SCHOOL LEADERSHIP IN SINGAPORE NATIONAL ......Denmark and Singapore 2007 GDP CIA World Fact Book...
Transcript of SCHOOL LEADERSHIP IN SINGAPORE NATIONAL ......Denmark and Singapore 2007 GDP CIA World Fact Book...
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SCHOOL LEADERSHIP IN SINGAPORE
NATIONAL INSTITUTE OF EDUCATION
SINGAPORE
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• Primary (6 years), Secondary (4 or 5 years), Junior College (2 years)
• 350 schools• 532,225 students• 29,000 teachers• www.moe.gov.sg
SINGAPORE SCHOOLS
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BACKGROUND:SingaporeDenmark
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Industry (30.7%)
Service (64.7%)
DENMARK 2007 GDP
CIA World Fact Book
A/P David Ng NIE/MOE-Danish Leadership Prog 2008
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Industry (31.2%)
Service (68.8%)
Singapore 2007 GDP
CIA World Factbook
A/P David Ng NIE/MOE-Danish Leadership Prog 2008
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Denmark and Singapore 2007 GDP
CIA World Fact Book
Industry (31.2%)
Denmark SINGAPORE
Agriculture (0%)
Service (68.8%)
A/P David Ng NIE/MOE-NCSL Leadership Prog 2008
Service (64.7%)
Industry (30.7%)
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Singapore’s Context
NIE: LEP 2010
One of the best performing education systems (McKinsey)
TIMSSHigh O-levelpasses 88.1% (5 or more passesEducation Statistics)
GDP $51,656(2009 Statistics Singapore)
2 out of 3Jobs in Services sector(62.7%)(2008 Ministry of ManpowerSingapore )
Restructuringof economy
TLLM, C2015,PERI, MP3
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Economic and Social Context
• Higher-value chain
• Productivity
• Global workforce and rooted citizens
NIE: LEP 2010
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Competencies for 21st Century
A/P David Ng NIE/MOE-Danish Leadership Prog 2008
Personal Competencies• Motivation (self)
• Flexibility and Adaptability
• Integrity
• Active learner
• Problem solving ability
• Decision making ability
• Creativity/innovative
• Academic Achievement
• Technology
Globalization• Team player
• Cross-cultural intelligence
• International knowledge
• Second/third language
• Networking
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Globalization of Education: Summary
NIE: LEP 2010
• Future Effectiveness
• World-class education movement
• Multiple intelligences
• Learning paradigm
• Individualization
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Context
QUESTIONS
NIE: LEP 2010
• What’s next in our education system?
• How do we prepare for future effectiveness?
• Will our current success lead to failure?
• What do we value in our children, in society and in our lives? What are the tangible and intangible values?
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Role of School Leaders
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Role of School Leaders
NIE: LEP 2010
• Flexible and diverse education system• Broad-based, holistic education• New Buzzwords:
creativity, intellectual curiosity and risk taking, innovation, entrepreneurial, broad-based education, passion, R&D, global mindset, rootedness, continual learning
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Leadership Structure in Schools
NIE: LEP 2010
• School Principal• Vice Principal• Head of Department• Level Head• Subject Head
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Nurture and Develop Teachers in Career Path
NIE: LEP 2010
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Professional Development of Teachers
NIE: LEP 2010
• Professional Development of Teachers• 100 hours of professional development time• In-house development• Teachers’ Network• Communities of Practice
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Defining school vision/direction Process of creating vision and mission Process of defining and unpacking values
Managing Instructional Programme Supervising & Evaluating Instruction (EPMS) Coordinating curriculum
‘Teach Less, Learn More’ Curriculum reduction, engaging pedagogies Curriculum framework (e.g. Understanding By Design)
Monitoring student progress School cockpit
Role of School Leaders
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Creating school climate Creating relevant environment for teaching and
learning Emphasizing innovation and entrepreneurship
Developing staff Enhanced Performance Management System Professional Community
Role of School Leaders
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• Strategic Planning• student and school data (entrance level),
projected scores, comparative schools etc.
