Recruiting, Training, and Supporting a 21st Century Teaching Profession: The Case of Singapore Dr Goh Chor Boon National Institute of Education Singapore

A “Little Red Dot” without natural resources – the development of Singapore’s human resources is the key to its continual survival in a competitive world economy. Hence, the mission of Singapore’s “ability-driven” education system is to develop every young Singaporean to his or her maximal potential. Encapsulated in the “Thinking Schools, Learning Nation” vision launched in June 1997.

A “Little Red Dot” without natural resources – the development of Singapore’s human resources is the key to its continual survival in a competitive world economy.

Hence, the mission of Singapore’s “ability-driven” education system is to develop every young Singaporean to his or her maximal potential. Encapsulated in the “Thinking Schools, Learning Nation” vision launched in June 1997.

Basic principle: “ Quality Teacher = Quality Education” Recruitment of teachers is based on the top 30% of each cohort entering the education system, ensuring that education has some of our best graduates moulding the hearts and minds of young Singaporeans.

Basic principle:

“ Quality Teacher = Quality Education”

Recruitment of teachers is based on the top 30% of each cohort entering the education system, ensuring that education has some of our best graduates moulding the hearts and minds of young Singaporeans.

MOE selects the “student-teachers” who are considered employees of MOE and paid a salary while undergoing full-time initial teacher training at the National Institute of Education (NIE).

MOE selects the “student-teachers” who are considered employees of MOE and paid a salary while undergoing full-time initial teacher training at the National Institute of Education (NIE).

Preparing the trainee and novice teacher Centralized under one well-planned, well-staffed institute to ensure uniformity of standards (at least in terms of content knowledge and pedagogical skills) One-fifth off-loading of the normal responsibility load in first year of teaching so that time can be spent on observing experienced teachers in the classroom and on-the-job training

Centralized under one well-planned, well-staffed institute to ensure uniformity of standards (at least in terms of content knowledge and pedagogical skills)

One-fifth off-loading of the normal responsibility load in first year of teaching so that time can be spent on observing experienced teachers in the classroom and on-the-job training

Continual upgrading 100 hours of professional training a year Approved study leave (with either half or full-monthly pay depending on years of service) More public recognition to outstanding teachers

100 hours of professional training a year

Approved study leave (with either half or full-monthly pay depending on years of service)

More public recognition to outstanding teachers

Singapore has its “Continual Professional Development Model” (PDCM) which allows several pathways for teachers to progressively acquire higher certifications (including masters and PhDs) through accreditation process. It is envisioned that by 2015, at least 50% of Singapore’s 28,000 teachers will have at least a masters degree.

Singapore has its “Continual Professional Development Model” (PDCM) which allows several pathways for teachers to progressively acquire higher certifications (including masters and PhDs) through accreditation process.

It is envisioned that by 2015, at least 50% of Singapore’s 28,000 teachers will have at least a masters degree.

Professionalism of teachers is increasingly emphasized, especially in the concept of lifelong learning through continual professional development. Teachers taking ownership of their own professional development programme.

Professionalism of teachers is increasingly emphasized, especially in the concept of lifelong learning through continual professional development.

Teachers taking ownership of their own professional development programme.

Professional development is inextricably linked to performance appraisal of teachers. Consistent quest for subject knowledge mastery, new pedagogical skills and involvement in action research is seen as critical effort on the part of the teacher to improve his professionalism.

Professional development is inextricably linked to performance appraisal of teachers.

Consistent quest for subject knowledge mastery, new pedagogical skills and involvement in action research is seen as critical effort on the part of the teacher to improve his professionalism.

Emphasis on developing school leadership Customized leadership programme to match the changing demands of school leaders Entrepreneurial leadership through innovative actions and decision making encouraged

Customized leadership programme to match the changing demands of school leaders

Entrepreneurial leadership through innovative actions and decision making encouraged

Seamless collaboration Seamless flow of decisions and actions between MOE, NIE and schools

Seamless flow of decisions and actions between MOE, NIE and schools

Critical success factors in sustaining a quality teaching workforce in Singapore Selection of the “right” candidates with passion for teaching. Quality of teacher education programmes offered by NIE. Teacher welfare (including physical and mental well-being) is a high priority exercised by MOE.

Selection of the “right” candidates with passion for teaching.

Quality of teacher education programmes offered by NIE.

Teacher welfare (including physical and mental well-being) is a high priority exercised by MOE.