Empowered Educators in Singapore E-Book

A. Lin Goodwin

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 227

Veröffentlichungsjahr: 2017

Beschreibung

BEST PRACTICES FROM SINGAPORE'S HIGH-PERFORMING SCHOOL SYSTEM Empowered Educators in Singapore is one volume in a series that explores how high-performing educational systems from around the world achieve strong results. The anchor book, Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World, is written by Linda Darling-Hammond and colleagues, with contributions from the authors of this volume. Empowered Educators in Singapore delves into the country's rapid rise to educational excellence on a global scale and the national effort that drives it. Singaporean students routinely outperform their peers from around the world, placing first or second in international assessments, particularly in math and science. In 2015, Singaporean students topped the league table for both the Programme in International Student Achievement (PISA) and the Trends in International Mathematics and Science Study (TIMSS). With educators around the world clamoring for the "Singapore secret," the reality is that Singapore's excellence is the result of a 25-year drive to improve education through systemic, long-term and ongoing, consistent, and deliberative reform with an emphasis on teacher quality. This book describes the interwoven strategies that merge context, quality, governance, and continual evolution into a consistently high-achieving student population.

Leseprobe

EMPOWERED EDUCATORS IN SINGAPORE

How High-Performing Systems Shape Teaching Quality

A. Lin Goodwin, Ee-Ling Low, Linda Darling-Hammond

Copyright © 2017 by The Stanford Center for Opportunity Policy in Education (SCOPE). All rights reserved.

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ISBN: 9781119369721

ISBN: 9781119369738

ISBN: 9781119369745

Cover design by Wiley

Cover image: © suriya9/Getty Images, Inc.

CONTENTS

Foreword

Acknowledgments

About the Sponsoring Organizations

About the Authors

Online Documents and Videos

Singapore: From “Who?” to “Who’s Who!”

Singapore in Brief: Background and Essential Information

The Singapore School System: Many Pathways, One Goal

Educational Governance and Policy Initiatives

Theme 1: A Clear Vision and Belief in the Centrality of Education For Every Individual, the Economy, and Nation Building

Theme 2: A Systemic Approach to Innovation, Reform, and Change

Theme 3: Investing in a High- Quality Teaching Force

Recruiting Quality

Perceptions of Teaching as a Career

Teacher Distribution across Schools

Preparing Quality

Practicum and Field Experience

Theme 4: Developmental and Educative Appraisal for Ongoing Learning

Nurturing and Retaining Quality: Beginning Teacher Induction

Professional Learning and Recognition

Professional Learning beyond Induction

Professional Development along Differentiated Career Tracks

Theme 5: Learning System and Learning Profession

Review and Enhancement of Initial Teacher Preparation Programs: Maintaining Quality

Discussion

A Clear Vision and Belief in the Centrality of Education

A Systemic Approach to Innovation, Reform, and Change

Building and Sustaining a High-Quality Teaching Workforce

Appraisal that Is Educative and Developmental

A Learning System and a Learning Profession

Conclusion: Future Challenges and Directions

Appendix Methodology

References

EULA

List of Tables

Singapore

Table 1

Theme 3

Table 2

Table 3

Table 4

Table 5

Theme 4

Table 6

List of Illustrations

Singapore

Figure 1

. The Singapore Education Landscape.

Figure 2

. Framework for 21st-Century Competencies and Student Outcomes.

Theme 2

Figure 3

. The Policies-Practice-Preparation (PPP) Model for the Management of an Education System.

Theme 3

Figure 4

. The Process of Teacher Recruitment in Singapore.

Figure 5

. The V

3

SK Framework from NIE.

Theme 4

Figure 6

. MOE Teacher Induction Framework.

Figure 7

. Key Components of the Structured Mentoring Program for BTs.

Figure 8

. Singapore’s Performance-Based Compensation.

Figure 9

. Teachers’ Use of Time: Singapore-TALIS Comparison Data.

Figure 10

. Mdm. Rosmiliah Bte Kasmin’s Timetable in Semester 2, 2014.

Figure 11

. Teacher Growth Model.

Figure 12

. Different Career Tracks for Teachers.

Theme 5

Figure 13

. Strategic Planning and Academic Quality Functions at NIE.

Guide

Cover

Table of Contents

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FOREWORD

FEW WOULD DISAGREE THAT, among all the factors that affect how much students learn, the quality of their teachers ranks very high. But what, exactly, do policy makers, universities, and school leaders need to do to make sure that the vast majority of teachers in their jurisdiction are literally world class?

