# data[].attributes.body
1) Deployment of beginning teachers might not be ideal as they may be coping with classroom management, growing their pedagogy skills etc. Could consider getting teachers with more experience - stronger PCK

2)Teachers involved in Talent Development - consider relief on CCA load etc

3) Beginning teachers need time to adjust thus they have a reduced workload - some middle managers tend to think that they can pile work on these teachers. This results in unhappiness

# data[].attributes.body
Assumption: Parents understand objective of program
AFI: May need to have better comms and outreach to stakeholders

Problems:
Identification may not have been accurate, leading to decreased interest in students and reduced turnout

Assumption:
Top 25 is Best/interested in math, etc

AFI:
Alternate points of to note like checklist/teachers' feedback/GE and exam results/provisioning by interest

Problems:
Teachers stressed/workload

Assumption:
Beginning teachers have the skills/expertise/bandwidth for HAL program

AFI: Take into consideration expertise/experience of teachers/bandwidth of teachers/ offload teachers via CCA etc/curriculum teaching hours etc

# data[].attributes.body
Problem 1 : Structured approach of students' selection for the programmes.
Assumption : No difference in abilities for all subjects. Top 25 out of 75 students are the ones better in Maths.
AFI: Should be based on checklists or students' interests.

Problem 2: Teacher deployment - trs are inexperienced but enthusiastic. Not off-loaded. As a result, tired.
Assumption: Enthusiastic and not realising that they are unable to cope. No need training.
AFI: Workload of these trs need to be managed. Shld be off loaded. Should deploy trs who have the experience and sound knowledge of content and pedagogy.

Problem 3: Students dropping out bcos PSLE takes centerstage. Same students are attending the classes.
Assumption: Students are too stressed.
AFI: Clear expectation of commitment of the students. Avoid scheduling the classes near the exam period. Progs can be done during curriculum time.

# data[].attributes.body
a) Problems
Teachers
Increased work load for teachers, especially for the BTs (CCA, lesson prep). The teacher in charge might not have given set expectations or provided instructions.
- The amount of support given by SLs and Kps might be lacking.
- The objectives/intent of the programmes might not be clear which might have resulted in parents providing feedback
Students
- Students might not be matched correctly to their interests/abilities. Students' needs (i.e going to a certain sch via DSA) might not have been met. E.g. Student who might be interested in Sci/Math was only given the opportunity to attend EL enrichment.
Parents
-Not keen to enrol their child into the enrichment

b) Assumptions
- The assumption made was that the top 25% would only be interested in Mathematics. Selection criteria is not clear which might result in students not being assigned to the correct subject area.
- The 3 young BTs can roll out the lessons, neglecting the fact that they might need more guidance/time focusing on other areas like classroom management/content mastery
- Parents would naturally want to sign their children up for programmes for HAL

c) AFI
-  A better selection of teachers who have the experience/interest to conduct programmes for HAL
- to offload teachers in charge of such programmes in terms of other duties
- More support from KPs and SLs
- Clearer communication to parents/teachers/students about the objectives of the programmes
- Review the selection criteria - looking at the list from GEB, HAL checklist, FA, SA, students' interests and teachers' recommendation
- Parents should be given an option to opt in/out if they are not keen to enrol their child in the programmes

# data[].attributes.body
1. How did they come up with the top 75 for the two classes?
2. It's a little odd to divide the 75 into top 25 for Math, mid 25 for EL and last 25 for Science.
3. Title states "Talent Development 2.0". Was there a 1.0? Was there any review done?
4. Deploying 3 young and enthusiastic BTs - Need to look at suitability and capability. And also the role of TD coordinator - experienced?
5. Unhappy parents - comms with parents. Implying that Math is more impt than EL and SCI. Need to clear of the criteria (e.g. using GEB checklist)
6. Giving parents/students a choice to develop the talent especially if they have more than one. At the same point, giving teachers that choice also to teach the subject that they are strong in.
7. Have a sensing of students' interest by conducting a simple survey
8. Having two top classes might not be the way to go - make it more fluid by having mixed ability classes and have pull-out stretch classes.
9. Afternoon enrichment classes - to offload in other sense (e.g. duties, CCA).

