# data[].attributes.body
For Math Dept, I think Cheryl explicitly asks Dept members to voice out / contribute at the level that they are teaching at in addition to the Math level rep, so that we (math dept members) know that we have the space / responsibility to contribute to the positive movement of the curriculum in the level

# data[].attributes.body
TFLC: staff's option/staff's strength/allow feedback/ accept new initiative

that staff would like to try/flexibility

# data[].attributes.body
For YH dept, by nature of being small sized, if we don't speak up, nothing gets done. So we owe it to each other to shape and mold ideas to the way that we as a whole want the department to move towards (Voice)

As for innovation, we are clear that we are a new dept, so we are open to ideas (internally - e.g. feedback from our own colleagues, externally - other YH practices in other schools) to develop our dept

# data[].attributes.body
1. MA Trs Survey (Mid & Yr end) (V)

2. Whatsapp MA Trs Community Msg (L& I)

3. Padlet slides - Dept, Level & Progs (V, L, I)

4. Math Talk Magazine (I - GPS)

5. Staff room talk - radar

6. Reviews via other platforms

# data[].attributes.body
Belief in synergy

Designate time for the team to share their ideas (eg exhibition) so that everyone can affirm them

& make refinement to their ideas during TT.

Multiply knowledge

Encourage team to share the learning & knowledge gleaned from the courses attended. to benefit the teachers.

# data[].attributes.body
1) Dept Review in committees on Padlet using KISS, focusing on AFGs (there is always room for improvement)

2) Dept Deployment Preference Survey for following year (cos the belief is you are most driven and motivated in areas you have invested interests in)

3) Build to Succeed - It's for the children and we are here for you! Providing the support and guidance.

4) Empowerment in roles given - shared vision, clarity in intent before the ICs take flight.

5) Openness to ideas/ways of doing things

6) "Walk the Talk" as heads

# data[].attributes.body
Practice Open Door Policy for any innovative idea with regards to Art or Tech

Duty deployment through staff strength and choice and perceived strength. Stretched duties for some. E.g. taking the role of Champs and leading projects

Termly AAR on programmes to acknowledge Voice.

KP support [within TfLC] for officers who need more support in their work.

# data[].attributes.body
Listen without judgment.

Consider all ideas - the good & the bad, implications.

Willingness to try.

# data[].attributes.body
1. We got the FTs to share their class's TLC practices on padlet. During YH meeting, we got each class FTs to share with the level colleagues on their TLC practices and how they carry it out. This helps to promote learning. Teachers can learn from each other and apply it with their class.

2. During YH meeting, we let teachers to voice out the challenges they face with the students and we discuss and help one another.

# data[].attributes.body
TTT -> It has been a practice for us to ask for suggestions after something has been shared. Eg. Sharing of runfest activities. Teachers are given time to share how to improve on the items proposed.

Learning -> kok yew shares the recent courses made available or courses we might be interested in.

Innovation -> As a department, we are always open to be more efficient. When the teachers find a solution, they’ll always share it.

# data[].attributes.body
Teacher IC of event/ activity can share their concerns and issues encountered with other members and elicit suggestions and ideas from others.

New ideas are always welcomed and encouraged to implement new ways of doing things...

# data[].attributes.headline
Practices which may promote voice, learning and innovation..

# data[].attributes.subject
Practices which may promote voice, learning and innovation..

# data[].attributes.body
"Open doors" to trs and Dept mates to approach one another and chat about concerns/issues, with banters sometimes

Create safe and casual meeting settings and level culture for FTs to raise concerns or suggestions

Informal and safe WA chat groups

Trying our level best to act on feedback given and keeping anonymous on behalf of staff

# data[].attributes.body
1. Through GPS, it promotes learning among the level teachers.

2. During TTT or informal time, we do share with each other what we done in our class, eg, how we teach the chapter. This help us to learn from one another and benefiting our students.

# data[].attributes.body
#1 Department members are invited to share their feedback during dept mtgs/ dept reviews wrt initiatives mooted by members. #2 KP in SMSL take a consultative approach for members to bring up struggles faced and discussions between KP and members or whole dept to problem-solve are positioned. #3 Dispositions of all at discussions are frank and sincere, with a sole objective to achieve the desired outcome(s), so discussions are constructive and respectful. We are always addressing issues, not targeting at people.

