Key Characters:

•Mrs Wee - Head of Department

•Mr Teo – a teacher who prefers the “traditional way” of teaching as it has worked for him, he has 9 years of teaching experience. He seldom uses e-pedagogy unless it was one of the pedagogies infused in a lesson package designed with other teachers

•Miss Aisha – a beginning teacher who is advanced in the use of two e-pedagogy tools and would like to explore others. She has not taught the topic assigned before.  

•Mr Gopal – a teacher who has 5 years of experience who is also the ICT activist for the department, very proficient in the use of many e-pedagogy tools

•You - Senior Teacher

Department Meeting at the start of Term 1:

It was the first meeting held by Mrs Wee and she had put Mr Teo, Miss Aisha and Mr Gopal to work on exploring suitable e-pedagogy tools to enhance an existing lesson package that Mr Teo had previously designed.

1) pen a letter to yourself or

2) complete a vision board or 

3) draw

Hardcopies are printed and encouraged to be used!

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

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

1. Record them under the three domains of ‘PL’ (for Pedagogical Leader), ‘M and C’ (for Mentor and Collaborator).

2. Share your responses with one another in your group.

Use the hardcopies to reorganise

1. Knowing the students and their level of readiness of the students

2. Assumptions about students

3. Need to 'humble' the students - teaching character values

4. Focus on teaching/nurturing their thinking (inquiry-based) and not teach the textbook.

5. Changing learners' mindset and creating a safe space for learning.

6. Engaging in reflective thinking and change teaching approach.

• How did the teacher inspire a highly-driven, rote-learning students?

• One consideration was to move away from TB-based art knowledge.

• The tr facilitated the 2nd lesson to allow the students to set the learning goal, choices to dictate how the lesson will progress.

• Challenged the students to think critically with knowledge beyond the TB.

• Tr had to adapt to the readiness level, needs and ability of the students to enable them to progress

1. Profile of students determine teaching method

• Students may have content mastery but lack the application.

• Students challenge the teacher

• Students have close minded thinking and are text book smart

2. Reflection of teacher after lesson

   • She was prepared to challenge her students in the 2nd lesson after she discovered how her students are like

   • Lesson was improved after she knew her student profile

3. Professionalism

   • Teacher has content and pedagogical knowledge to teach understanding of History of Art

She came up with a new syllabus, which goes beyond the memorisation of artworks. In her second lesson, she facilitated discussion on what constitutes art, which gave her students a voice and thus increased engagement in the class.

When students disagreed, she facilitated further discussion through questions that deepened their understanding. When she first started with an art piece that is outside of the syllabus, she also created a safe environment by saying there are no wrong answers.

She also prepared well for her lesson by including art pieces that would engender a lively and engaging discussion.

1. Speak with targeted individual teachers (esp. the senior ones who needed to level up) to affirm and ease their concerns and create buy-in.

2. Speak with the ed-tech champions to invite them to share their practices e.g. through open classrooms.

3. Closing the loop back with the HOD about the teachers' feedback/concerns, so that the HOD can address concerns and set appropriate directions (e.g. angling it as a common collaborative goal) during the big group briefing. It also helps to manage the HOD's expectations.

4. Create/facilitate the platforms for teacher collaborations to happen e.g. lesson planning in TTTs, lesson studies.

Important for the team to see ST as a supporter.

• Tapping on the strengths of individual teachers

• Sharing of benefits of E-Ped and share how it creates excitement in lessons

• Suggestions of different ICT tools that can be used in lessons

• Get Mr Teo to observe how e-ped is used in the class to see how it benefits the students

• Start with what is difficult in teaching the subject, and share strategies and manipulatives on how to solve the difficulties.

• Project e-ped as a solution to existing problems, and not something that is new

• Teachers to be given new technology in bite sized amount, and given the opportunity to try it out to see the benefits

• Teachers are adult learners and want to learn relevant things. There must be a positive culture in the school so that teachers are not scared to ask and try new things.

