•understanding how developing teachers professionally in knowledge and skills would impact student outcomes;

•identifying your current professional growth as STs / aspiring STs (Where am I now?);

•deepening your understanding of the roles and responsibilities of an ST (How to get there?); and

•supporting your continued growth as a Teacher Leader (Where do I go next?).

Share where you are at now in your Teacher Leadership journey in terms of

•areas of work that you currently do as an ST, and

•the roles you play in the areas of work identified above.

Address the above pointers by keying in your areas of work and roles that you play under the three domains of ‘PL’ (for Pedagogical Leader), ‘M’ (for Mentor) and ‘C’ (for Collaborator).

• Work with a partner to role-play the scenario when Ms Watson's mentor is mentoring her.

• Please jot down some notes so that you can provide some comments after the role play.

• Important Notes : Please think about how to include the Joy of Learning and Lifelong Learning in the role-play and comments.

You are encouraged to also take reference from your pre-workshop reflections (Asynchronous Activity) on Padlet.

2. Use the Personal Learning Plan to plan for your PD in an identified AFG.

1. As a Senior Teacher, briefly share what teacher leadership means to you?

2. Where am I now as a Senior Teacher?

   Considering my current responsibilities at school/cluster/zonal/national levels, the following are my reflection and thoughts on the

   • areas of work that I am currently doing, and

   • roles that I am playing in the areas of work.

3. How could the future of learning look like in your classroom? Consider the following:

   • E21CC

   • EdTech

   • learning spaces

Please complete this online module and reflection on this Padlet by 21 April 2025 (Monday).

Please reflect on what you have learnt in the module by completing the "Pre-Workshop Reflection" on this Padlet.

​

• Using coloured stickers, tag the examples under ‘PL’ as follows:​

• Red for examples of Professionalism​

• Blue for examples of Practice​

• Yellow for imPact ​

2)I am currently involved in:

School Level: Mentoring department teachers, building teaching resources for department. I support lesson study cycles and facilitate post-lesson dialogues to deepen pedagogical content knowledge.

Cluster Level: I contribute to communities of practice, lead cluster workshops. I also co-develop resources and engage in networked learning with fellow educators.

National Level: I participate in national sharing sessions (e.g., SOLO NLC and AI NLC), contribute to the development of teaching resources, and serve as a thought partner in projects related to the use of SOLO taxonomy and AI in Chinese language education.

3)My vision is a learning environment that is adaptive, student-driven, and filled with curiosity—a place where every learner is empowered to thrive in a changing world.

I see Teacher Leadership as a form of service, to bring out the best in every educator and co-create a community where teachers are empowered to learn, explore and experiment.

2. Where am I now as a Senior Teacher?

In school, I coordinate the Upper Sec Chemistry programme, strengthen assessment literacy and work with HOD ICT on EdTech integration. I also mentor beginning teachers and lead the professional learning team. I also contribute to learning at the cluster and national level through my involvement in the Cluster Support Team and subject chapter activities (e.g. planning of Chemistry Learning Day).

3. How could the future of learning look like in my classroom?

The future of learning in my classroom is one where every student experiences the “effective class size of 1”, made possible through purposeful use of technology, personalised feedback, and data-informed teaching. Flexible learning spaces and tech-enabled platforms will allow students to learn at their own pace, freeing up time for meaningful peer discussions and teacher-student coaching.

2. Where am I now as a Senior Teacher (ST)?
Currently, I am in the early stages of my journey as a Senior Teacher, having only taking up the role last year. Currently, I am mainly working with 3 young officers: 1 Beginning, 1 Untrained and 1 Student Teacher, focusing on developing effective classroom management skills, refining lesson planning, and building rapport with students.

At the school level, I support my SSD and Lead teacher in planning Open Classroom (recorded lessons) and contribute to assessment (Oral & LC exams) and feedback processes.

At the cluster level, I am involved in Assessment Literacy Support, being involved in S4 Cluster Assessment Literacy committee.

3. How could the future of learning look like in my classroom?
The future of learning in my classroom would be driven by student agency, technology integration, and real-world relevance. I envision a flexible learning space that encourages collaboration, creativity, and critical thinking. With EdTech tools like interactive platforms, AI-powered feedback systems, and gamified learning, students will take greater ownership of their learning. I also hope to foster global citizenship through interdisciplinary tasks that connect learning to real-world challenges, preparing students and teachers for the 21st-century landscape.

