NCSM 43rd Annual Conference 21 April 2010_Roschelle yeap wong_

integrating curriculum
assessment
and teacher professional development
Teacher Professional Development
in Singapore
Yeap Ban Har
banhar.yeap@nie.edu.sg
National Institute of Education
Nanyang Technological University
Slides can be downloaded from www.mathz4kidz.com

types of professional
development
for singapore teachers

workshop-style
professional
development

Photo: SEED Institute
Kindergarten Teachers in a Degree Course
Photo: National Institute of Education
Teachers at a Workshop-style In-service Course
University-Initiated
In-service Courses
Graduate Courses

Photo: SEED Institute
Kindergarten Teachers in a degree course
Photo: NIE In-service Course on Lesson Study
University-Initiated
In-service Courses
Graduate Courses

Photo: Stamford Primary School
In-house Professional Development Workshop
School-Initiated
In-house Workshop
Photo: HougangPrimary School
In-house Professional Development Workshop

Ministry of Education-Initiated
Teachers Network Activities
Teacher Work Attachment
Professional Development Leave
Photo: Catholic High School (Primary)

typical
professional
development
Typically, professional development for Singapore teachers consist of workshop-style training.

professional development
and
curriculum and assessment demands

curriculum
emphasis on
problem solving
Reference: Singapore Ministry of Education 2006

assessment
Item from Grade 6 National Examination
emphasis on
problem solving
Reference: Singapore Examination & Assessment Board 2010

210
MrsHoon sold 960 cookies.

in national examination
significant emphasis on
problem solving
A
B
F
E
D
C
Reference: Singapore Examinations & Assessment Board 2004-2008

Wellington Primary School
rationale
The rationale of teaching mathematics is that it is “an excellent vehicle for the development and improvement of a person’s intellectual competence”.
Reference: Singapore Ministry of Education 2006

Holistic Learning for Students
More Engaging Pedagogy
More Holistic Assessment
Quality Teaching Force
MOE is “strengthening the training and professional development for our teachers so that they can deliver a high-quality primary education for your child”.

and
societal demands

parental
expectations
Seminar for Parents on Problem Solving

and
teacher profile

Teachers Profile
30 000 teachers in about 300 schools
75% with bachelor’s degree
50% of primary school teachers are non-university graduates
10% with graduate degrees
Pre-service teacher training does not produce mathematics specialists

“Provide current non-graduate teachers with avenues for professional development and/or academic upgrading.”
Source: PERI Report 2009

“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.”
Source: PERI Report 2009

and
educational policies

professional learning
consolidated
emphasis on

Professional Learning
Teachers are entitled to 100 hours of professional development
Teachers Network was set up in 1998
All schools have formal PLC by 2012
Teacher Development Centre to coordinate professional learning to bet set up in 2010
All schools to eventually have a Staff Developer, a head of department responsible for the professional development of teachers in the school
Action Research has been introduced as a PLC tool
Lesson Study has been introduced as another PLC tool

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.
Press Release 17 September 2009
MOE Work Plan Seminar

Princess Elizabeth Primary School, Singapore
lesson study
North Vista Primary School, Singapore

In the keynote lecture
Mike Schmoker called for
“authentic team-based PLC”.
Fuchun Primary School
Northlight School

workshops
incorporate
authentic
materials
Fuchun Primary School, Singapore

teachers
learning from
textbooks

Source: Grade 3 Textbook

Source: Grade 6 Textbook

In this conference
Barbara Reys identified
“teachers’ content knowledge”
as one of the ten
most pressing challenges.
Fuchun Primary School’s teachers discussing how to do 1.45 x 18 in one of their professional development courses
Balestier Primary School’s teachers figuring out a ‘magic’ trick demonstrated by the instructor in a professional development course.

what shape
professional
development of singapore primary teachers
professional learning
culture
curriculum & assessment
demands
high expectations
school & parents
non-specialist
teachers in primary schools

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NCSM 43rd Annual Conference 21 April 2010_Roschelle yeap wong_

by Jimmy Keng on Apr 23, 2010

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