• Relevant, appealing and personal (RAP) connection to students and to arouse their interest

• Make technology relevant and appealing to teachers

• Type of tools teachers choose are also dependent on teacher's personality and teaching style

• Students today are very IT Savvy and most will have no problems using ICT during learning.

1. Clarify priority for the teachers before embarking on any project.

2. Decide on a suitable and comfortable timeline.

3. Small sharing from teachers who have tried new things.

4. To do things not for the sake of doing things must be able to sustain over time.

5. ICT champion to share and assist.

6. To review current programmes so that

7. To scale programmes from small to big scales.

   
   

2) Strengthen the theory-practice nexus

3) Ground sensing of current practices and areas to work on with teachers such as open classroom, lesson observations. Working the buying-in of 'de-privatization' of classroom.

1. Strategies to level up the LPLs, collaborating with internal and external stake-holders/partners.

2. Collaborating with lower primary LSM teachers in engaging parents to support the LPLs.

3. Promoting DI answering strategies for HPLs via open classrooms.

4. Staff PD on FTGP-CCE lessons, working with MMs to support teachers as well as partnering parents, all to enhance the character development.

5. Implement lessons that incorporates DI and promoting growth mindset in students.

6. Staff PD on valuing emotions of students when conducting CCE lessons.

7. Collaborating with subject teachers to create more ed-tech infused lessons to engage students.

• Work on 'Joy of Learning' for EL and MA

• Piloting KB

• Using Chatgpt to teachers' advantage

• Using more tech tools in PE lessons e.g. video capture in tactical approach to games (OC)

• Strategies to motivate LP learners in sec school

Qn (a): Have I achieved / Am I achieving my goals?

Qn (b): Did I manage to overcome my obstacles?

Qn (c): What has changed?

Take 3 mins to answer Questions (a) - (c) in the padlet individually

• Type out your individual reflections under your group column

Sarah is an experienced English teacher with 10 years of teaching under her belt. She has recently been appointed as ST/English. She is responsible for mentoring a beginning teacher, Emily, in her first year of teaching at the same school. Emily has good content knowledge and rapport with students. Sarah has noticed that Emily’s students frequently chat amongst themselves during her teaching and some are looking at devices under their tables as her lesson are on-going. 

Objective: 

Sarah's role is twofold: to mentor Emily to help her grow professionally, and to foster collaboration with her to enhance teaching practices and student outcomes.

What are some strategies that Sarah can do to achieve these?

10 min: Share your responses with one another in your group. 

(Group scribe to record the examples in padlet.)

15 min: Big group sharing

Michael is an experienced Math teacher with 12 years of teaching under his belt. He has recently been appointed as ST/Math. He is responsible for mentoring an experienced teacher, David, in his fifth year of teaching at the same school. David is open to learning and is strong in e-Pedagogy. Michael has noticed that David’s interaction with students during lessons is usually didactic, revolves around Teacher-Student interaction and he does not attempt much facilitation with students.

Objective: 

Michael's role is twofold: to mentor David individually to help him grow professionally, and to foster collaboration with him to enhance teaching practices and student outcomes.

What are some strategies that Michael can do to achieve these?

10 min: Share your responses with one another in your group. 

(Group scribe to record the examples in padlet.)

15 min: Big group sharing

Please include your subject discipline as the header/title in your response.
Question 1: Why learn our subject? 

Question 2: What does it mean to be “subject literate”?

• Individually, think of an analogy or image that represents the role of an ST. 
  

• Individually create a visual representation on Padlet. (optional: You may use the “I Can’t Draw” button if needed.) 
  

• Add a brief description at the bottom of your visual, explaining how your analogy or image aligns with your role as an ST.

Example: I am thankful for receiving a note of appreciation from a colleague.

Qn (a): Have I achieved / Am I achieving my goals?

Qn (b): Did I manage to overcome my obstacles?

Qn (c): What has changed?

Take 3 mins to answer Questions (a) - (c) in the padlet individually

• Type out your individual reflections under your group column

Qn (a): Have I achieved / Am I achieving my goals?

Qn (b): Did I manage to overcome my obstacles?

Qn (c): What has changed?