To me - it simply means I lead as a teacher. To be generous and open-minded with sharing - things that worked for me as a teacher, things that didn't work for me. Someone confident in their abilities, but also shows vulnerability when sharing. To motivate, encourage and bring joy to each teacher and student that needs support. To continue a trajectory of learning, so that I can continue to grow, reflect and hopefully inspire.

(2) Where am I now as a Senior Teacher?

My immediate roles include assisting in leading the growth of our Aesthetics department - supporting the Aesthetics teachers, re-designing the curriculum, administerial support, and creating an environment within the school that allows for students to grow within the domain of Aesthetics. In school, I am part of the teacher leader council wherein we build initiatives to support my colleagues in their learning, and serve as a mentor to new teachers, providing support with classroom management and positive classroom culture. I am also the CCA Performing Arts advisor and assist with events coordination and facilitating partnerships within the community. On a national level, I am part of the chapter core of Music, and will be facilitating a workshop at the later part of the year with other teacher leaders for the south & north zone.

(3) How could the future of learning look like in your classroom?

The future of learning in my music classroom allows for effective and efficient collaboration through the practical use of tech tools such as interactive whiteboards, collaborative audio workstation interfaces, as well as the necessary infrastructure to support all these devices and tools. There should a large, open space for exploration in movement and a steady supply of instruments from various cultures and nations to allow for cultural appreciation and understanding. The music classroom already has a strong incorporation of the e21CCs - a classroom geared towards future ready learners would also have these e21CCs visually represented simply, in a checklist form that they can refer to as they leave the classroom.

2.     I help to take care of the Art Unit in my school, where I take on roles that span curriculum design, teacher mentoring, student leadership development of AEP students, and cross-school collaboration. I also serve as a STAR Champion, conducting zonal professional development. My work bridges instructional leadership, professional development, and strategic planning, allowing me to influence student outcomes and teacher capacity at multiple levels. I see myself as a pedagogical bridge, learning together with others and guiding the department towards adaptive, student-centered practices, and nurturing teacher-leaders within our unit.

Reflections and Thoughts

• areas of work that I am currently doing:

Engaging in curriculum leadership, teacher mentoring, and professional development across different levels has deepened my understanding of how interconnected teaching practices, curriculum design, and teacher growth truly are. Each area of work provides insight into the evolving needs of both students and educators. Through mentoring and facilitating PD, I have learned the importance of designing processes that are not only grounded in sound pedagogy but are also responsive to real classroom challenges. These experiences have taught me to view curriculum and development not as static frameworks, but as living systems that require constant dialogue, reflection, and iteration.

• roles that I am playing in the areas of work:

In my roles as a mentor, facilitator, and collaborator, I have come to value the importance of being present and intentional in how I guide, support, and learn alongside colleagues. Mentoring has taught me that the most effective support often lies in asking the right questions and building trust, rather than providing ready-made answers. By co-designing lessons, giving feedback, and guiding IB or DI approaches, I have learned that growth happens when teachers feel safe to explore and refine their practices. These roles have not only strengthened my capacity to lead but have also reminded me that mentorship is a reciprocal journey, where listening and learning are equally important as guiding and sharing.

3.      The future of learning in my classroom is student-driven and inquiry-focused, where E21CC skills are nurtured through collaborative projects, EdTech supports personalised learning, and flexible, creative spaces empower students to explore, express, and connect ideas across disciplines.

2.      Mentor to experience teacher who is new to school, leading in TTT to drive e-ped and revised Science syllabus, ICT Champ, Assessment Champ, driving professional learning in Science Department, science talent development programmes

3.      Innovative technology integration– AR, VR, scientific simulations; being able to educate students to use technology ethically grounded in moral values; developing problem-solving skills, socio-emotional competencies to navigate the complexities in future

• Areas of Work: Leading curriculum development, integrating ICT into teaching practices, and enhancing Mother Tongue Language programmes.

• Roles I Play: Serving as a mentor to junior teachers, and a bridge between school policy implementation and classroom practice. My focus is on creating a collaborative environment where innovation and tradition coexist to benefit both teachers and students.