Perhaps the best way to answer that question is to look carefully and in great detail at what the countries whose students are performing at the world’s top levels are doing to attract the highest quality high school students to teaching careers, prepare them well for that career, organize schools so teachers can do the best work of which they are capable, and provide incentives for them to get better at the work before they finally retire.

It was not hard for us to find the right person to lead a study that would do just that. Stanford professor Linda Darling-Hammond is one of the world’s most admired researchers. Teachers and teaching have been lifelong professional preoccupations for her. And, not least, Professor Darling-Hammond is no stranger to international comparative studies. Fortunately for us and for you, she agreed to lead an international comparative study of teacher quality in a selection of top-performing countries. The study, Empowered Educators: How High-Performing Systems Shape Teaching Quality Around the World, took two years to complete and is unprecedented in scope and scale.

The volume you are reading is one of six books, including case studies conducted in Australia, Canada, China, Finland, and Singapore. In addition to the case studies and the cross-study analysis, the researchers have collected a range of videos and artifacts (http://ncee.org/empowered-educators)—ranging from a detailed look at how the daily schedules of teachers in Singapore ensure ample time for collaboration and planning to a description of the way Shanghai teachers publish their classroom research in refereed journals—that we hope will be of great value to policy makers and educators interested in using and adapting the tools that the top-performing jurisdictions use to get the highest levels of teacher quality in the world.

Studies of this sort are often done by leading scholars who assemble hordes of graduate students to do the actual work, producing reams of reports framed by the research plan, which are then analyzed by the principal investigator. That is not what happened in this case. For this report, Professor Darling-Hammond recruited two lead researcher-writers for each case study, both senior, one from the country being studied and one from another country, including top-level designers and implementers of the systems being studied and leading researchers. This combination of insiders and external observers, scholars and practitioner-policy makers, gives this study a depth, range, and authenticity that is highly unusual.

But this was not just an effort to produce first-class case studies. The aim was to understand what the leaders were doing to restructure the profession of teaching for top performance. The idea was to cast light on that by examining what was the same and what was different from country to country to see if there were common threads that could explain uncommon results. As the data-gathering proceeded, Professor Darling-Hammond brought her team together to exchange data, compare insights, and argue about what the data meant. Those conversations, taking place among a remarkable group of senior policy actors, practitioners, and university-based researchers from all over the world, give this work a richness rarely achieved in this sort of study.

The researchers examined all sorts of existing research literature on the systems they were studying, interviewed dozens of people at every level of the target systems, looked at everything from policy at the national level to practice in individual schools, and investigated not only the specific policies and practices directly related to teacher quality, but the larger economic, political, institutional, and cultural contexts in which policies on teacher quality are shaped.

Through it all, what emerges is a picture of a sea change taking place in the paradigm of mass education in the advanced industrial nations. When university graduates of any kind were scarce and most people had jobs requiring only modest academic skills, countries needed teachers who knew little more than the average high school graduate, perhaps less than that at the primary school level. It was not too hard to find capable people, typically women, to do that work, because the job opportunities for women with that level of education were limited.

But none of that is true anymore. Wage levels in the advanced industrial countries are typically higher than elsewhere in the world. Employers who can locate their manufacturing plants and offices anywhere in the world and who do not need highly skilled labor look for workers who have the basic skills they need in low-wage countries, so the work available to workers with only the basic skills in the high-wage countries is drying up. That process is being greatly accelerated by the rapid advance of automation. The jobs that are left in the high-wage countries mostly demand a higher level of more complex skills.

These developments have put enormous pressure on the governments of high-wage countries to find teachers who have more knowledge and a deeper command of complex skills. These are the people who can get into selective universities and go into occupations that have traditionally had higher status and are better compensated than school teaching. What distinguishes the countries with the best-performing education systems is that: 1) they have figured this out and focused hard on how to respond to these new realities; and 2) they have succeeded not just in coming up with promising designs for the systems they need but in implementing those systems well. The result is not only profound changes in the way they source, educate, train, and support a truly professional teaching force, but schools in which the work of teachers is very differently organized, the demands on school leaders is radically changed, teachers become not the recipient of a new set of instructions from the ”center,“ but the people who are actually responsible for designing and carrying out the reforms that are lifting the performance of their students every day. Not least important, these systems offer real careers in teaching that enable teachers, like professionals in other fields, to gain more authority, responsibility, compensation, and status as they get better and better at the work, without leaving teaching.

This is an exciting story. It is the story that you are holding in your hand. The story is different in every country, province, and state. But the themes behind the stories are stunningly similar. If you find this work only half as compelling as I have, you will be glued to these pages.

