LT Interview

What are some challenges you might face?

What you achieved as an ST?

Why you want to be an LT?
Key responsibilities

How can you contribute to changing MOE landscape?

SFed: 6 Areas of Practice. Timely, maps seamlessly with national initiatives.
Strengthening classroom and CCA practices to better meet students' interests and needs

Master Teachers back to school

Assessment Literacy

Differentiated Instruction

Coordinated School PD & Facilitated Math sessions

Worked closely with Prof and MLS, LEP Sharing
on Assessment Leadership, Practitioner's view

Practitioners on the ground would get a deeper understanding and make more informed choices

Credibility in research

Help teachers engage in theory-based practices, co-teach and teach, they are resourceful and support in discussions

Grateful of the faith shown by SLs and colleagues,
felt encouraged to step up.

Enjoy learning and transferring learning, share with colleagues and together we build a safe and caring learning environment.
Joy and fulfilment to inaugurate initiatives that can further student learning, in the spirit of experimentation.

Bring about positive change in the school as a team,
with tried and tested methods

Resistance by other teachers - perseverance through discourse. Blessed to have teachers and students who showed faith in me. Mutual trust, understanding, respect, through Perseverance & Consistency

Awards - OCAs, Mr RSpirit
Most Inspirational/Impactful Teacher

Recognised leader, reliable performer, in management of projects, working as a team. Tasting success as a team, model the way.

In showing outcomes –
student attainment in examinations, record MSG, value-addedness

Holistic development - student reflections, appreciation

Dedicated Instructional Mentor, humility in learning, examine a theory deeply, link it to teaching

Tell me more about yourself

Timetabling & Relief

SEN Champion

E-pedagogy
Accelerate & Deepen Learning

Works extremely hard, attest to my work ethic. Strictly follows routine, very disciplined worker and learner

Transformative role model, operationalise ideas + concrete evidence of student and teacher learning, contributions and learning, faith and encouragement, share practices.
Greater impact/influence, teachers' acknowledgement
Shifts in thinking, fulfilment & joy

School PD Coordinator

To lead and model the change

Pedagogical leader

Strong understanding of Mathematical knowledge as well as Pedagogical Content Knowledge - blending.

People Developer

Design & structure the experiences in ways that best cater to the student profiles. Lead initiatives to raise standards of the students and team.

Holistic education through the exposure to different activities, different people in community, Refreshing our Curriculum: Redefining CCE in Bball - Tampines Hub ASEAN games, Slingers, PCF, Sports camps, Training as the only non-PE teacher to chart journey. Storyboarding. Effecting Quality CCA Delivery. KISS model, Distributed leadership, need to submit improved results

Innovative Practices - Personally coach on how it can be done eg classkick, deck.toys, prezi video, google site, pilot SLS champion shared with cluster

Design curriculum & assessment to benefit student needs

Trust but Verify.

Motivation - students demonstrate progress and attainment - 3 constructs - interests, utility, ability beliefs
Self Determination Theory - Autonomy supportive teacher - Intrinsic vs Extrinsic - Introjected motivation

Role: T&L Key decisions in the cluster & school level. Team up with SMC to plan & implement programmes.

Eg Teaching towards the 8 clusters of big ideas in Math
Covered the main themes in the study and appreciation of Math

Two reasons why teachers approach me for advice. 1) They believe I have the experience & the answers 2) I'm honest. If I do not know, I'll say I do not know. STs also tend to refer Qs to me, "have you heard of this theory, can u confirm? what do you think?" Some teachers even find me to resolve differences or talk to their students.

Conducted mathematical workshops, sharing sessions cluster, zonal, national, to benefit other teachers in the fraternity and also learn from them to transfer learning back to the school

Co-facilitate networked learning communities, present termly on a research or chapter, practice-based research

Internal - work closely with LSTs to chart RSS teacher development by structuring PD processes to deepen learning

SCP - Core beliefs with students at the heart of our every decision

Teachers map out own learning, own mastery

Every child wants to and can Learn. Motivated & challenged, take ownership of learning

Holistic Ed centred on values & character development

Value every child as an individual. Diverse learning needs, wide range of experiences. T adapt practices.

Learning flourishes in safe & caring environments - positive TSR, PPR, culture of care & mutual respect, confident in expressing views.

Learning takes place collaboratively & individually, construct & co-construct knowledge, assimilation & accommodation of new knowledge. Apply to different contexts.