3. How could the future of learning look like in your classroom?
   The future of learning in my classroom will be shaped by:

• Е21CC (21st Century Competencies): Emphasizing critical thinking, collaboration, and communication skills. Students will engage in project-based learning that connects classroom lessons to real-world applications, preparing them for a rapidly changing world.

• EdTech: Leveraging technology to personalize learning experiences. Tools like AI-driven platforms, and digital resources will enhance engagement and cater to diverse learning needs.

• Learning Spaces: Transforming the classroom into a flexible, dynamic environment. Whether through collaborative group setups, virtual learning spaces, or outdoor learning, the focus will be on creating an adaptable and inclusive atmosphere that encourages creativity and exploration.

In essence, the future of learning in my classroom will be student-centered, technology-enhanced, and deeply rooted in the values of lifelong learning and adaptability.

2. In my role as a Senior Teacher, through my work in the Teacher Leaders Committee, I work alongside other STs to delve into research and keep abreast of current innovations and trends in educational research. I engage in exploring various pedagogical approaches with my peers to condense them into bite-sized learning which are transformed into practical strategies and interventions for others to try out in their respective areas.

   Additionally, I am helming the school-wide PLC. My goal is to ensure teachers are engaged in meaningful critical inquiry of how students learn by providing them with the necessary support and resources to explore various areas and aspects of learning.

   As an instructional mentor, I guide my mentees, both pre-service and in-service teachers, in learning more about themselves as teachers and providing them with the support and structure to address their concerns and hone their skills. It is also a platform for me to share my ideas and learn from one another.

3. The future of learning is characterized by a blend of online and in-person experiences and one that is supported by education technology tools that requires teachers to be flexible, adaptable and most importantly staying relevant. Furthermore, with the affordances of technology, learning becomes more adaptive and more personalised to cater to the level of readiness of our students. Hence, the curriculum emphasizes on critical thinking, inventive and adaptive thinking which are necessary skills for our students to excel in the 21st century. I aim to continue providing students with personalised learning opportunities to meet them at their level of readiness.

As a Senior Teacher, I see myself as a bridge between school leadership and ground-level teaching. I actively contribute to pedagogical innovation within my school and cluster, guide colleagues in lesson planning and implementation, and model classroom practices aligned with key educational priorities such as Differentiated Instruction (DI), EdTech integration, and e-Pedagogy. I am also deeply involved in mentoring beginning teachers, facilitating workshops, and supporting/facilitating PLT.

Within the department, I lead initiatives in designing e-Pedagogy-based differentiated lesson packages. At the school level, I conduct professional development workshops alongside other teacher leaders during PD sessions. I also support Beginning Teachers and new colleagues, helping them build confidence, strengthen their competencies, and adapt quickly to the school environment.

Looking ahead, I envision the classroom of the future as fluid, flexible, and learner-centered, guided by the principles of the E21CC.

Technology will serve as an enabler rather than an add-on. I aim to continue leveraging tools such as SLS, ClassPoint, and gamified platforms to personalize learning, provide real-time feedback, and increase student engagement. Furthermore, AI-driven learning analytics can help inform timely interventions and enable customized learning pathways tailored to each student’s progress and needs.

As pedagogical leaders, we lead by example, demonstrating effective teaching strategies and championing ongoing instructional growth.

As mentors, we uplift and support our colleagues, offering constructive feedback, encouragement, and opportunities for continuous professional development.

As collaborators, we nurture a spirit of teamwork, co-create engaging lessons, and exchange ideas to enrich student outcomes and drive school improvement.

Together with our colleagues, we help build a professional learning community that is reflective, encouraging, and always evolving toward excellence.

2. As a member of the Teacher Leaders Committee, I am involved in planning and conducting professional development workshops at both the school-wide and departmental levels. I engage in the exploration and discussion of diverse pedagogical approaches and work with fellow teachers to translate these strategies into practical, classroom-ready applications. Additionally, I help drive key initiatives such as the E21CC Flipped Book, which aims to spark innovative lesson ideas that promote the development of students’ 21st Century Competencies.

In my role as a facilitator for departmental sharing, I organise and coordinate sessions that promote the sharing of best practices. I lead discussions and presentations on effective teaching strategies and available resources, while fostering a collaborative environment where colleagues feel encouraged to learn from and support one another.