MARC TUCKER, PRESIDENT

NATIONAL CENTER ON EDUCATION AND THE ECONOMY

ACKNOWLEDGMENTS

IN SINGAPORE, a frequent and common refrain from the time of independence has been that people are the country’s “most precious resource.” Throughout this project, people have been our most precious resource and have given whole-heartedly of themselves to support our work in telling the story of teaching, learning, and schooling in “the little red dot.” First of all, we could not have begun to weave an authentic and compelling story if not for the schools that opened their doors to us and offered us the opportunity to join their communities for a while. Thank you Kranji Secondary School, Raffles Girls’ School, and Ngee Ann Secondary School—being immersed in your vibrant, caring, and energetic environments was a true education.

Of course wonderful people are at the heart of wonderful schools, so our deep thanks go to the fine school leaders who welcomed us in. At Raffles Girls’ School, special thanks go to Principal Mrs. Poh Mun See, Senior Deputy Principal Mrs. Shirley Tan, and Director, Centre for Pedagogical Research and Learning Mrs. Mary George Cheriyan. We are equally grateful to Principal Ms. Tan Hwee Pin, Vice Principal Mrs. Punitha Ramanan, and Head of Department Ms. Serene Lai Woon Mui at Kranji Secondary School. We appreciate your support in smoothing the way for our interviews and filming, as well as your willingness to allow us to observe different conversations and meetings. Your professional discussions taught us a great deal about how you foster collegial decision making and collaboration in your respective schools. And finally, an extra shout out to all of you at Kranji for graciously RE-opening your doors to us when additional footage was needed. We are deeply appreciative of your generosity of spirit and collegiality.

We also want to express our thanks to all the teachers and the pupils in each school—we know we were hard to ignore, especially our cameras and microphones, but you managed to carry on doing what you do so well—teaching, learning, and collaborating—allowing us to capture a flavor of the rich and meaningful curriculum you offer or experience. Extra special thanks go to two educators in particular, Senior Teacher Mdm. Rosmiliah Bte Kasmin of Kranji Secondary School, and Teacher-Specialist Mr. Azahar Bin Mohamed Noor of Raffles Girls’ School. We are deeply indebted to you for patiently enduring our many questions, our presence, our equipment and our cameras in your classrooms, and our disruption of your schedule. We know what a priceless gift you each gave us in generously inviting us to witness your practice and hear you talk aloud about your passions, goals, and your pedagogical decision-making. Our special thanks also go to Master Teachers Ms. Cynthia Seto and Ms. Irene Tan at the Academy of Singapore Teachers for your insightful sharing on the teacher-led culture of professional learning in Singapore. All of you are such exemplary teachers that to say we learned so much about quality teaching is a huge understatement—a special thank you in all four co-official languages of Singapore is a must: Terima Kasih, , Nandri, Thank You!

This acknowledgment would not be complete without a note of gratitude to colleagues in the Ministry of Education in Singapore. We appreciated your support every step along the way and your keen eyes on rough cuts of the videos. Thank you for your feedback and wise counsel. We are indebted to the Ford Foundation for generously funding the videotaping work—thank you for supporting this essential aspect of our study. Thanks also are due to Mr. Steve Tan. We could not have asked for a more accommodating videographer who was able to discern the best footage we needed, even when we were not entirely certain ourselves. We also would like to express our appreciation to Barnett Berry and the Center for Teaching Quality for their support and collaboration.

Finally, but far from least, bucket loads of accolades and thanks go to the Singapore research associates who were our thought partners, colleagues, support systems: (alphabetically) Hui Chenri and Jane Lin Huiling, we could not have done this without you both—you helped us in so many countless ways by sorting through ideas with us, keeping us on track with deadlines and focused on the tasks at hand, searching through literature, gathering documents, organizing school visits, collecting data, and even comfort cooking and feeding when the going got tough! We cannot say thank you enough. Our U.S. graduate assistants also deserve our deep appreciation for their help in gathering and reviewing literature, and finding the best images for colorful and attractive PowerPoint presentations—thank you so much Kelsey Darity and Crystal Chen.

This has been an engrossing and fascinating project that clearly could not have been accomplished without the kind support of many wonderful people. Here’s a final bow to everyone. The best of the Singapore story comes from all of them, while the fault of any errors or omissions remains entirely ours.

Note: Designations that appear throughout the book reflect personnel at the point when the research was conducted.

ABOUT THE SPONSORING ORGANIZATIONS

THIS WORK IS MADE POSSIBLE through a grant by the Center on International Education Benchmarking® of the National Center on Education and the Economy® and is part of a series of reports on teacher quality systems around the world. For a complete listing of the material produced by this research program, please visit www.ncee.org/cieb.

