School Leadership and Educational Change in Singapore

Description

This book provides readers with insights into how Singapore school leaders are actively engaged in the transformation of the Singapore education system. It brings to attention crucial elucidations of the increasing demand and complexity placed on school leaders through the use of case studies. Each chapter in the book focuses on a particular issue which has become important or has gained renewed importance in the Singapore education system. The chapters first provide a background to the theme under examination and a theoretical basis for discussion. They then narrate the case that shows how school leaders interpret and implement policy initiatives in their respective schools or lead change in that area. The case studies span over a wide range of domains such as instructional leadership, assessment leadership, stakeholder engagement, professional learning communities, and school branding. The data collected from these case studies came primarily from interviews of educators in their respective school contexts, in addition to other sources of data such as artifacts. Each case study highlights descriptions, interpretations, and perspectives across school contexts, which is consistent with the proposition that school leadership is very much shaped by context. At the end of each chapter, there are guiding questions to help readers critically analyse and reflect on the main learning points of the case.  Contents 1 Introduction: School Leadership and Educational Change in Singapore 1.1 The Case for Case Studies 1.2 Case Studies of Singapore School Leaders References 2 Instructional Leadership Abstract 2.1 Introduction 2.2 Overview of Instructional Leadership Literature 2.3 Summary of Instructional Leadership in Singapore 2.4 Method 2.4.1 Data Collection 2.5 Findings 2.5.1 The Principal in Action: A Day as an Instructional Leader 2.5.2 Principal’s Beliefs of Instructional Leadership 2.6 Discussion 2.6.1 Globalization 2.6.2 Localization 2.7 Conclusion 2.8 Questions for Reflection and Discussion References 3 Curriculum Leadership Abstract 3.1 Introduction 3.2 Method 3.3 Case Study 1: Curriculum Leadership in an Established School 3.3.1 Autonomy in Exercising Curriculum Leadership 3.3.2 Leadership in the Curriculum Decision-Making Process 3.3.3 Leadership in Curriculum Implementation 3.4 Case Study 2: Curriculum Leadership in a New School 3.4.1 Curriculum Leadership in Building Culture 3.4.2 Curriculum Leadership in Building Climate 3.4.3 Curriculum Leadership in Building a Community of Learners 3.5 Case Study 3: Curriculum Leadership 3.5.1 Curriculum Leadership in Advancing Social Justice 3.5.2 Curriculum Leadership at the Institutional Level 3.5.3 Curriculum Leadership at the Programmatic Level 3.6 Discussion and Conclusion 3.7 Questions for Reflection and Discussion References Suggested Readings 4 Assessment Leadership Abstract 4.1 Introduction 4.2 Recent Assessment Changes in Singapore 4.3 Method 4.4 The Case of the Primary School Leader, Mrs. Chan 4.4.1 Mrs. Chan’s Story 4.4.2 Strategic Use of Time to Frame and Close the Gap 4.4.3 Feedback and Dialogue to Guide Teachers to Close the Gap 4.5 The Case of the Secondary School Leader, Mr. De Cruz 4.5.1 Mr. De Cruz’s Story 4.5.2 Identifying Gap in School Assessment Practices to Act Upon 4.5.3 Strategic Use of Time to Frame and Close the Gap 4.5.4 Feedback and Dialogue to Guide Teachers to Close the Gap 4.6 The Case of the Junior College Leaders 4.6.1 Ms. Mohana’s Story (The Principal is Joined by the Vice-Principal in This Interview) 4.6.2 Impetus for Identifying a Gap in School Assessment Practices to Act Upon 4.6.3 Strategic Use of Time to Frame and Close the Gap 4.6.4 Feedback and Dialogue to Guide Teachers to Close the Gap 4.7 Discussion and Conclusion 4.7.1 Assessment Leadership for (New) Assessment Thresholds in Schools 4.8 Questions for Reflection and Discussion References 5 Professional Development Abstract 5.1 Introduction 5.2 Research Initiatives in Teacher Professional Development 5.3 Teacher Professional Development in the Singapore: The Teacher