How do the highest-achieving school systems in the world develop their teachers?
This short video illustrates key aspects of teacher development at Singapore’s Kranji Secondary School.
The International Teacher Policy Study funded by the National Center on Education and the Economy (NCEE) and the Ford Foundation, found that countries with high-performing school systems, create and manage a system of policies and practices that provide opportunities for teachers to learn sophisticated practices and to continue to improve.
Research has shown that teacher collaboration is associated with greater teacher confidence in their abilities and improved job satisfaction. As part of a comprehensive strategy for creating high-quality education for all students, Singapore has made teacher professional learning and mentoring integral to the role of teaching and a cornerstone of school improvement.
In Singapore, a significant portion of every teacher’s school week is dedicated to professional learning activities with fellow teachers that include: instruction planning, collaboration, and professional learning communities. Senior teachers are active participants in these activities and often serve as teacher mentors.
During the time for professional learning communities, potential classroom activities and projects are shown, practiced, discussed, and fine tuned. As an example, the video shows how teachers worked to develop a new student project that uses GIS data.