As a mentor teacher, I guide and support both pre-service teachers during their practicum and in-service teachers in their ongoing professional journeys. I provide constructive feedback on lesson design, delivery, and classroom management, and model effective teaching practices. Through reflective conversations and continuous guidance, I help colleagues identify growth areas and pursue meaningful professional development.

Serving as a Formative Classroom Walkthrough Observer, I conduct classroom observations to gather insights into instructional practices and student engagement. I provide timely, formative feedback that highlights strengths, pinpoints areas for improvement, and offers actionable strategies to enhance teaching and learning.

3. I see my classroom as a vibrant, inclusive space where students feel safe, confident, and excited to learn.

Technology will be part of everyday learning—used not just for fun, but to help students learn better at their own pace. With online tools and apps, students can get instant feedback, try different ways of learning, and even work with friends from other parts of the world.

Lessons will focus on building important life skills like problem-solving, teamwork, creativity, and communication. Students will work on real-world challenges that make learning meaningful and help them see how their knowledge connects to everyday life.

The classroom itself will look and feel different too. Instead of just desks in rows, there will be spaces for group work, quiet reading, hands-on activities, and discussions. It will be a flexible space that supports all kinds of learners, including those who need extra help or prefer different ways of learning.

Most importantly, it will be a place where it’s okay to make mistakes. Students will be encouraged to try new things, ask questions, and learn from their failures. I want every child to feel that their voice matters and that learning is about growing, not just getting the right answer.

2. As an ST, I work alongside my level subject teachers, and lead them in PLC discussions. I'm also a member of the Teacher Leader Team, whereby I conduct sharing together with my fellow STs, as part of our professional development.

   As an IM, I guide beginning teachers, in classroom management and pedagogy, and facilitating them in the reflective practice as well.

3. A safe space , where DI is incorporated , seamlessly , and students are provided the facilitation and guidance to learn and make mistakes, and to learn from their mistakes . Intentional opportunities are also presented to students to inculcate E21CC skills.

As a Professional Learning Teams facilitator of the Aesthetics department, I create opportunities for teachers to share lesson ideas and design targeted EdTech/SEN lessons. I also present our projects/pedagogical ideas to the staff in school, teaming with other STs in some of these discussions during staff meetings. I am also a mentor/CT to a NIE trainee in Music.

I hope to see more learning spaces to be used more creatively, eg. mobile classrooms, use basketball courts to teach Music.

2) Currently, I am mentoring a new colleague, an experience that fosters mutual growth and professional development. This mentoring relationship not only enables me to guide another educator but also provides valuable opportunities for self-reflection and refinement of my own teaching practices. Furthermore, this role extends my educational impact to influence other students' learning experiences through the support I provide to my mentee.

As the ST Art, I lead the weekly professional development sessions. Other than sharing content knowledge and teaching practices, I create opportunities for art teachers to learn from each other collaboratively, exchange effective teaching strategies and build collective capability within the department.

I am also part of the TSN team and I support my level teachers by sharing inclusive teaching practices and strategies.

Through the various roles I play, I hope to help teachers understand the meaningful difference they make in the students' lives, that their role goes beyond just teaching content to shaping students' growth and development.

3) I envision learning that extends beyond traditional classroom boundaries, where the environment serves as our 'third teacher' and learning spaces are thoughtfully designed to promote self-directed learning and collaboration. By leveraging on technology, teachers can foster student ownership and independent learning, cultivating lifelong learning attitudes.

2. I have been a senior teacher for over 10 years. However, I have recently transitioned from ST-English to ST-High Ability Learners (HAL). In a way, I am starting fresh. I see myself helping my school implement plans for our HALs, such as sharing strategies with teachers on how we can enrich or differentiate the curriculum to meet the needs of HALs in our school.

3. To me, the role of a teacher is constantly evolving, and one major transition is moving from being a teacher to becoming a facilitator. Teaching is no longer just about mastering content; it now focuses on how we can effectively apply what we’ve learned. For instance, teaching students to read is no longer solely about pronunciation and dictation or simply understanding the text. Today, reading also involves differentiating between reliable and unreliable information, making decisions about the intent of the text, and assessing its validity. We are teaching our students to be more than just readers; we want them to be critical and discerning readers.

2) Areas of work that I am currently doing:  

• Teacher Leaders Council

In school, we have 10 teacher leaders.  This year, besides TCEF, we are also relooking the process of lesson observations.  Will be conducting FGDs with the staff and propose an alternative solution if possible. 