• Performance Appraisal• Enhanced Performance Management System. (For professional development, performance appraisal, remuneration and rewards)
NIE: LEP 2010
Role of School Leaders
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LEP (Practical) Knowledge Base
• Innovation and Enterprise• School Improvement using ‘School Excellence
Model’ (SEM)• Branding and marketing schools• Managing competitive schools• Art and Science of Teaching for Results• Creating and managing niche schools• Developing centres of excellence• Managing collaborations and international
exposure for teachers and students• Curriculum design• Futuring
NIE: LEP 2010
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Educational Leadership Development
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Educational Leadership Development: Learning Designs
Three Eras(Ng, David (2005).Framework for Leadership Development)
Era 1(1900 –1946)
PRESCRIPTIVE(Great man and trait theories)
Era 2(1950s –current)
BEHAVIOURAL(Efficiency and pre-determined knowledge)
Era 3(Emerging alternatives
EMERGING: COGNITIVE LEARNING THEORY, COMPLEXITY(Complexity of interactions, diversity and creativity)
NIE: LEP 2010
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Innovation Cycles of Educational Leadership Development
Era of Incremental Change (1)
Era of Ferment (1)
Variation
Variation
Variation
Selection
Selection
SelectionEra of
Incremental Change (2)
Era of Ferment (2)
Dominant Design (1)
Dominant Design (2)
Dominant Design (3
TechnologicalSubstitution (1)
Technological Substitution (2)
TechnologicalDiscontinuity
Prescriptive Era
(1900 - 46)
Behavioural Science Era
(1950s - present)
Complexity Science
Era?
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World-wideEducational Leadership Development
Three Paradigms(Cheng, Y. C. (2010). Leadership for 21st Century Schools: From
Instructional Leadership to Leadership for Learning
Paradigm 1 INTERNAL LEADERSHIP(Internal Improvements for planned goals)
Paradigm 2 INTERFACE LEADERSHIP(Competition in the market, cost-return)
Paradigm 3 FUTURE LEADERSHIP(Multi-level learning leadership)
NIE: LEP 2010
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International Comparison of Educational Leadership Development
• Varies widely – from mandated requirements to ad-hoc development
• Formal educational leadership development through the academic route
• Largely driven by course work but increasingly emphasizing on local knowledge (USA: Harvard, StanfordUK: National College)
NIE: LEP 2010
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LEP 2010
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LEP Programme Goals
NIE: LEP 2010
Maintain a commitment to academic excellence AND a bold advocate of change and innovation
Programme Goals
• To develop ‘principalship’ capability in an increasingly complex world
• To inculcate innovative thinking
• To create new knowledge for effective school leadership
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LEP Course Objectives
Course Learning Objectives (examples)
• Understand how mental representations drives leadership behavior
• Know how you could foster a school culture that puts student first
NIE: LEP 2010
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LEP Design
• Design Framework (How learning takes place)
• Blend of complexity and constructivism
• Thinking Framework (Future-oriented)
• Designerly Thinking
• Leadership Frameworks
• Eclectic approach encompassingInstructional, Transformational &Distributed leadership
NIE: LEP 2010
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NIE: LEP 2010
• Lecture series • Example: MOE’s Philosophy for Education Leadership: what it means for school leaders & how to interpret it to meet current & future challenges)
• 4 Core courses• Ed Leadership; Developing People; ICT;
Curriculum• 5 Electives
Balance Process with Content
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NIE: LEP 2010
• Lecture series • Example: MOE’s Philosophy for Education Leadership: what it means for school leaders & how to interpret it to meet current & future challenges)
• Associate Fellow working with NIE, participants on the Creative Action Project
• Mentor
Greater Involvement from Stakeholders
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Future Oriented:Designerly Thinking
And Creative Action Project
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Designerly Thinking
Integrative thinking - the ability to exploit opposing ideas and opposing constraints to create new solutions
The application of design thinking to educational challenges
Examples:
1. How did CMCH (Vellore) fulfilled their purpose of a mission hospital and stay competitive in the region?
2. How do we remain in the top tier accountability measures (TIMSS, PISA etc.) and be flexible, nimble, relevant and responsive to the changing landscape?
NIE: LEP 2010
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Designerly Thinking
NIE: LEP 2010
Tim Brown
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Designerly Thinking
1. Human-centered
• Manifested needs and latent needs
• Tangible and intangible values
2. Building to think
• Prototyping in order to think (slow down in order to speed up)
• Real and virtual worlds
3. From consumption to participation
• Creating for people, creating with people,Creating by themselves
• Participative systemNIE: LEP 2010
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Creative Action Project
FeaturesPurpose 1. Challenge current practices and
assumptions2. Explore, create and innovate new
practices for the 21st century
Dimensions LeadershipTechnologyInnovationValues
Core Competencies Teaching and LearningCharacter DevelopmentCitizenryFuture Effectiveness
NIE: LEP 2010
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Creative Action Project
FeaturesGroup-based 3- 4
Associate Partner Schools and Associate Fellow
• Active interest in Partnership with programme participants and the LEP Programme
• Cooperative and communicative about the processes in which participants will be engaging
• Responsible and accountable with the participants
• Lead learner i.e., possessing a learning disposition, not simply a management disposition
• Confident enough to be an informed risk-taker, not just a risk miminiser.
