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Varying competency of teachers.

Need to create time to focus on "basics".

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1. Uneven Teacher Competency

2. Undiagnosed cases of SEN, leading to teachers' perception as misbehaviour, thus not implementing the appropriate measures to address the concerns

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1. Identify the learning or emotional needs

2. Implement support plan in classroom

3. Monitor the learning needs in class

4. Review and provide feedback to cmt, parents and stakeholders

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Teachers' competencies and perceived lack of time to design and plan may be reasons. Some mindsets shift may be needed to empathise the differing needs of our students in the classrooms.

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Teachers' competencies and perceived lack of time to design and plan may be reasons. Some mindsets shift may be needed to empathise the differing needs of our students in the classrooms.

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HS

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FVPS

Challenging to manage students with high needs

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There are many examples of instructional practices that are beneficial for all students regardless of educational needs. These include:

Promoting positive behaviour by establishing and reinforcing clear expectations for all students.

Using multiple means of representing information to accommodate varying learning preferences.

Establishing a supportive classroom environment with clear rules, procedures, expectations to minimise disruptions, e.g. between lessons.

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-Varying staff competency, confidence level

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Competencies and confidence level of teachers in managing such students

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level of competencies - vary

Teachers ‘ mindset

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Regardless of SEN/otherwise, but on needs

Ensuring classroom routines

Ensuring LOs are written clearly

Peer support leaders to support and befriend students with needs

Team teaching for certain classes, classes with challenging cases.

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The strategies and activities are designed to lower the barrier for students with SEN. These strategies and activities are also helpful and engaging for students without SEN. Learning and classroom routines, flexible seating arrangements and grouping of students are intentional to ensure behavioural support are planned.

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The strategies and activities are designed to lower the barrier for students with SEN. These strategies and activities are also helpful and engaging for students without SEN. Learning and classroom routines, flexible seating arrangements and grouping of students are intentional to ensure behavioural support are planned.

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HS

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not enough time

Capacity building of staff

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where teachers are able to engage all students effectively using and embracing universal design principles such as DI

Accommodation; classroom setup; to make it inclusive; eg a quiet corner

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Have a deep understanding of the SEN students' needs and behaviours

Creating space in class e.g., calm down corners in the class

Equipping the teachers with basic skills such as (i) identify and recognise traits of ASD, anger management etc (ii) strategies to manage behaviours e.g., meltdowns during TTTs

Emphasise differentiating the instruction in class to meet the needs of the students

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Range in teacher competencies, different levels of readiness, distribution of SEN in classes (can be concentrated a bit more in NT/G1 classes) 

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Range in teacher competencies, different levels of readiness, distribution of SEN in classes (can be concentrated a bit more in NT/G1 classes) 

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CVSS

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Hougang Primary

Clear communication of elements of positive classroom element

Understand student needs

PD for teachers in classroom management based on their competencies

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-Knowing every child's strengths and needs well

-Structure and routines for learning and development in the classrooms

-Buddy system in place for every child in the class

-Intentional planning to incorporate strategies (eg. 'chunking', tech support)

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Either because teachers are not equipped or lack the bandwidth.

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FVPS

Whole school / level common language

Students are actively involved in learning

Strong peer support

Teachers and students are empathetic, pro-active and collaborative

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Adaptability of teachers, teacher competency, e.g. understanding socio-emotional needs of students

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Large class size, varying teacher competency, confidence and beliefs.

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1. Identify the learning or emotional needs

2. Implement support plan in classroom

3. Monitor the learning needs in class

4. Review and provide feedback to cmt, parents and stakeholders

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Pedagogical - Differentiated Instruction to cater to different learning needs.

Behavioural - Clear routines and peer support.

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Teachers have the competencies to identify different student needs and customise instruction to meet their needs. Presence of clear classroom routines, and strong classroom management. Strong TSR, good PSR. 

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Teachers have the competencies to identify different student needs and customise instruction to meet their needs. Presence of clear classroom routines, and strong classroom management. Strong TSR, good PSR. 

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CVSS

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Strong TSR, understanding needs and interests of students.

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Meeting student's learning needs. Teachers are confident to support and embrace all learners and to help them to improve their self management

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School Name

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School Name