# data[].attributes.body
a)Problems faced:
1) Deployment doesn't seem to be well thought out - 3 beginning teachers who might not have sufficient experience/pedagogical knowledge in teaching
2) Lack of clear communication with parents on matters such as the rationale for the provisions and the selection criteria, which led to parental pushback
3) Little streamlining and alignment of programmes across different departments - TD team is working in silo instead of engaging and collaborating with the different departments.
4) Little support from school leaders and community

b) Assumptions made by decision makers
1) The team had assumed that the students were equally interested and talented in all three subjects as they had allocated them to each programme based on their overall academic performance (e.g., top 25 in English, next 25 in Math etc).
2) The team had assumed that any teacher would be capable of running these programmes. BTs may not have the experience or readiness to run the programmes. There may also be too much responsibility placed on the talent development coordinator.
3) The team's assumption that they have to design everything from scratch, which adds on to workload

c) Areas for improvement
1. Attend GE branch's seminar on talent development, join PD opportunities on developing HAL.
2. Conduct identification of HAL across the different subjects first to find out more about students' interest and talents.
3. Provide clearer communication to parents about the rationale of the programmes planned, with a focus on the programme's role in stretching the HAL.
4. Looking into scheduling of HAL programmes within the school to avoid clashes so that students can participate in more than one programme if they wish to/have the readiness and interest to
5. Deployment of teachers - to select a few experienced teachers with strong pedagogy and interest to support teaching of HAL. Coordinate efforts between TD team and academic departments.
6. Tap on existing programmes within school/ offered by GE branch/other organisations when planning HAL provisions instead of creating everything from scratch.

# data[].attributes.body
1.Problem: allocation based on results (Lack of choice) - assumption --> Good results = good motivation and strong interest in the subject from student -->Give student choice

2. Problem: Teachers selected (Not trained /developed yet) --> BTs are more committed/eager to try out new things/ pupils are more well-behaved and easier to manage

3. Problem: Engaging parents --> All parents will automatically welcome any programmes for the pupils.

AFI:
1 - Start with deployment to set up the team first - experience and preferences from teachers
2 - To start smaller, maybe with one subject first, of which they have the most resources
3 - To give students a choice on top of the selection criteria
4 - Comms with criteria and expectation and adhere to strictly.

# data[].attributes.body
a) Students were identified based solely on their summative scores and not on their aptitude. More experienced teachers could be roped into the programme.
b) Assumptions: Assumptions that the beginning teachers are more passionate and could be able to managed with the workload. Students were selected based on the single data source. Assumed that students who perform well in the exam would have interest in the programme offered.
c) i)Shortlist teachers who have the competency and experience with the HALs. ii)Consider multiple data points: Summative scores, GEB checklist and students' interest. iii)Transparency of selection for the programme to be made known to stakeholders.

# data[].attributes.body
1. Selection of HAL students was based on the top 25% but how they were distributed amongst the subjects was simply by top 25 MA, next 25 EL and next 25 SC --> selection criteria needs to be refined to match students to the right group based on their talent
2. Possible assumptions from TD team could be that if they are the top students, they would be strong in all subjects
3. Parents' unhappiness as there did not seem to be a proper matching based on the students' strengths --> gaps in communication with parents; communication channels could be improved
4. Selection of teachers helming the programme --> BTs might not have the necessary skillsets/training, how to balance out deployment constraints e.g. offloading or relief periods --> offloading might be a challenge since there is no official offloading, might want to tap on collaboration
5. student learning outcomes were not very clear/explicit which might have led to students opting to switch to different programmes or opt-out

# data[].attributes.body
(a)
1. Selection is based on specific strength of pupils. Selection criteria is based on overall grade.
2. Beginning teachers do not have the experience to manage this group of pupils
(b)
1. Assumption that beginning teachers have all the energy to manage
2. Academic results are indicative of the aptitude in pupils' interests.
3.

(c)
1. Selection criteria to cater to pupils' strength and ability, caters to interest as well.
2. Teachers must have relevant experience to conduct and facilitate the lessons.
3. At least 1 KP to be involved in the planning so as to ensure there is alignment to school thrusts and goals
4. Communication to parents about the goals of the programme must be clear
5. Relook at teaching load of teachers and Talent Development Coordinator. E.g. offloading other duties
6. ST can be tapped on to provide guidance to teachers involved.
7.