Growth Model 5.4 Five Desired Outcomes of the Twenty-First-Century Singapore Teacher 5.5 Method 5.6 Discussion and Conclusion 5.6.1 A Culture of Professional Development in Singapore Schools 5.6.2 Strong Learning Platforms for Teachers 5.7 Questions for Reflection and Discussion References 6 Stakeholder Engagement Abstract 6.1 Introduction 6.2 Method 6.3 Case Study One: The School Leader as a Connector 6.4 Case Study Two: The School Leader as Advocate 6.5 Case Study Three: The School Leader as Equal Partner 6.6 Discussion and Conclusion 6.7 Questions for Reflection and Discussion References 7 Professional Learning Communities Abstract 7.1 Introduction 7.2 Challenges Facing PLCs 7.3 Method 7.4 Care Primary School 7.4.1 Structure Supporting Collaborative Learning 7.4.2 Collaborative Learning for Professional Development 7.4.3 Collaborative Learning for Camaraderie 7.4.4 Teaching Strategies for Student Learning 7.4.5 Assessing Effectiveness of Teaching Strategies 7.4.6 Challenges 7.5 Yishak Primary School 7.5.1 Structure Supporting Collaborative Learning 7.5.2 Collaborative Learning for Camaraderie 7.5.3 Assessing Effectiveness of Teaching Strategies 7.5.4 Challenges 7.6 Discussion and Conclusion 7.7 Questions for Reflection and Discussion Acknowledgements References 8 Design Thinking Abstract 8.1 Introduction 8.2 Case 1: Design Thinking as Change Strategy 8.2.1 The Strategy for Change 8.2.2 Why Design Thinking? 8.2.3 Implementing Design Thinking 8.2.4 Fostering Innovative Teaching Through Design Pedagogy 8.2.5 A Preliminary Assessment and Review 8.3 Case 2: Mr. Musa’s Design Thinking Journey 8.3.1 Design Thinking: Mr. Musa’s Learning Journey 8.3.2 Design Thinking for Teachers and Students 8.3.3 Implementing Design Thinking with Staff 8.3.4 Implementing Design Thinking with Students 8.3.5 Design Thinking and the Value of Social Mixing 8.3.6 The Road Ahead 8.4 Infusing Design Thinking into Schools: Lessons from the Cases 8.4.1 Possibilities 8.4.2 Potential Benefits 8.4.3 Management of People and Processes 8.5 Conclusion: Future Directions for Exploration 8.6 Questions for Reflection and Discussion References 9 Information Communication Technology Abstract 9.1 Introduction 9.2 ICT Masterplan in Singapore—Phases One to Four 9.3 The Translation of ICT Policy from Macro to Micro Level 9.4 Building Technological Pedagogical Content Knowledge (TPACK) Throughout the System 9.5 Method 9.6 Crown Secondary School 9.6.1 Technology as Instrumental Tool of Education 9.6.2 ICT Infused Curriculum 9.6.3 A Strong and Innovative ICT Culture 9.6.4 Working in Teams 9.6.5 Challenges 9.7 Aspire Primary School 9.7.1 Pervasive Twenty-First-Century Learning 9.7.2 Distributed Leadership 9.7.3 Redesigning Curriculum 9.7.4 Developing Teachers’ TPACK 9.7.5 Leveraging on Collaborative Partnership 9.7.6 Challenges 9.8 Discussion and Conclusion 9.9 Questions for Reflection and Discussion References 10 School Culture Abstract 10.1 Introduction 10.2 Theoretical Base 10.3 Method 10.4 Case Study 1: Principal Huang 10.5 Case Study 2: Principal Ng 10.6 Case Study 3: Principal Poh 10.7 Discussion and Conclusion 10.8 Questions for Reflection and Discussion References Further Readings 11 Character and Citizenship Education Abstract 11.1 Introduction 11.2 The National Education 11.3 Character and Citizenship Education 11.4 Method 11.5 Principals’ General Views of CCE 11.6 Interpretation and Implementation 11.7 Role of School Leader in Implementing CCE 11.8 Problems and Challenges 11.9 Leadership and Management Lessons 11.10 Discussion 11.11 Questions for Reflection and Discussion References 12 School Branding Abstract 12.1 Introduction: Marketization of Education in Singapore 12.2 Method 12.2.1 ‘Pragmatic-Practical’ and ‘Caring-Approachable’ Leadership 12.2.2 A Unique Educational Experience for Students 12.2.3 Holistic Education and Achievements 12.2.4 Attention to Learning that Is Culturally Diverse, Practical and Enjoyable 12.2.5 Character Development 12.3 The MPS ‘Marketing’ Persuasion 12.4 Conclusion 12.5 Questions for Reflection and Discussion References 13 Conclusion: Leading Schools in Complexity Reference