Develop thinking skills and dispositions, different perspectives. Monitor and assess own learning

Assessment as integral to learning, become SDL, feedback to address gaps and improve teaching.

Culture of mentoring and learning.
Change-ready, progress-driven.
Commitment to common goal.

Sharing changes in the SEN landscape
Drafted the first SEN support plan,
Reviewed time to time.

Explorations of HBL possibilities

PDLP Programme

Coach the teachers and worked collaboratively to craft learning experiences

Google Site - Mr Lin Academy, Google forms, Prezi Video, Deck.toys Breakout, Quizizz, Classkick

Fostering Joy of Learning
Student Centricity

STEAM Trail

Process-level feedback &
Formative Feedback practices

Template for EMS on What S do, What T do,
How S respond, What T do with response

Gamifying Experience

Teacher's proactive response to student needs

STP

Positive CR culture

Student Reflections & OMMs

Supporting other teachers in parental engagement

Redefine CCE experience through CCA/ Form Teachership

Mathematics Pedagogy & Assessment

Concept-based Learning

Variation Theory

Inquiry-based Learning

Professional Devt of Self

Learning Journeys to other schools

Teaching towards 8 clusters of Big Ideas

Teacher's conference 2021

Professional Devt of Others

Micro-lessons on Engagement strategies
Making Thinking Visible in Mathematics

Ways to orchestrate Productive Math Discourse
Collaborative Matrix

Making Thinking Visible

Hybrid Checklist

Challenges of Full SBB

Learn for Life Movement Thrusts x 4
Full SBB
Wider Scoring Bands - Reduce Emphasis on Academic Achievement
Learning Languages for Life
Ed as an Uplifting Force

Interdisciplinary PLT

Student ownership of learning

Expounded the Inquiry Process Continuum
Swimming Pool

Elucidated the Epistemological Power
MCQ

Link up ideas from Prof the expert, and the IP Heads

Perspective-taking, comparisons of teachers' perceptions & reflections on the same content to learn how to support them better in subsequent sessions

Digitized Relief Phone App.
Personalised Timetables.- Actualise the ideas
Cross Committee Centralised Relief Nexus - Removal of MYE

Invited NZ Ed Psychologist Dr Gerald Tan to school
Worked with Dr Iris, Supported ADPS Joyce in CMT training for N5 Secondary / JC
Dr Celine Sim

Redefine Metrics of Assessment

  • Empathy for the Struggling learners
  • Learned helplessness

SLS Sharing

NZ SG & NLC Math Sharing

  • Constructing Generalisations in Concept-based
  • Brain-based learning
  • Modifying Typical Tasks for Merga, T Conference
  • Longitudinal Coherence
  • Comparison of teaching approaches by US China
  • Learning Study - OL, Critical Aspect

Intensive & Extensive Reading

School Sharing on Managing Meltdowns, Inclusive pedagogy, WISDOM principles, Tiered System of support

  • Teacher survey to HQ SEN Division

Dr Iris UDL Framework Workshop

  • Embracing diversity / Inclusive pedagogy / Equity
  • Ecological Framework
  • Help us prepare for Full SBB, dispel uncertainty, reduce teacher trepidation, readiness levels

Inquiry-Based Learning

Nurture S voice
Meaningful Questioning

S resilience, mental well-being, mindsets & skills

Contemporary Issues
Bullying, Media, Religion

Generate Buy-in

Change causes tension

Teacher Resistance
How do you respond to them?
Mutual Trust, Respect, Understanding
Common Goal

What are some key success indicators to evaluate your work?
Quantitative/Qualitative

To overcome challenges

Achievements and Leadership Aspects that you are proud of?

What would you change in your school?

Blended Learning

Hattie Effect Size
Teachers and students as evaluators of their impact
Having high expectations

Knowledge about how to assess what students know and do
interpret results and apply them to improve
student learning and program effectiveness

Clarify performance using Student Exemplar
Tasked by Prof to relate to IP Heads

Crafted a Reflection Template on Assessment

Very high expectations of my work and students' work

Ed Philosopher -
John Dewey - "Interests are dawning capacities"

Investing in Quality Teachers

Collective Teacher Efficacy

Success criteria, Teacher clarity

Self-regulation Strategies, Response to intervention

Mastery Learning

Teachers' perceptions on Explicit Teaching of Reading Comprehension to Learners with Dyslexia. I
mportance of Teacher Training.

Design programmes & workshops to
building teacher capacity