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