Take 3 mins to answer Questions (a) - (c) in the padlet individually

• Type out your individual reflections under your group column

Too much too fast--> managing tasks for the dept and doing frequent check ins

Structured support; differentiated support

b) Looking at my obstacles, I realised that it was more of a personal mindset. Once, I overcame that, I could see the path ahead.

c) My mindset and expectations.

2)The challenge remains. Time constraint is not easy to overcome. However, I am glad that the MMs are supportive and share similar vision.

(b) Sometimes. But i am able to remind myself to look at the positive aspects and look at things from different perspectives.

(c) I have a learning partner who is a teacher that I am mentoring.

(b) Somewhat yes. Still learning more/other tools.

(c) Conducted more ICT-enabled lessons.

After speaking to a fellow ST, I understand that the obstacle we are facing is similar. Now that I have a fellow colleague who is facing the same issue, we can team up for better understanding.

My goal is work in progress but I see it being achieved in 2025.

3) Have a good rapport with my team.

I am still working on it - looking into alternative assessments involving CIT, use of AI and improving on current school assessments. I am also working closer with my other ST colleagues to carry out lesson study or open classrooms.

2) I amy biggest hurdle, so by having positive mindset I persevere

3) workload

I am able to overcome various obstacles with the help of MTTs , SLs and KPs.

Goal: every lesson engaging and deep in learning. (Kinematics, Energy, Thermal Processes are taught differently to increase engagement and deepen learning.)

Goal: colleagues growing together. (weekly i have discussing various teaching approaches for sec 1 science. bouncing ideas and collaborating.)

2) positive mindset helps! Telling myself I am here because I can do so much more!

3) mindset! I learn as I try, so instead of panicking, I embrace the challenges with learning in mind

My main goal is to give myself time and space to navigate my roles and hopefully work on an area I can contribute first.

(B) Did I overcome my obstacles?

Yes and No. still seeing how I can settle in while learning from the other teachers. Am thankful for it.

(C) What has changed?

I learn to prioritise and set short term goals.

B - I have managed to overcome some challenges as some of my colleagues are trying new things in lessons but I am still faced with many that do not take CCE with the same amount of rigor.

C - Expectations have changed and goals may need to be realigned as well.

b) Looking at my obstacles, I realised that it was more of a personal mindset. Once, I overcame that, I could see the path ahead.

c) My mindset and expectations.

I am achieving some of my goals - to engage teachers in pedagogical and subject content development, explore teaching and learning strategies and have professional discussion with teachers, mentor teachers in pedagogical areas

Qn (b): Did I manage to overcome my obstacles?

Through conversation with other TLs, HODs

Qn (c): What has changed?

This is my first year, so in terms of changes from previous, I may not have a basis to compare. However, my HOD has been supportive to enable me to transit and focus on pedagogical and professional mentoring role.

I am more open to do sharing and opportunities to mentor, and I have become more confident of myself as a teacher leader.

Qn (b): Overcame with the help of fellow PEchers and X-dept Knowledgeable Others

Qn (c): Communication, learning to let go and trusting the process.

Qn (b): I get the help from my fellow STs, HODs and trying out the ways that I planned to.

Qn(c): I am able to see and cope with many tasks on hand and able to be more confident when carrying out training to my peers.

b) I have attended some courses on SEN and would like to attend more.

c) Gradually, I am getting better buy-in from colleagues in supporting SEN.

(b) I think I still need time to overcome my obstacles because it involves more than just me.

(c) There is a slight change of Mindset of teachers and students.

Not yet. Still progressing :)

(c): What has changed?

Purposefully crafting time to grow teaches.

b) as I acquire new skills, some obstacles start to disappear but new ones come up.

c) nothing has changed, continue with passion and driven with purpose.

3. I can’t just focus on growing myself but also others.

• I have achieved my goals to a certain extend. I can see that my PD sessions with my colleagues are fun and fulfilling.

Qn (b): Did I manage to overcome my obstacles?