NIE: LEP 2010
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Summary of LEP 2010
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Design Features of LEP 2010
Features LEP 2010 LEP 2009
Theoretical Framework
Mainly Complexity and supported by Behaviorism and Cognitive constructivism
Mainly Complexity and supported by Behaviorism and Cognitive constructivism
Values National, Organizational, Personal values and MOE’s Philosophy
Organizational and Personal values
Metaphor Poetic Strategist CEO
Knowledge Process-as-contentCourse content as support
Process-as-contentCourse content as support
NIE: LEP 2010
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Design Features of LEP 2010
Features LEP 2010 LEP 2009Pedagogical Approaches
Four Dimensions:1.Thinking and reflection2.Experience and activity3.Conversation and Interaction4.Evidence and demonstrationAction learning, naturalistic inquiry, knowledge building are some pedagogical approaches that integrate the four pedagogical dimensions.
Action learningDialogueKnowledge building
Courses 4 Core Courses and expanded elective choices
Electives
Mentor component One-to-one pairing Not available
NIE: LEP 2010
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Design Features of LEP 2010
Features LEP 2010 LEP 2009
Project Creative Action ProjectTeam-based
Innovation ProjectIndividual-based
Stakeholder Involvement
Involvement of senior MOE and Civil Service staff for Lecture series, and dialogue
Involvement of senior MOE staff for dialogue
Assessment for learning
Individual Development PortfolioJournalAssignmentsCreative Action ProjectInternational visit
JournalAssignmentsInnovation ProjectFuture School ProjectInternational visit
NIE: LEP 2010
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Metaphor: POETIC STRATEGIST
Poet poieō
• literary, humanistic aspect
• making, producing, creating, inventing, envisaging possibilities
• artfulness in the midst of intractable problems and unexpected contingencies
Strategist
• turning possibilities into action
• resourcefulness
• harmonizing competing objectives
NIE: LEP 2010
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Thank You
NIE: LEP 2010
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LEP Design
Question: Why do we adopt an eclectic approach of leadership frameworks? And why NOT instructional leadership alone?
• World-wide wave of internal and externalaccountability to address achievement gap –reemergence of instructional leadership
• The fallacy of ‘one-size-fits all’ leadership framework
NIE: LEP 2010
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Student Achievement
USA: National Assessment of Education Progress
NIE: LEP 2010
http://www.heritage.org/research/Education/bg2179.cfm
http://www.heritage.org/research/Education/bg2179.cfm
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Student Achievement
USA: National Assessment of Education Progress
Math Score
NIE: LEP 2010
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Student Achievement
USA: National Assessment of Education Progress
Math Score
NIE: LEP 2010
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Student Achievement
NIE: LEP 2010
Student Achievement
2008
Secondary/High School Graduation
Rate2008
Singapore O-Level (5 or more passes)80.8% 98.5%
USA *refer to Reading and Math scores slides 13 - 15
74.8%
UK GCSE (A* - C passes)50.4%
70%
Digest of Education Statistics 2008 USA; Education Statistics Digest 2008 Singapore; www.ifs.org.uk/wps/wp0511.pdf
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QUESTIONS
NIE: LEP 2010
• How does the change in world reality affect us?
• Are we rule-takers or rule-makers?
• How do we compete?
• How does the learning paradigm affect us?
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Work of Principals
NIE: LEP 2010
• Pace : The executives worked at an unrelentingpace, with no breaks in activity during the day.
• Fragmentation: Their days were characterizedby interruption, discontinuity, and fragmentation.
• Personal Tasks : They spared little time foractivities not directly related to their work.
• Preference of Interaction : They exhibited apreference for live action encounters.
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Work of Principals
NIE: LEP 2010
• Networking : They maintained a complex network of relationships with people outside their organizations.
• Reflection : Because they were immersed in the day-to-day need to keep the organization going, they lacked time for reflection.
• Professional Identity : They identified themselves with their jobs.
• Information Sharing : They had difficulty sharing information.