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PROFESSIONAL DEVELOPMENT OF
PHYSICAL EDUCATIONTEACHERS:
THE SINGAPORE WAY
Hanif A. Rahman (Master Teacher)Mabel Yong (Lead Teacher)
Tan Seck Heong (Lead Teacher)Timothy D’Cruz (Programme Manager)
Physical Education and Sports Teacher AcademyMinistry of Education, Singapore
17th UNESCO-APEID International Conference 2014Bangkok, Thailand
PRESENTATION OUTLINE
Overview of Teacher Education in Singapore
o Pre-service
o In-service
Roles of PE & Sports Teacher Academy (PESTA)
o Professional Development plan
o Infuse expert knowledge
o Build communities of practice
o PE Lesson Observation Tool
OVERVIEW: PRE-SERVICE
National Institute of Education (Nanyang Technological University) is the only pre-service training institution for teacher education
o Diploma in Education (2 years)
o Post-Graduate Diploma in Education (1 or 2 years)
o Bachelor of Science/Arts (4 years)
Employed by MOE and salaried (3-year bond)
OVERVIEW: IN-SERVICE
Academy of Singapore Teachers (AST) – Humanities, Mathematics & Sciences subject chapters
English Language Institute of Singapore (ELIS)
Singapore Centre for Chinese Language (SCCL)
Malay Language Centre of Singapore (MLCS)
Umar Pulavar Tamil Language Centre (UPTLC)
Singapore Teachers’ Academy for the Arts (STAR)
PE and Sports Teacher Academy (PESTA)
A HOME BASE FOR
PE AND SPORTSTEACHERS
NURTURING A COMMUNITY OF
PASSIONATE AND SKILFUL TEACHERS
Practising Professionals of PE and Sports
Embodiment of Fitness and Health
Stewards of Students’ Needs and Safety
Teachers of Values
Advocates of PE and Sports
PESTA TEACHER ATTRIBUTES
TEACHER ATTRIBUTES
WHAT WE DO
Roles of Teacher Academies What PESTA does
Champion professional
development
Nurture a strong teacher-led
culture in professional
development
Research hub where teachers
can develop their expertise
Put in place good practices at the
school planning level that lead to
quality delivery of PE & Sports
Resource hub with rich sharing
platforms and learning
repositories
Forge local and global
partnerships for the enhancement
of professional development
One-stop centre for teacher
renewal
Develop pipeline of Teacher
Leaders in PE
WHY DO WE DO WHAT WE DO?
To ensure fidelity in the implementation of thenational PE syllabus
Bridging the intended to the enacted curriculum
Expected OutcomesHigher capacity of qualified PE teachers leading to quality PE lessons
and growth of teacher leaders
PESTA PD Plan
Strategies
Build Communities of PracticeInfuse Expert Knowledge
PROFESSIONAL DEVELOPMENT (PD) PLAN
PESTA PD Plan
Expected OutcomesHigher capacity of qualified PE teachers leading to quality PE lessons and growth of teacher leaders
Strategies
Infuse Expert Knowledge
PROFESSIONAL DEVELOPMENT (PD) PLAN
Developing Subject Matter Knowledge (SMK) & Pedagogical
Content Knowledge (PCK) using the ‘Learn-Apply-Reinforce’
approach
Collaboration with local partners
Engaging overseas Visiting Fellows
Implementing enhanced PD for teacher leaders
Conducting research
Building capacity of PESTA officers
Learn Apply Reinforce
Workshop
(2-3 days)
Transfer of learning
Reflection on
effectiveness by individual
teachers
Peer Observations
Coaching and Lesson
Observations by PESTA
Programme Managers
Post-course
workshop (0.5 day)
Bridge learning gaps
Share best practice
Reinforce learning
WORKSHOP APPROACH
“Effective Continual Professional Development should be rooted in the
day-to-day complexities of teaching. One-off courses have to be
supplemented by support measures (in schools) to ensure the application
of teachers’ learning that would enhance student learning outcomes”.
Kathleen Armour (2005)
PESTA PD Plan
Expected OutcomesHigher capacity of qualified PE teachers leading to quality PE lessons and growth of teacher leaders
Build Communities of Practice
PROFESSIONAL DEVELOPMENT (PD) PLAN
Develop partner schools’ strength in PE and their role as mentors
for other schools
Engage PESTA networks
Provide platforms for the sharing of good practices
Provide opportunities for teacher attachment
Strategies
NETWORKS
Developed by PESTA
Internal distribution to
Singapore schools
“Use of PELOT” workshops at
networks
Promoting the use of PELOT
through PESTA PD platforms
and school support
PE LESSON OBSERVATION TOOL
KEY FEATURES OF A GOOD PE LESSON
Positive Learning Environment
Creating a caring and participatory learning environment
Engaged Learning
Engaging students meaningfully and guiding them in practice
Effective communication
Giving clear instructions and useful feedback; modelling good behaviour
Skilful Management
Managing students with clear boundaries and routines
4 Pedagogical Principles
(CASEL,2010; Hellison, 2011; Rink, 2010; Saphier,Haley-Speca & Gower, 2008)
Confirmation of lesson
observation
Submission of lesson plan by
the teacher
Pre-lesson discussion
Lesson observation
Reflection by the teacher
Post-lesson discussion
Reflection by the teacher
Possible follow-up actions: areas for improvement:
• Schedule another lesson observation
• Observe peers' lessons
• Lesson observed by peers
• Self-review of lesson through videos
PROCESS FLOW
WHY DO WE DO WHAT WE DO?
“These professional learning approaches are being supplementedby school-managed professional learning that supports teachers toattend network, region and state-wide professionallearning events in order to share their experience, learn from otherteachers and teaching experts, and bring new suggestions forimproving school and teacher practice back into the school.
By being clear about their instructional and classroommanagement models, well-versed in the literature of effectiveteaching and committed to working collaboratively to improveeach other’s lesson planning and instructional techniques, schools areable to achieve the twin targets of improving teaching effectivenessand consistency.”
Peter Cole (2012)
Academy Principal, Programme Director, 2 Master Teachers,
3 Lead Teachers, 11 Programme Managers, Admin Manager, Support Staff
[email protected] [email protected]
THANK YOU
www.pesta.moe.edu.sg