down with thoughts like "Am I good enough for this organization?" which is not a positive experience.

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Group Nearest to Screen

Being exemplary may sometimes result in one neglecting the work-life balance and harmony

TWA - may result in burnout especially since it is usually conducted during the term break and colleagues may not take well to having to cover others' classes

meeting up to expectations

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Group 10

-time is of the essence - if we have time, whenever the opportunity comes we try to conquer it.

chain reaction that is impactful

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group 7

1. worry that students may get the negative experience

2. uplifting force needs time

3. how to uplift each other better with concrete suggestions, find time

4. uplifting efforts may be wrongly interpreted. Words and actions must be sincere

5. one's resilience to take on the tough roles

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Group 4

excited to work and collaborate with others

seeing perspectives and getting to know your colleagues to understand them better

seeing perspectives is also to see beyond age and years of experience - each one is different and has something to contribute - there is always something to learn from everyone

failure is an opportunity to learn - suspend judgement and do our best together - reignite the passion to teach!

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Group 1

Need greater clarity for the school's plans for staff development.

Notice that EAS staff has too many on their plate to find time to attend courses/or prof devt.

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Group Nearest to Screen

TWA and Staff learning journey

When fellow colleagues share positive outcomes regarding student achievements and improvements

good working environment

need to refresh and adapt to changes

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Group 10

-less of top down teaching and more of facilitation

-work with external partners to build opportunities for our students, making our lessons more relevant - every experience a learning opportunity

-every act an uplifting force - mindshift is essential when we can fully help students to emphatise and make sense of the world around them

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group 7

1. to be in the know to uplift each other

2. know the exact areas to develop oneself and be updated to bring in new/innovations

3. needs to know the macro perspective, outside of the school to bring the different learning experience

4. know how to assist the teachers without influencing them too much

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Group 4

focus and be present, do our duty the best we can

see joy in working with others, continue to be encouraging

do not judge others

have a change in mindset and learn to adapt

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Group 6

Teams need time to form/storm/norm/perform. Adjust to new working styles with changes of leaders/members.

What mindsets and practices do we need to shift in order to incorporate GRR in our work?

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Group 9

Keeping high standards (role model); how students reciprocal to the effort put in may end up demoralising the teachers.

may end up becoming too task oriented, burn out, impacting others.

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Group Nearest to Screen

Have to plan deployment way in advance if TWA is to materialise successfully

need to have a safe environment and not be judgmental

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group 7

1. hav a better communications

2. make available the opportunities and time eg TWA

3. learn the good practices of other schools and join NLC to learn from the each other

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Group 9

what are the things we can do as well as the boundaries.

know the students well (limits)

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Group 2

creating a safe space for teachers

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Group 10

What type of supports is in place for teachers in terms of TWA?

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Group 8

We have been doing all these 21CC things all along.

A great opportunity to try new things.

Eg: Gradual Release of Responsibility not just in IP area, but also CCA, VIA for students.

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Group 8

Going the extra mile does it mean doing extra work?

Is it necessary?

We feel that we are already going the extra mile.

Extra mile can mean very different thing to every teacher?

We need to have a common ground to establish the understanding of “going the extra mile”.

Will we over-step too much until it may hinder the learning of students to be developed as a more rounded person?

There must be a balance between Organisational need Vs Gradual Release of Responsibility

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Group 2

Perhaps the need to unpack the part about every staff a role model/exemplary professional a little bit more. See last couple of points in section 2 of group 2.

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Group 8

What are the resources and training available to help equip teachers the necessary skills?

How to guide students so that they can deepen their own learning without facilitating much at the later stage of learning?

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Group 8

Teachers need to have a change of mindset to learn how to LET GO and let students explore and be more self-directed learners.

Teachers need to be strong facilitators to ensure that GRR can balance with Organisational Outcome.

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Group 5

What’s the PD like for next year?

Teachers designing lessons in a certain manner but sometimes students takeaways are deeper -> design thinking

What was shared is what we have been doing, it looks cleaner now so that teachers have a common language

Everything that is shared is broken down, it is relatable and easy for staff to follow.

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Group 5

Will there be PD in the new things that we are going to roll out like Gradual Release of Responsibility?

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Group 5

Each one of us are at different level of competencies in the different areas of PD. Maybe not be a one size fits all training.

Example: Concurrent sessions for a refresher for some workshops that we have done for new teachers

Have a common language across the departments with regards to GRR which leads to common understanding. We can delve deeper in respective departments after that.

Smaller steps so that clearer criteria can be seen

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Group 10

possible for department to send teachers on rotations for external TWA