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Think of a metaphorical image that can symbolise how teachers in your school could view the role of the STP in enhancing T&L practices.

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Think of a metaphorical image that can symbolise how teachers in your school could view the role of the STP in enhancing T&L practices.

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Indicate what that image is, and explain your choice in a sentence or two

Feel free to draw, upload images or write out your responses.

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What is the value of motivating teachers to leverage the STP for PL to enhance their T&L practices?

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What is the value of motivating teachers to leverage the STP for PL to enhance their T&L practices?

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Are teachers in school motivated to leverage the STP for PL to enhance their T&L practices? Why or why not?

Why is it important to motivate teachers to leverage the STP for PL to enhance their T&L practices?

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Motivating Teachers to Leverage the STP for PL to Enhance T&L 

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Motivating Teachers to Leverage the STP for PL to Enhance T&L 

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What can I do to motivate teachers of different role profiles (i.e., Beginning Teachers, Experienced Teachers, Senior Teachers, Lead Teachers, Form Teacher, Subject Teacher, CCE Teacher, CCA Teacher) to leverage the STP for PL to enhance their T&L practices?

What resources from the STP Wiki would you find useful in assisting you to motivate the teachers to leverage the STP, and why?

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https://docs.google.com/presentation/d/1ObKTNO4DFDrV9PJaCVNfbujFGlkk6c5_m5-D0IPNjEQ/edit?usp=sharing

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https://docs.google.com/presentation/d/14nphImqVFISvmIvcUACmG-NVEI7dgi8EVihKpjVOfMw/edit?usp=sharing

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https://docs.google.com/presentation/d/1aT02XrKi_q0_l93v5hwRhSIqaM7bYZJ0PHWoXrdte6Q/edit?usp=sharing

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https://docs.google.com/presentation/d/12GXpcp2AX5qM8lwM8vNHF_NEyJ5uM_vJVCeG_emLIqw/edit?usp=sharing

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https://docs.google.com/presentation/d/1Q7N34w-aJYoACZrNg-r3JHcxORTf53hmd6GblRBKHe4/edit?usp=sharing

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https://docs.google.com/presentation/d/14JF9-NCOE-2Dq_ulItEH-QemfW4DbZ2kLK-s0Nk0wjY/edit?usp=sharing

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STP is like a lighthouse to my teachers where they are provided guidance to further understand how the pedagogical practices can be honed further. The rich resources available to the pedagogical practices are very useful for us to do our own self-help and also assist us in performing our mentoring role well too!

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Allows for professional conversation using a common language among teachers

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STP is used to help teachers better educators. It is especially so for BTs who need to put what they have learned into classroom practice.

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A beacon/ guiding light

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STP is like an encyclopedia for teachers. It provides a frame on what effective teaching looks like and has information in different chapters. It is a reference point when we need clarification on an area of practice / want to gain more knowledge on our craft.

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Guide for educators to hone their T&L practices.

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STP may not be explicit in T&L, and most times, unnoticed, but there.
hua hoong

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To be honest, teachers do recognise the importance and usefulness of STP, however, with the stacks of different frameworks and initiatives in the last couple of years, STP may look like one of the many pebbles in this picture.

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A toolbox that supports teachers in their journey to enhance T&L competencies.

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The STP provides clear guidance for teachers to think about how they can further hone their craft in teaching and learning in order to improve students' learning. However, as the picture shows, there might be too much information and resources available, and teachers might need time to digest all these information.

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STP is likened to the tools in a toolbox. For teachers to make their teaching and learning effective, they select the appropriate tools to be used in the classroom - and with purpose.

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A tool, resource and guide that sets the direction for all staff, within and across schools - facilitating professional discourse and growth of our educators in SG.

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It's good, rich in strategies but only use when "in need"...(e.g. open classroom, lesson observations) General feel: the resources are plentiful but need time and space to try it out.

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The STP is a useful guide for teachers regardless of their years in service to enhance T&L practices in the classroom. It is useful as a planning, learning and and development tool as well.

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It is a Common Language for all teachers, an effective framework that guides all teachers.

