Development of Teacher Quality: Rising above Structures, Standards and Stereotyping

Transcription

1 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

2 Observations of Quality Journeys

3 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

4 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?

5 Education is not just about preparing people for the future; it is also about inventing our future.

6 Outline 21 st Century Challenges in Education Teacher Calling: Singapore Teacher Education Development of Quality Teachers Conclusion

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8 21 st Century Challenges Motivating learners in a globalised world in an age of rapid information transfer Developing 21 st 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 21 st competencies in students Managing and developing a more capable and qualified teaching workforce

9 Singapore Teacher Education

10 Visionary and Long Haul Policies The Tripartite relationship between NIE, MOE and Schools is a key success factor in the implementation phase of the TE21 programme 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. MOE Schools Schools will be an important partner in strengthening the theorypractice linkage for : Student teachers Beginning teachers Experienced teachers NIE (University) NIE/SPCS 10

11 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

12 Visionary and Long Haul Policies MOE 21 st Century Competencies with NIE V3SK and Graduand Teacher Competencies Alignment Source: NIE V3SK Model

13 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

14 Developing Quality Teachers

15 Evolution: Context of developing competent and caring teachers.

16 Differentiated Career Pathways for Teachers Leadership Track Specialist Track Teaching Track

17 Enhanced Performance Management Scheme EPMS is a holistic teacher evaluation tool Career Development EPMS Coaching and mentoring Leadership Development Selfevaluation Performance- Linked Recognition

18 Enhanced Performance Management Scheme 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

19 Enhanced Performance Management Scheme 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

20 Enhanced Performance Management Scheme Selfevaluation As a Tool for Self Evaluation Career Development EPMS Coaching and mentoring Ability to nurture the whole child Tracking the results of the officer s classes Leadership Development Performance- Linked Recognition Reviews the officer s teaching competencies Individual training and development plans Innovations and contributions to school improvement

21 Enhanced Performance Management Scheme Selfevaluation Coaching and Mentoring for Improvement Career Development EPMS Coaching and mentoring One-on-one target setting with supervisor at the start of the year Leadership Development Performance- Linked Recognition Formative mid-year work review Summative review before end of the year

22 Enhanced Performance Management Scheme Selfevaluation Performance-Linked Recognition To retain and grow pool of quality teachers Career Development EPMS Coaching and mentoring Encourages innovative teaching methods and enhances overall high quality education standards Leadership Development Performance- Linked Recognition 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

23 Enhanced Performance Management Scheme Singapore s Performance Based Compensation Source: McKinsey and Co. (2009)

24 Enhanced Performance Management Scheme Selfevaluation Leadership Development Career Development EPMS Coaching and mentoring 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 Leadership Development Performance- Linked Recognition 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

25 Enhanced Performance Management Scheme Career Development Selfevaluation Coaching and mentoring Career Development Leadership Track a)management positions in school b)stints in MOE HQ for exposure EPMS Attend NIE s Management and Learning in Schools (MLS) 4 mos Leadership Development Performance- Linked Recognition 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). 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.

26 Conclusion Role of teachers to Lead Care Inspire

27 Conclusion Learner centred, Values-centred Professionalism of Ethos, pathos and logos

28 Thank you