Development of Teacher Quality: Rising above Structures ...

Development of Teacher Quality: Rising

above Structures, Standards and

Stereotyping

Prof. Dr. Oon-Seng Tan

National Institute of Education, Singapore Editor-in-Chief, Educational

Research for Policy and Practice Immediate Past President, Asia-

Pacific Education Research Association Immediate Past President,

Educational Research Association of Singapore

Observations of Quality Journeys

Education is the most important investment in the long

haul and the quality of education impacts on

• Nation Building

• People’s Capacity for Adaption

• Value Creation

• Innovation

Description The anchoring factor in successful education is the quality of the teacher. This edition on teacher education addresses the development of new teacher competencies in the light of global changes. Teacher education must focus on producing thinking and innovative teachers - those who are not only good at classroom practices but also courageous in engaging the environments for real world learning. Recent international studies on the impact of educational reforms on student learning and achievement also point to the importance of focusing on teacher recruitment, and teacher education and teacher development. What can we learn from the teacher policy and practices of some of the world’s best performing education system? How do some of the best systems cope and envisage the future? What insights can policy makers, researchers and practitioners gain about the values paradigm, pedagogical, psychological and technological perspectives in

innovating teacher education?

Education is not just about

preparing people for the

future; it is also about

inventing our future.

Outline

21st Century Challenges in Education

Teacher Calling: Singapore Teacher Education

Development of Quality Teachers

Conclusion

21st Century Challenges

Motivating learners in a globalised world in an age of rapid

information transfer

Developing 21st Century competencies and skills necessary for

students to thrive in a fast changing world and knowledge driven

economy

Recapitulating a culturally diverse learning environment

Understanding the learning needs of the new generation

Creating and maintaining strong partnerships between homes and

schools to nurture 21st competencies in students

Managing and developing a more capable and qualified teaching

workforce

Singapore Teacher Education

Transforming teacher education is a task NIE cannot achieve in isolation.

There is a need for unified commitment and alignment of efforts from all key stakeholders – NIE, MOE, and schools.

Schools will be an important partner in strengthening the theory-practice linkage for : Student teachers Beginning teachers Experienced teachers

The Tripartite relationship between NIE, MOE and Schools is a key success factor in the implementation phase of the TE21 programme

NIE/SPCS © 10

NIE (University)

MOE Schools

Visionary and Long Haul Policies


Singapore’s education system focuses on the

impact of education

Standards and accountability – efficient use of

data, nurturing of the child

Human capital management – good recruitment

strategies, ample opportunities for professional

development

Structure and organization – good governance,

balanced top-down and bottom-up initiatives

MOE 21st Century Competencies with NIE V3SK and

Graduand Teacher Competencies Alignment

Source: NIE V3SK Model


Value Paradigms

Learner-centred – learner at the centre of teachers’

work, believing that all learners can learn, caring for one

another, striving for scholarship, learning to design the

best learning environment possible

Teacher Identity- having high standards and strong

drive to learn in view of rapid changes and being

responsive to students’ needs

Service to the profession and community – teachers’ commitment through active collaborations and

striving to become better practitioners

Developing Quality Teachers

Evolution:

Context of developing

competent and

caring teachers.

Differentiated Career Pathways for Teachers

Leadership Track

Specialist Track

Teaching Track

EPMS

Self-evaluation

Coaching and

mentoring

Performance-Linked

Recognition

Leadership Development

Career Development

Enhanced Performance Management Scheme

EPMS is a holistic teacher evaluation tool

• Lays out a range of requisite competencies as basis for teacher evaluation a) “what” performance - Key Result Areas (KRAs) for Teachers b) “how” performance – 4 points on the rating scale which teachers go through with their direct supervisors • This help determine teachers’ career track, development needs, suitability for promotion, performance grade and bonus quantum


EPMS Key Result Areas for

Teachers

1) The holistic development of students through: a.Quality learning of students b.Pastoral care and well-being of students c.Co-curricular activities 2) Contribution to the school 3) Collaboration with parents 4) Professional development

Complemented by

Knowledge a.Teaching Area b.Psychology c.Developments in the field of education d.Education Policies Skills a.Teaching Pedagogy b.Teachers must practise to teach in the classroom


As a Tool for Self Evaluation

• Ability to nurture the whole child • Tracking the results of the officer’s classes • Reviews the officer’s teaching competencies • Individual training and development plans • Innovations and contributions to school improvement

EPMS

Self-evaluation

Coaching and

mentoring

Performance-Linked

Recognition


Career Development


Coaching and Mentoring for Improvement

One-on-one target setting

with supervisor at the start of the year

Formative mid-year work review

Summative review before end of the year

EPMS

Self-evaluation

Coaching and

mentoring

Performance-Linked

Recognition


Career Development


EPMS

Self-evaluation

Coaching and

mentoring

Performance-Linked

Recognition


Career Development

Performance-Linked Recognition

• To retain and grow pool of quality teachers • Encourages innovative teaching methods and enhances overall high quality education standards • Timely promotions for teachers with the potential to assume higher-level responsibilities and accompanying salary adjustments • System-wide initiatives to reward good performances are implemented by schools • Systemic-level recognition, e.g. observance of Teacher’s Day and The President’s Award for teachers


Source: McKinsey and Co. (2009)

Singapore’s Performance Based Compensation


Leadership Development Identified high-potential teachers are: a) placed on mentorship schemes or developmental programmes b) given various opportunities to interact regularly with senior management c) may apply for postgraduate scholarships

EPMS

Self-evaluation

Coaching and

mentoring

Performance-Linked

Recognition


Career Development

Current Estimated Potential (CEP)

a) Helps identify and plan the officer’s training

and development possibilities

b) Plan the officer’s career advancement

opportunities in terms of postings and

assignments

c) Helps the organisation conduct succession

planning


Career Development Leadership Track a)Management positions in school b)Stints in MOE HQ for exposure Attend NIE’s Management and Learning in Schools (MLS) – 4 mos Vice Principals found to have Principalship potential undergo Leaders in Education Programme (LEP at NIE – 6 mos. They also go through an assessment called the Leadership Situational Exercises (LSE).

EPMS

Self-evaluation

Coaching and

mentoring

Performance-Linked

Recognition


Career Development

A key learning opportunity under the LEP is the Creative Action Group

where teachers are attached to a school for 2 months minimum to develop

a concept plan as a guide for future transformation.


Conclusion

Role of teachers to…

Lead

Care

Inspire

Conclusion

Learner centred, Values-centred

Professionalism of Ethos, pathos and logos

Thank you

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