# data[].attributes.body
1. willingness to listen & flexible to allow change

2. match strengths of members to duties given as far as possible

3. model to allow for wild ideas leading to possible innovations

4. encourage feedback during meetings & TTT

5. reviews done with members to cull their input

# data[].attributes.body
Giving Teachers a Voice during dept meetings and discussions

During meetings, teachers share in small groups, the Team IC will get to share the team's effort

listen to their ideas and understand the reasons behind them

Recognising Everyone’s Efforts

I acknowledge the work of team leaders and members

I highlight and appreciate new ideas or efforts to try something different

When they are appreciated, they feel safe to share.

Encouraging Innovation/Creating Platforms for Sharing

I tell my team “the sky is the limit” when working on projects

I support teachers who want to try new methods, even if it’s different from what we’ve done before.

Their ideas are valued and often lead to improvements

Supporting Teacher

Teachers are given the chance to lead projects

They take ownership while I guide and support when needed

Make a point to assure teachers that when I ask questions is not that I doubt them, but it is understanding, clarifying and thinking together. (knowing that sometimes some teachers might feel doubted when KPs asks questions.)

Using Reflections to Improve

After Action Reviews (AARs) are used to learn and plan better ways forward

We focus not just on what happened, but how we can do better and what are the areas to celebrate! (Builds trust)

Modelling Listening and Support

I show that I value every idea by listening carefully

Teachers feel safe to share and try new things

# data[].attributes.body
1. In SDWB, every year before assigning work, I will always get the teachers to share their preferred work assignments for the department and will allocate work accordingly based on preferred choice and officers' strengths. Some negotiation and conversation is always set in place if work is assigned that is not the preference of an officer.

2. During review sessions, all department members are given a voice to share feedback. Intentional efforts are also made to bring in voices during the facilitation process when a person has not spoken. All suggestions are welcome and acted upon.

3. Constant affirmation is given to officers who go out of their comfort zone and go the extra mile to promote department outcomes through the whatsapp chat.

# data[].attributes.body
IP Heads role model the proper behaviour and practices in terms of Voice, Learning and Innovation!

Provide listening ears and receptive to experimentation and new ideas. Door always open for discussion.

Use platforms like TTTs / Department meetings to gather feedback and actions are always taken after feedback. Hence, more ideas are gathered and feedback follows! It's a cycle.

# data[].attributes.body
I believe that culture-building happens through our daily interactions with the others. As KPs, our responses, actions, and words shape the culture of the team.

The way we respond contributes to the sense of psychological safety within the team, and that psychological safety, in turn, influences how team members choose to engage and respond.

# data[].attributes.body
More of way of doing things(practices) rather than creating new platforms

e.g. Always devote time for Q n A, welcome their inputs, show appreciation for their work, simple personalised thank you msgs, take their feedback seriously, explain rationale for decisions/policies, be real and honest, role model what is expected

So far, can see trust within dept.

Dept members speak up freely, give suggestions during various platforms e.g. GPS, TTT, Core dept meeting, work review. Also willing to share their personal life/challenges during work review. can talk nonsense, make fun of one another

# data[].attributes.body
1) meet regularly with different groups, programme owners, Key Personnel (KPs), Senior Teachers (STs), and Master Teacher to listen to their perspectives, understand ground sentiments, and co-create meaningful directions for our department. These ongoing conversations have surfaced valuable insights, strengthened collaboration, and ensured that our initiatives remain relevant and well-supported.

2) making it a point to ensure that decision-making is not top-down, but inclusive shaped by the voices and contributions of all team members. This collective approach fosters a stronger sense of ownership and shared purpose within the department.

3) encourage staff to openly share their experiences, challenges, and successes. Dedicated time is set aside and core meetings to facilitate these meaningful conversations.

# data[].attributes.body
check in with the level teachers during YH meetings/ informal chat

time is given for trs to share their challenges

# data[].attributes.body
Attended the online workshop by ACS (Barker road）on Enhancing Students' Writing Skills through Technology assisted Multimodal Learnjng Methods

The ACS primary school Cl dept teachers carried out the above teaching strategies with their HCL and CL classes. The teachers incorporated various ICT tools to enhance the teaching and learning of Hcl and Cl composition writing skills .. students used Padlets and other ICT tools to write their compositions ..

DI was also employed based on the learning abilities of the different classes. HA students were given more autonomy in their learning while the MA students were provided more scaffolding in their writing such as providing more helping words .

ICT tools could help to trigger students' interests in their writing assignments and help them to interact with their peers.

Teachers could also monitor the progress of their students and render timely assistance to their students.

We could adapt the use of ICT tools to teach composition writing skills and monitor the progress of students.