• There are times where I didnt get a 100% buy-in from all my colleagues. But to those few teachers that I manage to get their coorperation, I am thankful for them. I manage to get their coorperation and their insightful sharing. I even learnt from them.

Qn (c): What has changed?

• I feel like I am the go to person.

I do have to work my way around to overcome the obstacles. Some of the obstacles require time and practice (also help/suggestions from others.

I believe that obstacles are there allow for growth. As you find solutions to overcome it, it turned into a learning opportunity.

2) There has been obstacles along the way, and I learnt that I have to look at things from different perspectives to overcome them.

3) Increased awareness of my surrounding & the way I manage others

Missed the chance to design a lesson involving gamification.

Nothing much has changed but I think now I’m more purposeful when I share resources with my colleagues.

• I feel that I am getting better at communicating my expectations with my team.

• I managed to work closely with my team to design our art curriculum and through the process, mentored them on the syllabus, as well as their competencies.

• I am working on different projects to make the art scene in FGPS more vibrant

Qn (b): Did I manage to overcome my obstacles?

• I am still working on overcoming the differences in the school culture and refining processes that have been put in place.

  
  

Qn (c): What has changed?

• I am more sensitive towards the needs and wants of my art colleagues and I am able to be the voice for the team.

(b) I know more about the obstacles but I have realised that some obstacles are better bypassed than overcome.

(c) I will take a break from work in 2026.

Challenges: Contributing beyond the dept and mentoring.

Yes and no. Make adjustments and more aware in my teaching and learning; just searching my role in PD/college

I have achieved some of my goals in improving the teaching and learning of Physics in VJC. I have ran some workshops and discussions for the teams of teachers in VJC.

Qn (c): What has changed?

I have also become more comfortable in doing this role. In short, I'm more at ease being an ST now.

Caleb

Acquiring a deep understanding and proficiency of the subject content so that we are able to transmit the scientific content knowledge to others (students, public) that is easily understood by them. With the knowledge, we can then strive to achieve subject literacy (see elaboration below)...

Subject Literacy = Nurturing (a nation of) Critical Thinkers

Science is logical/evidence based reasoning so being scientifically literate means being able to discern scientific data/content (having a critical thinking mindset) and coming up with solutions (or even combating fake news) to make the world a better place.

Subject Literacy = Striving towards fulfillment of National Interest

Inspiring our students to inquire about the world and innovate to solve problems in daily life, and hopefully to increase the pool of potential scientific practitioners in the various fields.

Learning our subject equips us with essential skills and knowledge that help you understand the world, solve problems, and succeed in everyday life and future endeavors.

Being subject literate means having a strong understanding and proficiency in a particular subject, enabling you to apply its concepts, think critically about its content, and communicate effectively within that field.

- Having a deep understanding of key concepts and terms.

- Proficiently applying and analysing subject knowledge.

- Communicating ideas and information effectively.

- Thinking critically within the subject's context.

- Solving problems relevant to the subject.

- Making informed decisions based on subject knowledge.

- Understanding the subject's connection to other fields, e.g. STEM project.

- Recognising the subject's relevance in real-world situations.

- Importance of teaching and learning guides (TLG) and refer to it regularly for lesson ideas.

PE: Adaptive thinking - making decisions

D&T: Knowledge and skills - application of the skills through research and apply on actual design. Design - Thinking process is a life skill not just a skill to pick up. Make sense of what students are learning, empathy-->ideate

Math: Math is around us not just in the textbook. Students to see the relevance of what they learned in real-life (percentages/fractions/statistics). Critical thinking, logical thinking, adaptive thinking [CIAT], communication skills.

Education goes beyond the exam.