• Professional development of others – sharing during school contact time as well as a Brown Bag series (platform for teachers to sign up voluntarily for PD sessions)

• Cooperating teacher to student teacher from NIE

• Presenting at a teacher-led workshop (Educational Support) in August 2025. 

• Student Management Committee – reinforce routines to promote positive school behaviour

3) There was a conversation that struck me - if we teachers are teaching our students to be equipped with skills and competencies that are relevant to the current landscape, would we have sufficiently prepared them when they go out to work force in 10 years time?  That set me thinking about what we do in the classroom with the students.  Defintely, there is still a place for didactic teaching.  However, there must also be a shift for education to centre around the learner.  One that fosters critical thinking, civic literacy, collaboration and adaptability.   It should also have a greater emphasis on active learning, inquiry based learning.  Teachers and students have to be equipped with the knowledge and competencies necessary to thrive in an increasingly complex, unpredictable future, so that they have the critical core skills like collaboration, communication, critical thinking that will help them thrive in the future world.  And for technology, I always feel that it is an enabler.  Teachers harness the affordability of technology to aid us in our instruction, enhancing areas like providing timely feedback.  However, the real heavy lifting is still done by the teachers because the importance of fostering emotional connections with students is still done by the teachers, which technology cannot replace. 

S-Learn from MTT/LT/ST ( Education Support)

M- TO learn one specific approach to motivate and engage students

A- Achievable for me as an ST /ES

R- relevant to my students

T- By end of year

M: Use in daily teaching

A: Enlisting help of peers to take 1 small step each week/ try out during lesson

R: IOT

T: b4 the end of this year.

• Have experience in mentoring

• Good teamplayer

AFGs:

• Build up/ strengthen pedagogical practices

• Deepen knowledge in developing E21CC in students

- Participating in NLC helps in developing my pedagogical practices and deepen my understanding of how I can design my lessons to build E21CC in my students.

My masters programme has certainly deepened my PCK in many ways and I feel quite confident in being a leader who leads by designing customised lessons. I wish to encourage more of my fellow colleagues to embark on this journey with me as we prepare ourselves to be future-ready teachers. For that, I look forward to collaborating with other teachers to explore researched-based practices and motivate them to design innovative teaching and learning strategies.

1. Pedagogical Leader: To deepen understanding of assessment practices and strengthen assessment literacy in the Science Department through sharing of frameworks such as C3R, and using data from assessment to feed-forward.

2. Mentor: Develop competency in mentoring, by completing the instructional mentoring programme and applying the tools in mentoring the BTs in my school.

3. Collaborator: Work with SSD / HOD ICT to chart the school’s direction for PL, especially in the area of e21CC and e-pedagogy, championing use of EdTech and SLS. To contribute to the professional development of Chemistry teachers in Singapore as a Zonal Rep for the Chemistry Chapter.

Some areas I am happy to have the chance to embark on is collaboration with other teacher leaders to understand how we can incorporate DI in our various disciplines and how we can move our t&l forward. It’s a work in progress but it is heartening to have like-minded colleagues who are open to learn and share on this journey.

As I move along, I will pace myself to continue learning and staying relevant and connected with the change. To stay ready and open and the willingness to initiate change within my dept/sch.

Positive classroom culture ; Classroom engagement; Gamification

Areas for Growth

Struggle with mentoring teachers not of my subject domain. Plan of action (with SMART in mind) - I endeavour to go for IMP in 2026, and use these tools to be 1) self reflective; 2) support at least another teacher in their teaching journey

Positive classroom, building rapport with students

AFG

With the current emphasis on EdTech, I hope to take up courses this year to improve on my pedagogical skills on EdTech. After successfully implementing it in my class or at school level, I will want to share it at cluster level to benefit more students. Perhaps, this will also add value based on inputs given by teachers who have benefited from my sharing. I am giving myself two years to accomplish this.

• Curiosity to learn more - as a ST of learner profile (Ed Support), I am keen to learn more about how to engage learners in the classroom. To do so, it’s about exploring how we learn, the science of learning. This is a very broad concept with lots of material to learn from.

• Reflective - pertaining to the learner profile domain, it’s the ongoing reflection of what instructional, intervention strategies work / did not work.

