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integrating curriculum<br />assessment<br />and teacher professional development<br />Teacher Professional Development <br...
types of professional<br />development<br />for singapore teachers<br />
workshop-style<br />professional<br />development<br />
Photo: SEED Institute <br />Kindergarten Teachers in a Degree Course<br />Photo: National Institute of Education<br />Teac...
Photo: SEED Institute <br />Kindergarten Teachers in a degree course<br />Photo: NIE In-service Course on Lesson Study<br ...
Photo: Stamford Primary School <br />In-house Professional Development Workshop<br />School-Initiated<br />In-house Worksh...
Ministry of Education-Initiated<br />Teachers Network Activities<br />Teacher Work Attachment<br />Professional Developmen...
typical<br />professional<br />development<br />Typically, professional development for Singapore teachers consist of work...
professional development<br />and<br />curriculum and assessment demands<br />
curriculum<br />emphasis on<br />problem solving<br />Reference: Singapore Ministry of Education 2006<br />
assessment<br />Item from Grade 6 National Examination<br />emphasis on<br />problem solving<br />Reference: Singapore Exa...
210<br />
210<br />MrsHoon sold 960 cookies.<br />
in national examination<br />significant emphasis on<br />problem solving<br />A<br />B<br />F<br />E<br />D<br />C<br />R...
Wellington Primary School<br />rationale<br />The rationale of teaching mathematics is that it is “an excellent vehicle fo...
Holistic Learning for Students<br />More Engaging Pedagogy<br />More Holistic Assessment<br />Quality Teaching Force<br />...
professional development<br />and<br />societal demands<br />
parental<br />expectations<br />Seminar for Parents on Problem Solving<br />
professional development<br />and<br />teacher profile<br />
Teachers Profile<br />30 000 teachers in about 300 schools<br />75% with bachelor’s degree<br />50% of primary school teac...
“Provide current non-graduate teachers with avenues for professional development and/or academic upgrading.”<br />Source: ...
“Encourage subject specialisation of teachers at the upper primary levels through in-service training, while continuing to...
professional development<br />and<br />educational policies<br />
professional learning<br />consolidated<br />emphasis on<br />
Professional Learning<br />Teachers are entitled to 100 hours of professional development<br />Teachers Network was set up...
To sustain a high-performing education system, Singapore’s educators will take on an active role in shaping the developmen...
Princess Elizabeth Primary School, Singapore<br />lesson study<br />North Vista Primary School, Singapore<br />
In the keynote lecture<br />Mike Schmoker called for<br /> “authentic team-based PLC”.<br />Fuchun Primary School<br />Nor...
workshops<br />incorporate<br />authentic<br />materials<br />Fuchun Primary School, Singapore<br />
teachers<br />learning from<br />textbooks<br />
Source: Grade 3 Textbook<br />
Source: Grade 6 Textbook<br />
In this conference<br />Barbara Reys identified<br /> “teachers’ content knowledge”<br />as one of the ten<br /> most pres...
what shape<br />professional<br />development of singapore primary teachers<br />professional learning<br />culture<br />c...
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NCSM 43rd Annual Conference 21 April 2010_Roschelle yeap wong_

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NCSM 43rd Annual Conference 21 April 2010_Roschelle yeap wong_

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Transcript of "NCSM 43rd Annual Conference 21 April 2010_Roschelle yeap wong_"