# data[].attributes.body
a) Problems faced
1) Identification and allocation of HAL students did not consider students' interest
2) Deployment of "young" teachers and not clear if TD coordinator is a KP who can drive the programme
3) Lack communication of selection criteria to parents

b) Assumptions
1)  The TD team is aware of the demands and workload of the programme

c) AFI
1) Teachers to attend training and be equipped with the necessary skills to facilitate/ carry out the TD programmes

# data[].attributes.body
a) Problems
1) Parents' feedback regarding the selection process
2) Ambitious - Too many subjects at one time and only 3 very young teachers (new to teaching and new to programme) - inability to cope and it drains them
3) Seems like selection criteria was based on just grades

b) Assumptions
1) As long as there is a programme, everyone is happy.
2) Young teachers are always ready for challenges

c) AFI
1) Think big but start small
2) Pair an experienced teacher with the young teachers and review after each semester
3) IP heads should come together to drive the programme
4) Parents can be better informed of the school approach
5) What about students' interests? Was it taken into consideration? Subject teachers' feedback/recommendations should be taken into account

# data[].attributes.body
a) Problems:
1) Teacher deployment - inexperienced teacher
2) Comms with stakeholders- Parents may not be clear with the intent of the programme. Selection process not transparent enough.
3) Selection - allocation of students makes it hard to explain to parents. Did not consider other aspects of students' needs.
4) Task commitment of students were not clearly communicated.
5) Lack of choice - in terms of selection of programmes to enroll in.
6) Deployment - Did not consider offloading teachers in the HAL team leading to overloaded teachers.

b) Assumptions:
1)Allocation of students (eg. top 25 are interested in EL.. )
2)Parents having assumption that more is good or some programmes are better for their child (due to pt A2)
3) Enthusiasm of BT will be sufficient to carry the team through the programmes.

c) AFI
1) Consider students' choice, interest, teachers' feedback in the selection of students for each programme.
2) Deploy more teachers or start smaller (1 level, 1 subject area)
3) Have different level of service so that all students are involved but students who show more readiness will progress to the next level.
4) Communication to stakeholders and students involved in programme about task commitment.

# data[].attributes.attachment_link.title
Session 1 - Planning Talent Development Programmes

# data[].attributes.body
I am wondering how does the bottom levels feed into the higher levels in the Treffinger's level of service model? Or are the different tiers independent? More specifically, how does the curriculum feed into the out of curriculum activities. How are the students selected? For CCA, would that serve all students? How would that be the top tier? Thanks for answering my queries in advance!

# data[].attributes.body
Same pool of talented students - stretched
In E2K - Math and Sci plus HAL in EL, MT (clash of classes / competitions) - logistic issues that need to be worked out at school level
Some students who excel in Science might need help in Mathematics
Teachers who are more abled in HA areas are deployed repeatedly.

# data[].attributes.body
JWPS : E2K Math & Sci (P4-6 over 3 terms) Science Olympiad Programmes

# data[].attributes.body
E2k Math and Sci currently
EL - differentiated spelling list and teachers have the flexibility

2nd year of ALP - developing effective communicators - implemented at P1 and 2, and will work towards the other levels (spiral progression)

# data[].attributes.body
Talent Development for Language - Wits and Words
Expand focus  - Writing (Student Edition of Newsletter)
Need for a broader TDP to cater to different linguistic areas

# data[].attributes.body
Use of vendors to train students in Math Olympiad and E2K. Able to compare programmes led by vendors where students enjoy learning more and the teachers learnt.
Also looking at DI; how DI can be implemented across the disciplines, especially to engage students with certain talents although students are not banded according to abilities.
Discussions done after contact time.

# data[].attributes.body
Use of Treffinger Model for School for the school's ALP (STEM)
Hope to share with the other heads to be on board.

# data[].attributes.body
The various models shared serve as a good source of information.
Monitoring of the programmes would be an important concern
What ready would our teachers be to implement the programme? Trying to minimise the use of vendors but in areas where the knowledge is specific, the presence of vendors can be beneficial as teachers can also learn from them.

# data[].attributes.body
Identify
a) the problems faced by the talent development team in Vision Primary School;
b) the assumptions made by the decision-makers; and
c) areas for improvement.

# data[].attributes.body
Identify
a) the problems faced by the talent development team in Vision Primary School;
b) the assumptions made by the decision-makers; and
c) areas for improvement.

# data[].attributes.body
Identify
a) the problems faced by the talent development team in Vision Primary School;
b) the assumptions made by the decision-makers; and
c) areas for improvement.

# data[].attributes.headline
e-Pedagogy: Key design considerations for HALs

# data[].attributes.subject
e-Pedagogy: Key design considerations for HALs

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.body
1. What Talent Development Programmes are currently available in your school?

2. What models were used to guide the planning and implementation of those programmes?

3. Can the models discussed during the presentation be applied in your school's future plans for talent development? How?

# data[].attributes.attachment_link.title
Evaluating Programmes for High-Ability Learners_Seminar 2022