The Center on International Education Benchmarking®, a program of NCEE, funds and conducts research around the world on the most successful education systems to identify the strategies those countries have used to produce their superior performance. Through its books, reports, website, monthly newsletter, and a weekly update of education news around the world, CIEB provides up-to-date information and analysis on those countries whose students regularly top the PISA league tables. Visit www.ncee.org/cieb to learn more.

The National Center on Education and the Economy was created in 1988 to analyze the implications of changes in the international economy for American education, formulate an agenda for American education based on that analysis and seek wherever possible to accomplish that agenda through policy change and development of the resources educators would need to carry it out. For more information visit www .ncee.org.

Research for this volume was coordinated by the Stanford Center for Opportunity Policy in Education (SCOPE) at Stanford University. SCOPE was founded in 2008 to foster research, policy, and practice to advance high-quality, equitable education systems in the United States and internationally.

ABOUT THE AUTHORS

A. Lin Goodwin is the Evenden Professor of Education, and vice dean at Teachers College, Columbia University, New York. She is immediate past vice president of the American Educational Research Association (AERA)—Division K: Teaching and Teacher Education (2013–2016). In 2015, she was honored as a Distinguished Researcher by AERA’s Special Interest Group: Research on the Education of Asian and Pacific Americans, and was named the inaugural Dr. Ruth Wong Professor of Teacher Education by the National Institute of Education, Singapore.

Dr. Goodwin’s research focuses on teacher and teacher educator identities and development; multicultural understandings and curriculum enactments; issues facing Asian/Asian American teachers and students in U.S. schools; and on international analyses/comparisons of teacher education practice and policy. Her work appears in top journals including the Journal of Teacher Education, Urban Education, and Teachers College Record. An international consultant around issues of teacher education, Dr. Goodwin is currently working with educators in Poland, Thailand, and Singapore.

Professor Ee-Ling Low is head of Strategic Planning and Academic Quality at the National Institute of Education, Singapore. She was the associate dean of Teacher Education from 2009–2013. She obtained her PhD in Linguistics (Acoustic Phonetics) from the University of Cambridge, UK, under the university’s Overseas Graduate Scholarship award. She won the Fulbright Advanced Research Scholarship in 2008 which she spent at the Lynch School of Education at Boston College. She played a leading role in the conceptualization of the NIE Strategic Roadmap: Towards 2017 and the development of the Teacher Education for the 21st Century (TE21) model. In 2012, she was awarded the Public Administration Medal (Bronze) by the president of the Republic of Singapore for her dedication and commitment toward furthering the cause of education in Singapore. She is Singapore’s representative in Stanford University’s International Teacher Policy Study and Harvard Graduate School of Education’s Global Education Innovation Initiative.

Linda Darling-Hammond, president of the Learning Policy Institute, is the Charles E. Ducommun Professor of Education Emeritus at Stanford University, where she founded the Stanford Center for Opportunity Policy in Education and served as the faculty sponsor of the Stanford Teacher Education Program, which she helped to redesign.

Darling-Hammond is past president of the American Educational Research Association and recipient of its awards for Distinguished Contributions to Research, Lifetime Achievement, Research Review, and Research-to-Policy. She is also a member of the American Association of Arts and Sciences and of the National Academy of Education. From 1994–2001, she was executive director of the National Commission on Teaching and America’s Future, whose 1996 report What Matters Most: Teaching for America’s Future was named one of the most influential reports affecting U.S. education in that decade. In 2006, Darling-Hammond was named one of the nation’s ten most influential people affecting educational policy. In 2008, she served as the leader of President Barack Obama’s education policy transition team.

Dr. Darling-Hammond began her career as a public school teacher and co-founded both a preschool and a public high school. She has consulted widely with federal, state, and local officials and educators on strategies for improving education policies and practices. Among her more than 500 publications are a number of award-winning books, including The Right to Learn, Teaching as the Learning Profession, Preparing Teachers for a Changing World, and The Flat World and Education. She received an Ed.D. from Temple University (with highest distinction) and a B.A. from Yale University (magna cum laude).