  1. 1. integrating curriculum<br />assessment<br />and teacher professional development<br />Teacher Professional Development <br />in Singapore<br />Yeap Ban Har<br />banhar.yeap@nie.edu.sg<br />National Institute of Education<br />Nanyang Technological University<br />Slides can be downloaded from www.mathz4kidz.com<br />
  2. 2. types of professional<br />development<br />for singapore teachers<br />
  3. 3. workshop-style<br />professional<br />development<br />
  4. 4. Photo: SEED Institute <br />Kindergarten Teachers in a Degree Course<br />Photo: National Institute of Education<br />Teachers at a Workshop-style In-service Course<br />University-Initiated<br />In-service Courses<br />Graduate Courses<br />
  5. 5. Photo: SEED Institute <br />Kindergarten Teachers in a degree course<br />Photo: NIE In-service Course on Lesson Study<br />University-Initiated<br />In-service Courses<br />Graduate Courses<br />
  6. 6. Photo: Stamford Primary School <br />In-house Professional Development Workshop<br />School-Initiated<br />In-house Workshop<br />Photo: HougangPrimary School <br />In-house Professional Development Workshop<br />
  7. 7. Ministry of Education-Initiated<br />Teachers Network Activities<br />Teacher Work Attachment<br />Professional Development Leave<br />Photo: Catholic High School (Primary)<br />
  8. 8. typical<br />professional<br />development<br />Typically, professional development for Singapore teachers consist of workshop-style training. <br />
  9. 9. professional development<br />and<br />curriculum and assessment demands<br />
  10. 10. curriculum<br />emphasis on<br />problem solving<br />Reference: Singapore Ministry of Education 2006<br />
  11. 11. assessment<br />Item from Grade 6 National Examination<br />emphasis on<br />problem solving<br />Reference: Singapore Examination & Assessment Board 2010<br />
  12. 12. 210<br />
  13. 13. 210<br />MrsHoon sold 960 cookies.<br />
  14. 14. in national examination<br />significant emphasis on<br />problem solving<br />A<br />B<br />F<br />E<br />D<br />C<br />Reference: Singapore Examinations & Assessment Board 2004-2008<br />
  15. 15. Wellington Primary School<br />rationale<br />The rationale of teaching mathematics is that it is “an excellent vehicle for the development and improvement of a person’s intellectual competence”.<br />Reference: Singapore Ministry of Education 2006<br />
  16. 16. Holistic Learning for Students<br />More Engaging Pedagogy<br />More Holistic Assessment<br />Quality Teaching Force<br />MOE is “strengthening the training and professional development for our teachers so that they can deliver a high-quality primary education for your child”.<br />
  17. 17. professional development<br />and<br />societal demands<br />
  18. 18. parental<br />expectations<br />Seminar for Parents on Problem Solving<br />
  19. 19. professional development<br />and<br />teacher profile<br />
  20. 20. Teachers Profile<br />30 000 teachers in about 300 schools<br />75% with bachelor’s degree<br />50% of primary school teachers are non-university graduates<br />10% with graduate degrees<br />Pre-service teacher training does not produce mathematics specialists<br />
  21. 21. “Provide current non-graduate teachers with avenues for professional development and/or academic upgrading.”<br />Source: PERI Report 2009<br />
  22. 22. “Encourage subject specialisation of teachers at the upper primary levels through in-service training, while continuing to provide schools with the autonomy to deploy their teachers according to their needs.” <br />Source: PERI Report 2009<br />
  23. 23. professional development<br />and<br />educational policies<br />
  24. 24. professional learning<br />consolidated<br />emphasis on<br />
  25. 25. Professional Learning<br />Teachers are entitled to 100 hours of professional development<br />Teachers Network was set up in 1998<br />All schools have formal PLC by 2012<br />Teacher Development Centre to coordinate professional learning to bet set up in 2010<br />All schools to eventually have a Staff Developer, a head of department responsible for the professional development of teachers in the school<br />Action Research has been introduced as a PLC tool<br />Lesson Study has been introduced as another PLC tool<br />
  26. 26. To sustain a high-performing education system, Singapore’s educators will take on an active role in shaping the development of their profession. MOE is committed to supporting the teaching profession in developing a new Teacher Development Centre as a focal point for teacher professional development. MOE will also strengthen the career development opportunities for educators who wish to deepen their expertise in teaching.<br />Press Release 17 September 2009<br />MOE Work Plan Seminar<br />
  27. 27. Princess Elizabeth Primary School, Singapore<br />lesson study<br />North Vista Primary School, Singapore<br />
  28. 28. In the keynote lecture<br />Mike Schmoker called for<br /> “authentic team-based PLC”.<br />Fuchun Primary School<br />Northlight School <br />
  29. 29. workshops<br />incorporate<br />authentic<br />materials<br />Fuchun Primary School, Singapore<br />
  30. 30. teachers<br />learning from<br />textbooks<br />
  31. 31. Source: Grade 3 Textbook<br />
  32. 32. Source: Grade 6 Textbook<br />
  33. 33. In this conference<br />Barbara Reys identified<br /> “teachers’ content knowledge”<br />as one of the ten<br /> most pressing challenges.<br />Fuchun Primary School’s teachers discussing how to do 1.45 x 18 in one of their professional development courses<br />Balestier Primary School’s teachers figuring out a ‘magic’ trick demonstrated by the instructor in a professional development course.<br />
  34. 34. what shape<br />professional<br />development of singapore primary teachers<br />professional learning<br />culture<br />curriculum & assessment<br />demands<br />high expectations <br />school & parents<br />non-specialist<br />teachers in primary schools<br />
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