1) transfer of culture

2) relevant to daily life

3) no need to be expert in the language - able to communicate

4) sense of belonging and identity

Subject literate:

1) open & adaptable

2) aware of cultural nuances

3) ability to code switch because of our bilingual school culture

• CCE more important compared to other subjects

• Development of a person as a whole

• Values education

• Self reflection and self awareness

  • Right vs wrong

  • mental health

  • resilience

• National pride, active participative citizenry

2. What does it mean to be subject literate?

   • Willingness to keep abreast of latest contemporary issues and modeling learning and discussion of such issues

   • Understanding of how to present the knowledge

     • relevance

     • accessibility

     • prior experience

   • Having the skills to facilitate learning of values

   • Acceptance of multiple viewpoints

   • Understanding of creating the right environment and conditions for CCE values to be uncovered

     • student centeredness

     • student voice

     • student agency

   • Sense making of content and contemporary issues

• Global Communication: English is one of the most widely spoken languages in the world. Knowing it allows you to communicate with people from diverse backgrounds and enhances your ability to connect internationally.

• Career Opportunities: Proficiency in English can open doors to various career opportunities. Many global companies use English as their primary business language, and being able to speak it can be a significant asset in the job market.

• Social Connections: English proficiency can help you build relationships and interact with a wider range of people, from online communities to social networks.

Art

• Self-Expression: Art provides a unique way to express your thoughts, emotions, and perspectives. It allows you to communicate in a way that words sometimes cannot.

• Creativity and Problem-Solving: Engaging in art stimulates creative thinking and enhances problem-solving skills. It encourages you to think outside the box and approach challenges from different angles. (e21CC)

• Emotional Well-Being: Creating and appreciating art offers a means of relaxation and can improve mental health by providing an outlet for stress and anxiety.

• Art-literate - Being able to appreciate and communicate about artworks and the processes.

During the mentoring sessions, Sarah will lead Emily to identify her own areas of growth (AFG). Sarah will develop on these areas during her mentoring sessions to improve Emily. Eg. TSR

Classroom observations for Emily to learn good classroom practices. She can organised open classrooms for Emily to observe.

Encourage Emily to go for relevant courses to upgrade herself.

Jess: inquiry-based learning and buzz can be helpful for David. David can sit in on the lessons of teachers who do it. Language is important to establish a sense of 'togetherness' in the improvement process.

Zhen Teng: collaborate with another teacher to make lesson observations, observe similarities and differences in content delivery together, introduce design map as a schema to help David to reframe his pedagogical practices.

Regular conversations are required: structured mentoring according to his needs. At the start, David can identify his needs, there can be mutual lesson observations, conversation, and then self-reflection.

1. Use the IMP Seating Chart/SCAL to help Emily to identify(and be aware of) her blind spots (e.g. off task students) and develop interventions.

2. Making reference to STP (Positive classroom culture), focus on setting (and enforcing) routines (e.g. use of devices during lessons); and sharing ideas with Emily.

Strategies to foster collaboration with Sarah to enhance teaching practices and student outcomes:

1. Leveraging on students' interest in devices, collaborate with teachers in designing Tech-enabled lessons.

2. Involve Emily in lesson observations/studies.

1. Conversations or pre lesson conferences with David to get to know him better

2. Observations / Video recording of David's lesson

3. Post lesson reflections (reflective practitioner)

4. Gathering data from student feedback

Alternative ideas

1. Co create lessons together with David

   1. Using Eped for collaboration

   2. leverage on his strengths

2. Co teaching lessons with David

3. Enhance facilitation using Opal video lessons / observe other teachers who are able to model facilitation based lessons

Use of seating chart, ST as a teacher observer as a way to mentor the BT to be more reflective on her lessons and guide her to understand her students better. Together, they can explore why some students are less engaged and design lessons that can engage the students better. E.g. facilitation, DI.

Co-learn by observing other teachers’ lessons and trigger new ways to design the lessons. E.g. mini games that are non subject specific.

As a class teacher:

• invite David for open-classroom (focusing on students interaction and how to facilitate lessons)

• co-teach with David

• take a look at how lessons are planned (David's lessons objectives as well as activities planned)

• have regular mentoring sessions, sharing teaching resources

As a colleague

• level-ing David up, given that he is strong in e-Pedagogy

  (give David a platform to share his expertise for e-Ped with the other teachers)

• assign him an important role focusing on BL, give him opportunities to lead in PLC

• to help him be a reflective practitioner, allows feedback from students to help him improve

• establish a partnership (learn from one another)

Help David to identify why his delivery and classroom management is rather didactic. Building trust with David by having informal discussions with them to allow for ease of conversation and identification of potential issues in his teaching practices.