Area for growth:

• to deepen my PCK. Besides actively going for workshops, NLS (PD of self), to intentionally find more ways to/ platforms to share with others.

• To strengthen the qualities of being a mentor - listen empathetically, not jump to solutions so quickly, empower the teachers to come up with solutions on their own

I believe my passion for mathematics is one of my key strengths, and I strive to share this enthusiasm not only with my students but also with my colleagues.

I am keen to grow professionally by joining the Subject Chapter, NLC, or CIG, where I can collaborate with fellow educators, explore innovative teaching practices, and contribute meaningfully to curriculum development.

1. Expertise in Content and Pedagogy: I possess a deep understanding of my subject matter and effective teaching strategies, which enables me to inspire and support my colleagues.

2. Influential Communication Skills: I have strong communication abilities that allow me to articulate ideas clearly, facilitate discussions, and build relationships with students, peers, and school leadership.

3. Commitment to Professional Development: I am passionate about continuous learning and improvement, which can motivate and encourage my colleagues to engage in their professional growth, fostering a culture of development within the school.

Areas for Growth:

1. Leadership and Mentorship Skills: As I transition into this senior teacher role, I recognize the need to further develop my skills in mentoring and coaching my peers, balancing support with accountability.

2. Change Management: I see the importance of building my competencies in managing and leading change effectively, helping to navigate challenges that arise during the implementation of new initiatives.

3. Collaboration and Team-Building: I aim to strengthen my ability to promote collaboration among staff and create effective teams, enhancing our collective efforts and improving school climate, which may require continued practice and support.

1. Learner mindset (one of my top Clifton strengths)

2. Reflective practice

AFGs:

1. Deepening subject content knowledge

S: Teach with 21CC, esp civic literacy more seamlessly

M: Sec 3

A: Piggy backing with Sec 3 CCE

R: CCE

T: End of T3

Strengths:

• Self-directed: I proactively take charge of my own learning and seek opportunities for growth.

• Positive mindset: I maintain an optimistic and solutions-oriented attitude, even in challenging situations.

Areas for Growth (AFGs):

• Vision and Planning: I aim to strengthen my ability to articulate long-term educational goals and systematically plan towards achieving them, especially in the context of syllabus development and curriculum innovation.

Personal Learning Plan (PLP)

Goal:

To build capacity in curriculum visioning and planning with the aim of contributing to syllabus development and textbook writing in future.

Specific:

• Attend relevant PD courses, including those related to KPC , TAP , STP , Edtech and E21CC.

• Participate actively in NLCs and professional learning communities.

• Join school-based projects or working committees related to curriculum planning.

• Observe and understand the teaching and learning needs of students and teachers in Holy Innocents’ over the next 3 years.

• Stay informed about CPDD’s syllabus review cycle.

Measurable Outcomes (M):

• Complete TLP courses by end-2026.

• Leader NLC and share with fellow teachers

  
  

Attainable:

• Leverage existing school and cluster opportunities to build foundational knowledge and exposure.

• Seek mentorship from experienced curriculum developers or colleagues involved in the syllabus review process.

Relevant:This aligns with my passion for teaching and my aspiration to contribute to the broader Chinese Language education landscape.

Time Frame :

2025–2027: Build knowledge, observe ground needs, complete relevant PDs in Holy Innocents’.

2028–2029: Track CPDD syllabus review progress, gather insights.

2030: Explore the possibility of joining the new syllabus writing team.

At the same time, I recognise areas where I can continue to grow. I hope to lead change initiatives more thoughtfully, aligning them more closely with school goals and involving a wider range of voices. I also wish to better support mentees from different subject areas by deepening my understanding beyond my own discipline. To work towards this, I plan to attend leadership workshops, learn from case studies, seek advice from experienced TL/KP and broaden my knowledge of other departments’ practices. Over the next year, I aim to apply what I learn with greater sensitivity, gather feedback, and reflect on how I can communicate more clearly and support change more meaningfully. I see this as a continuous journey of learning and improvement, and am committed to growing alongside those I have the privilege to mentor and learn with and from.

Weakness: I have opt to start my journey as ST in a new school which turn out to be a challenge as I need to know the culture of the school, the management, the teachers and students in the school before moving or changing anything.

The good thing is the school is having CV this year so I am able to tag along to know the school.

My target this year is to equip myself with ICT knowledge and skills, especially the new tools on SLS.