13 August 2004

NIE Press Release:

PROFESSIONAL DEVELOPMENT CONTINUUM MODELS FOR TEACHERS

1      Rationale for the New Continuum Models for Teachers

The goal of the continuum model is to promote teachers’ professional development by
 enhancing their teaching effectiveness (through lifelong learning), and
 supporting their professional growth (through systematic upgrading and higher certification).

2      Brief Overview of the Continuum Models

Presently, teachers are encouraged to attain 100 hours of training per year for professional and personal development. There are many teachers who spend much time each year upgrading themselves through in-service courses and other modes of learning, but with little or no advanced certification to show at different points of their professional development. Furthermore, even though many of the advanced certification programme courses offered are very useful for teachers, they are usually made available to programme candidates only.

MOE and NIE recognise the need to continually help teachers develop into life-long learners, current in skills and knowledge. This process is on-going, one where teachers are active participants in their own growth and development. 

The models address the needs of both graduate and non-graduate teachers who have completed initial Teacher Training. Specifically, the models provide different pathways through which teachers can systematically upgrade their knowledge and skills as they aspire to attain advanced certification.

                                                                     
3      Changes resulting from the Continuum Models

The models have three new features, which will help teachers plan their professional development journey.

The first distinctive feature is that teachers will now be able to enroll in programme  courses, as long as they meet the prerequisite requirements (if any) for these courses. Unlike previous requirements, teachers now do not have to enroll as programme participants. The goal is to encourage teachers to embrace the value of life-long learning through continual engagement in various courses that would benefit them.

The second feature is that teachers enrolled in these courses can gain academic credit units upon successful completion.  Once they have accumulated sufficient academic units from these courses, they can apply to NIE for the award of the relevant advanced certifications. In this way, teachers will be able to upgrade themselves professionally and obtain advanced certification.

The third feature is that selected in-service courses will be considered for accreditation into relevant degree programmes. In this way, teachers’ learning journeys could be made more flexible, and yet as seamless as possible to meet their personal and professional needs. With this model, we can envision teachers attaining some advanced certifications within 6 years of graduation from NIE and to pursue higher degrees within 10 or 15 years.