Ease David into the possibility of establishing a good collaborative relationship instead of a mentoring one.

Just as a maestro leads musicians, coordinates their efforts, and ensures harmony in the performance, an ST guides colleagues, harmonizes classroom strategies, and ensures a cohesive learning environment.

The drawing is very abstract because sometimes, our roles are not that straight-forward and we need to navigate the blurred lines.

1) A bridge supports people, helping them move towards their goals. I think that as ST, we are in the position to support and motivate others to move forward.

2) An ST can also be a bridge between MM and teachers, helping teachers see the vision of MMs and helping MM see perspectives of teachers.

With time and the right environment, like the plant, I will extend my roots, gaining deeper understanding and mastery in teaching mathematics, while my branches reach out to students, providing them with the knowledge and guidance they need to succeed.

As the plant matures, it becomes a resilient part of the ecosystem, just as I becomes an integral and impactful figure in the school community.

• TLs are the bridge that spans between where teachers currently are and where they aspire to be. Like a bridge, the TLs connect the present reality (challenges, uncertainties, and current skill levels) with the desired future (growth, confidence, and mastery).

Supporting the Journey

• Just as a bridge provides a stable path over obstacles, offering guidance, resources, and encouragement to help teachers navigate difficult situations, whether it's improving instructional strategies, managing classrooms, or adapting to new standards.

A Safe Passage

• A bridge must be strong and reliable, giving those who cross it confidence in their journey. Similarly, a ST creates a safe, trusting environment where teachers feel supported in taking risks, trying new approaches, and reflecting on their practice without fear of judgment.

Connecting Two Sides

• An ST links theory to practice, helping teachers understand how to apply educational research in their classrooms. Like a bridge connecting two shores, the ST ensures that teachers don’t feel isolated in their development but rather connected to a larger purpose and community.

  TLs serve as the essential link that helps teachers cross from potential to achievement, empowering them to reach new heights in their careers.

• To connect between KPs and teachers. Being the voice of the teachers.

Symbol of

• support

• evergreen

• continuous growth

• safety

• adaptation and resilience

'Wise' (seen in most cartoons) , ability to navigate in the dark, like most birds, teach the young to fly.

Together on road of do

c for both

At a point I may carry them on board to the destination of their choice (their teaching career)

At times when I need help there are other vessels around to provide support to me as well and learn from each other

To my department teachers who are piled with much work, I want to assure them we will become better and better teachers with time.

To students who found learning hard and challenging, I want to assure them they will be continually supported as long as they do not give up on themselves.

1. Rooted Wisdom: Like a tree, a teacher is deeply rooted in knowledge and experience. The roots of a tree signify the foundation of understanding that a mentor has, grounding them and allowing them to grow and support others.

2. Nurturing Growth: Just as a tree provides nutrients, shelter, and a supportive environment for growth, a teacher nurtures the development of their students. They offer guidance, knowledge, and encouragement, much like a tree provides sunlight, water, and protection to its surroundings.

3. Branching Out: A tree’s branches extend in different directions, symbolizing the various paths a student can take in life. A mentor helps students explore these different paths, supporting their journey as they grow and expand their horizons.

4. Endurance and Strength: Trees are often symbols of resilience and strength, standing tall through various seasons and challenges. Similarly, a teacher or mentor stands by their students, offering steadfast support and strength through their learning process.

5. Providing Shelter and Shade: A tree offers shelter from the elements, much like a teacher provides a safe and supportive space for learning. This environment allows students to explore, make mistakes, and grow without fear, knowing they have a mentor to guide them.

6. Bearing Fruit: The fruits of a tree represent the outcomes of careful nurturing and growth. For a teacher, the fruits are the achievements, successes, and personal growth of their students, reflecting the teacher’s impact on their lives.

The go to person where colleagues come to look for directions, a platform to complain, to enquire, to confide, to share successes as well as challenges. I am here to provide support 😊.