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Each tool here serves a purpose, enabling us to enjoy our meal. Pretty much like the STP, where the teaching processes come together, to teach skillfully, we must know what to use, when to use - so that we might feel empowered by our own competence and thus enjoy what we do.

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The theoretical importance is undeniable. But the number of different frameworks and models rolled out by MOE over the years can be confusing for teachers, and complicated further by the day-to-day duties of teachers. As much as teachers try to catch up and understand the intent behind each framework / model, the links behind and between them are not always evident or synergistic in nature. Some may wonder whether the flavour of the month ought to be SFEd, STP, TGM, LGM, SLS, etc...

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directing, reminding, guiding, unobstrusive, critical

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Although I understand that the school has had quite a few professional conversations about STP, unfortunately there seems to be general perception STP likened to a pair of fancy shoes that teachers take out only when they need to (i.e. lesson observation or during whole staff PD sessions). Am still wondering how I can help them see that STP can be more than dress shoes, but rather that 'comfortable go-to shoes' anytime of the day!

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STP helps the teachers to draw useful tools in engaging their students and impacting the way their students learn. Allows for common professional language to be used. However, from their lesson reflection, it seems that they are juggling too many and may not have understood how STP can make them better at their craft.

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We know what it is and have placed in weekly lesson plan and observation form to show alignment... but I think it tr have mixed feelings about it... Some are certain in their understanding and have used it independently and diligently to guide them in teaching and learning.. some are like maybe it has to be used as the school wants it...and hands few are lost.

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Lots treasures in it. But remains unlocked to fully utilise the resources.

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A repository of information that can be useful, but can be overwhelming

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The STP acts as a compass for the way ahead and provides the direction but lies in the hands of the teachers to use it to guide and navigate their way forward.

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Serves as a guide for teaching and learning.

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Orchid - Singapore teachers are unique and greatly valued.
The bottom petal - "The Runway": the philosophy to do what keeps us doing.
The top 3 petals are our overarching guiding principles to carry out effective pedagogical practices in the classrooms.

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STP acts like a steering wheel to guide the teachers on how the different PP can be developed further. The centre of steering wheel is the curriculum philosophy that anchors our belief. Each of the spokes signifies the extending and stacking of new knowledge

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It is important as it serves as a common language for all teachers to engage in discourse pertaining to our craft. It is a way to codify our practices. Teachers in school find STP very intuitive and the frame makes a lot of sense to teachers. I think it is important for each school to make sense of the STP for our own context.

We can motivate teachers to use the STP by directing them to resources / pictures of practice on the website.

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Professional common language for all teachers in Singapore to use - HP

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STP sharpens the T & L competencies of teachers and empower them to be more focused and confident.

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STP is a common professional language for educators to have a shared understanding on T & L areas. It's like a recipe to a good lesson

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Like the trees flanking both sides of the road, STP guides for sojourners towards professional excellence (the mountain ahead as a goal for everyone), providing reference and guide for teachers on the way to the destination.

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STP is a like a map ... it gives teachers directions and focus on what they need to fulfil daily in their T&L; where their destination is; where they are heading towards ... not just for themselves but for their students.

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STP is essentially a guide that will help us be better teachers. But sometimes buried under the pile of things we have to do

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? Isn't it the basics?
? If it's not, then it's a good overview of the basics of the craft, ethos and work of a teacher. Not much to build or develop on. As it's general.

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The STP is a compass that guides our T&L actions and practices and points us in the correct way to meaningful outcomes.

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STP is drawn on the assumption of teachers as professionals. The core of effective T+L is explicit in the STP and like what many of us have shared, it is a common reference and provides the common language which are important for professional dialogues to improve our craft, especially in a landscape that is changing so fast

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As a community of professionals across schools, we have a set of common reference points to discuss and enhance our professional understanding and growth. - HP

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Teachers should see that STP is nothing new but a part of their teaching and learning practices. The STP model is a codified knowledge which is organised to assist us in strengthening our theory-to-practice link. Whether teachers like it or not, in their own lessons, they are "somewhat" using one of the teaching actions already.

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It is important as helps to provide a common language for teacher to have professional conversations about T&L. It also helps to affirm our current teaching practices and is an enabler to help teacher bridge the gap between theory and practice.

