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We should seriously explore opportunities to collaborate with other subject branches and the National Institute of Education (NIE) in conducting workshops.

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Survey learning needs of IP school teachers

GEB has been offering IP modules to IP schools for the past many years. It may be timely to survey the learning needs of the teachers in these schools to review if our modules are meeting their needs. Where GEB doesn’t have the expertise, we could direct the schools to other pd providers, such as AST subject chapters.

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With the transition away from a model that frontload gifted learners in primary schools, we need to prepare teachers in IP/SBGE schools for 1a more heterogeneous learner profile which may not necessarily be of the GEP calibre they saw previously or may have certain gaps in their knowledge/skills given the shift from a pull out programme to a weekly enrichment programme.

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To consider reducing the number of IP sessions, possibly to keep the focus more on subject-specific sessions to build domain specific capacity. In terms of teacher nominations attending, some schools nominate based on dept/levels taught - to consider that as well when trainers are pitching

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We should move away from solely online training and explore hybrid mode of training to incorporate some f2f elements. Teachers at online training tend not to be participative.

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We should partner with AST and NIE to provide training for IP teachers.

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Forecast and engage secondary schools & partner branches on the changing landscape with the refreshed GE modality. E.g., for Sec Schs, what does it mean for them if the RC learner who has attended 1, or 2 or 3 years of RC enters their school? Is it still expected that at the secondary level, certain schools will still have a higher percentage of HALs determined by PSLE Score benchmarks? Or, will there be a wider spread compared to the present and if so, what will schools need?

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It is a waste of resources to conduct subject specific sessions for less than 10 teachers.

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Current IP training model is a one-size-fits-all approach. For instance, a BT and and a ST from the same school attend the same training. We need DI for this training.

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Teacher agency to helm certain part of the session

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Teacher agency to helm certain part of the session

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IP training has been very effective in equipping teachers in the past many years. After the earlier sessions, realise that perhaps the involvement of IP teachers to have a NLC that will enable more sharing amongst IP teachers on the common practice. There were a couple of sharings done by teachers during the training. Perhaps we can start looking into having IP teachers to anchor some sessions instead.

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Improve - put 2/3 schools to support or exchange views of the work in schools. Refine the pieces, explore new ways of teachers PD and student learning.

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Inclusivity - P6 to Sec 1

may still naturally gravitate towards the usual 'top schools' that historically do very well and take in P6 students with high scores for PSLE

may see greater spread of HALs - go for niche areas of various schools

IMPROVE

Training of teachers who have small numbers of HALs in their classes

make more materials that can be self-accessed to provide sec sch teachers with resources to support engagement with HALs

START

Facilitating engagement and partnership among teachers who have HALs in their classes

community: share resources/ contacts

NLCs rather than generic modules - practice-oriented and can be applied in teachers' classrooms with minimal (re)tailoring

STOP

Cut down on general sessions of workshops/ trainings as they don't address teachers' needs.

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Focus on subject specific sessions. To do away with main sessions

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Improve - put 2/3 schools to support or exchange views of the work in schools. Refine the pieces, explore new ways of teachers PD and student learning.

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Stop live IP general training sessions n turn them to self accessed modules for access to teachers. Just keep the subject specific.

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We should explore opportunities to collaborate with other subject branches and the National Institute of Education (NIE) in conducting workshops.

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Stop focusing on IP teachers and start training of secondary HAL teachers