ONLINE DOCUMENTS AND VIDEOS

Access online documents and videos at http://ncee.org/empowered-educators

Link Number

Description

URL

1

Video: Day in the Life of a Singaporean Teacher

http://ncee.org/2016/12/video-day-in-the-life-of-a-singaporean-teacher/

2

Singapore Desired Outcomes of Education

http://ncee.org/2017/01/singapore-desired-outcomes-of-education/

3

21st Century Competencies

4

Singapore Thinking Schools, Learning Nation

http://ncee.org/2017/01/singapore-thinking-schools-learning-nation/

5

Singapore Teach Less, Learn More

http://ncee.org/2017/01/singapore-teach-less-learn-more/

6

Video: Azahar Bin Mohd Noor on Student Research

http://ncee.org/2017/01/video-azahar-bin-mohd-noor-on-student-research/

7

Singapore Holistic Education

http://ncee.org/2017/01/singapore-holistic-education/

8

Bachelor of Arts (Education)/Bachelor of Science (Education)

https://www.moe.gov.sg/careers/teach/teacher-training-schemes/bachelor-of-arts-(education)-bachelor-of-science-(education)

9

Diploma in Education

https://www.moe.gov.sg/careers/teach/teacher-training-schemes/diploma-in-education

10

Teacher Training Schemes for Tamil, Art, Music and Chinese

https://www.moe.gov.sg/careers/teach/teacher-training-schemes/teacher-training-schemes-for-tamil-art-music-and-chinese

11

Singapore Handbook for Teacher Education Programs

http://ncee.org/2017/01/singapore-handbook-for-teacher-education-programs/

12

Skillful Teaching and Enhanced Mentoring (STEM) Program

13

Video: Miss Tan Hwee Pin on Teacher Evaluation

http://ncee.org/2017/01/video-miss-tan-hwee-pin-on-teacher-evaluation/

14

Video: Rosmiliah Bte Kasmin

http://ncee.org/2016/12/video-rosmiliah-bte-kasmin/

15

Video: Mary George Cheriyan on Advanced Study

http://ncee.org/2017/01/video-mary-george-cheriyan-on-advanced-study/

16

Video: Azahar Bin Mohd Noor, Part 1

http://ncee.org/2016/12/video-azahar-bin-mohd-noor-part-1/

17

Video: Tan Hwee Pin, Part 1

http://ncee.org/2016/12/video-tan-hwee-pin-part-1/

18

Video: Mary George Cheriyan on Professional Learning

http://ncee.org/2017/01/video-mary-george-cheriyan-on-professional-learning/

19

Video: Azahar Bin Mohd Noor on Student Feedback

http://ncee.org/2017/01/video-azahar-bin-mohd-noor-on-student-feedback/

20

Education Service Professional Development and Career Plan

SINGAPORE: FROM “WHO?” TO “WHO’S WHO!”

IT WAS NOT SO LONG AGO that Singapore was a little known place in “the Far East,” with most Westerners operating under the misconception that it was part of China or Hong Kong, completely unaware of its status as an independent country/city state. This changed when Singapore’s education system became globally prominent as Singaporean students topped the international rankings in mathematics and science achievement in the 2003 Trends in International Mathematics and Science Study (TIMSS). More significantly, 90% of the student population who took this test achieved scores that were above the international median score. This achievement was especially noteworthy because, even though English has been used as a medium of instruction in all Singapore schools since 1987 (most Singapore schools were using English as the medium of instruction by the 1970s), it is not the home language for many Singaporean students. As of the most recent census in 2010, only 45.4% of individual children between the ages of 5 and 19 years live in homes where English is most frequently spoken (Department of Statistics, 2010).

Singaporean students have routinely outperformed their peers in scores of countries around the world, including the United States, regularly performing at or near the top in a range of international assessments. In the Progress in International Reading Literacy Study (PIRLS) conducted in 2011, Singapore students ranked fourth among 49 nations in terms of literacy performance (Mullis, Martin, Foy, & Drucker, 2012). In the 2015 Program for International Student Assessment (PISA) results, of the 65 participating education systems in the paper-based assessment component, Singapore ranked at the top in Mathematics, Reading, and Science Literacy skills (OECD, 2016). In 2015, Singapore topped 76 countries in the Organisation for Economic Co-operation and Development (OECD) global school rankings, followed by Hong Kong and South Korea, which ranked second and third place, respectively (Coughlan, 2015). The latest TIMSS data from 2015 indicate that this trend continues: fourth and eighth graders in Singapore placed first on the mathematics and science assessments (Provasnik, Malley, Stephens, Landeros, Perkins, & Tang, 2016).

As a consequence of the high rankings of its students in these international comparisons, Singapore now enjoys much wider recognition worldwide and rising status as a global player, both educationally and economically. The consistently strong performance of its pupils, coupled with its high level of purchasing power parities (PPP)—which ranked seventh globally, just behind the United States (World Bank, 2008)—and its transformation, literally, from a developing country into a developed country in a single generation, has changed the question from “Where is Singapore?” to “What is Singapore doing?”