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STP can be a go to reference, for  self reference and mentoring and coaching purposes. That said, unless there's time (eg. structured lesson planning time and regular white space) for teachers to do so,  time to refer to STP  usually does not happen.
hh

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It helps to make explicit the effectiveness of teaching & learning. Provides clarity on the different dimensions of an effective classroom practice. With the common shared linguo, the desired student outcomes can then be accelerated and achieved. It is this professional frame that articulates our actionable in the classroom as professionals

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It is important to motivate teachers to use STP as a common language in schools. As a fast pace landscape, everyone should upskill our T&L practices to prepare our students to be future ready

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It provides a holistic view of what classroom teaching entails. So as a teacher reflects on their own practice, they can identify areas of strengths and potential areas of growth in relation to the TAs

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STP is frequently advocated in the school to encourage teachers to put the guiding principles into practice. Teachers are motivated to be effective practioners especially when they see their learners are learning and making progress.

STP is pervasive. Moments of good practices are captured and shared among staff to continually encourage the teachers such that the principles are interanlised.

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I believe they are motivated to leverage on STP but I don't think the resources are used optimally.

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Teachers are familiar with the STP and this can be seen when KPs make reference to it in their comms to the dept, when teachers use it in PLTs and in professional conversations. It has served a common language amongst teachers.

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The STP is important as it connects the teachers with a professional frame, linking to the why we do what we do. It also makes explicit what effective teaching is, backed by research and provides ample resources.
In school, it is important to make an effort to use that professional language and draw reference to it regularly to keep it alive.

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In my school, teachers are comfortable in planning T&L via UbD framework; so implicitly they are actually using elements of STP in the three stages of UbD. So pointing them to the resources in STP is useful in levelling up their competencies.

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With the STP as a guide, you are more confident in your classroom enactment grounded by evidence of good practices.

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Teachers are motivated to leverage the STP for PL and they know its importance and value.. but I believe at time it just too many things to think and reflect upon.. and as usual no time to reflect on their values and practices...

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STP serves as useful guide and provides a common language for teachers to reflect and improve on their T&L practices. However, as there are more and more frameworks/policies being rolled out, it is important for us to help teachers connect the dots.

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Nugget size ideas which can be used in varied contexts. Which makes it relatively easy to bring in. Unlike other models and framework with different levels of depth, STP seems to be quite depth-free. Not advocating it to be made complicated for the sake of. As the basics, this is good enough.

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STP serves as a common language to have professional discourse. It provides clarity on the different PP and how we can review, identify and bridge on our own theory-practical nexus. It provides connection  to our own teaching.

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I wouldn't say that all the teachers in my school are by default self-motivated by the ST, though majority of them definitely want to be better for the sake of their students! We do however try to align our T&L messaging, where STP becomes the HOW in the way we approach T&L (success criteria as to what makes a good lesson takes direction from the teaching areas of the STP). STP definitely has value as it essentially is the set of common language and behaviour that we want the teaching fraternity to embody.

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Teachers have entry level knowledge and awareness of STP. Some may have also have sound practices in classrooms . But not fully utilise the guide.
What is the value? A guide, a common doc for the fraternity to use the same language.

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[2nd pt] Ultimately, it's for the students. As students' profiles and their environments change, we need to learn new ways to teach so that learning is optimised. The STP provides the enduring 'checks' to ensure that as we keep up, we do not lose sight of important parameters.

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It is important to motivate our teachers to leverage STP in their T&L. STP particularly PP, sits very well in their everyday lessons. Hence, common STP language should be widely used not only in lesson observation feedback, but in their lesson plans. This will motivate them to be more effective teachers; knowing at the end of the day, the impact they have on their students.

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Teachers may see STP as something they already know or are doing hence they may not be entirely enthusiastic to leverage on STP to develop themselves further.

The school will have to place emphasis on the value of STP and put in place structures (esp time) for teachers to go and explore or talk about it with other colleagues.

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It is a common framework/guide for effective teaching and learning.  With the many resources and support available, teachers are generally motivated.

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STP outlines the professional standards of the teaching profession. There is definitely value in helping teachers to leverage on the STP to enhance their T & L practices.