Speech by Mr Tharman Shanmugaratnam, Minister for Education and Second Minister for Finance, at the Teachers Investiture Ceremony, at the Nanyang Auditorium, Nanyang Technological University, on Tuesday, 11 July 2006, at 2.30 pm

SPEECH BY MR THARMAN SHANMUGARATNAM, MINISTER FOR EDUCATION & SECOND MINISTER FOR FINANCE, AT THE TEACHERS INVESTITURE CEREMONY, AT THE NANYANG AUDITORIUM, NANYANG TECHNOLOGICAL UNIVERSITY, ON TUESDAY, 11 JULY 2006, AT 2.30PM

Colleagues

Ladies & Gentlemen

A very good afternoon to all of you

INTRODUCTION
1. I am delighted to be here today to celebrate this occasion with more than 450 graduates from the Bachelors’ degree and Postgraduate Diploma in Education (PE) / Secondary programmes. You are joined by almost two thousand teachers graduating from NIE’s foundation training programmes for teachers this semester.

2. Today’s ceremony marks your formal entry to the ranks of full-fledged education professionals. You are now entrusted with the authority and responsibility of nurturing future generations with the skills, values and attitudes they will need to meet the future with confidence.

3. It is a challenging job. However you will find the work of a teacher not just challenging, but special. We all know it is not just about imparting knowledge to your young charges. It is really about engaging their hearts and minds - encouraging every young Singaporean on, and helping them each find their strengths and develop the desire to contribute to improving the society around them. And that is also why teachers are irreplaceable. It’s a truism, but worth saying - that no learning aids or resources can engage hearts and minds the way dedicated and committed teachers will do. And that is also why we will continue to do all we can to support our teachers in their efforts. I applaud you all for choosing teaching as a career.

STRENGTHENING FOUNDATION TRAINING FOR TEACHERS
4. Let me say just a few words on the two key areas of training that we will keep refining and improving - the foundation training for teacher trainees and the professional upgrading and in-service training that takes place throughout a teacher’s career. We are continually strengthening both these areas.

5. NIE ensures that its foundation programmes keep in step with the changing role of teachers and with the new understanding that we gain about the learning needs of our children. The curriculum review process is continuing for NIE. For example, NIE recently conducted an internal forum among its teaching staff to discuss the better integration and coordination of education studies and curriculum studies training modules in its foundation teacher training programmes. NIE lecturers specialising in education studies met with those specialising in curriculum studies to review their respective training syllabi and better streamline what was taught.

6. NIE’s continued investment in research also strengthens teacher training. The Learning Sciences Laboratory focuses on the application of infocomm technologies to aid and improve classroom teaching. There is a vast potential to be tapped on here - potential to support and open up new possibilities for teachers’ delivery of their lessons. By judicious use of infocomm technology in the classroom, whether in language learning or content subjects, we can widen the range of teaching methods in schools and thereby cater to a wider range of learning styles amongst students. There will be significant pay-offs as we move along this path.

7. NIE is also placing emphasis on research into learning processes. The Centre for Research in Pedagogy and Practice (CRPP), which was set up in 2003, is now moving into a phase of initiating intervention projects to implement and test the findings and recommendations from its earlier research projects. One of CRPP’s ongoing projects looks into the learning and usage of the English language at the lower primary level. (The project focuses especially on how students working together in pairs or in groups can learn languages effectively.) By being actively involved in school-based research and gathering data at the school-level, CRPP will shed light on how we can teach more effectively.

CONTINUING SUPPORT FOR PROFESSIONAL UPGRADING AND IN-SERVICE TRAINING
8. The foundation teacher training which you have undergone in NIE is of course only the first step in a career-long journey of learning. You are in fact the best role models for your students in the quest for lifelong learning. You have learnt the general foundations of education theory and had the opportunity to practise these foundation skills during your teaching practicum. I hope that you stay open to new ways of doing things, and keep your spirit of self-improvement.

9. It is essential that you return from time to time for refresher and professional upgrading courses. NIE offers a wide range of professional development programmes, many of which as I am sure you know can be accredited for enrolment in further undergraduate and graduate degree studies. The Professional Development Continuum Model (PDCM) has proven very popular among our serving teachers who wish to pursuer Masters programmes. I encourage you to take advantage of these upgrading opportunities.

STRUCTURED MENTORING PROGRAMME FOR BEGINNING TEACHERS
10. Another early opportunity for professional development comes in the form of the Structured Mentoring Programme (SMP) that was launched in Jan this year. The SMP was launched in 116 schools this year to provide beginning teachers with systematic guidance and support at the start of their careers. Mentors help beginning teachers by sharing best practices in teaching, and familiarising them with the school culture.

11. We have so far trained a total of 662 mentors for the SMP, and are looking to expand on this. Beginning teachers are being provided with continuous training in areas such as Basic Counselling, Classroom Management and Reflective Practice. In addition, they receive training in conducting student assessment and relating well with parents.

12. Nine schools[1] so far have also shared good mentoring practices on their websites so that others may benefit and build on them. To give an example, Queenstown Secondary makes use of a Support Group comprising its Senior Teachers to provide new teachers with a channel for social, emotional and practical support. “Buddies” are assigned to new teachers according to their subject areas, so as to encourage greater interaction and bonding. In addition to this, weekly sharing sessions provide a platform for Heads of Department (HODs), senior teachers and beginning teachers to engage in fruitful discussions on pedagogical and administrative issues. Queenstown Secondary makes use of two-way Peer Observation, where both mentor and beginning teacher can review and reflect on each other’s teaching strategies in an informal and non-judgemental setting.

13. Zhenghua Secondary’s ‘Learning Circle’ for beginning teachers in their first year is set up in collaboration with the Teachers’ Network, and provides new teachers with a platform for peer support. Time is set aside for new and experienced teachers to regularly meet up and share their concerns. Common issues are identified during these sessions, and the Learning Circle members then embark on a mini-project to tackle them, such as issues in creative classroom management. To further encourage school-wide learning and sharing, the experiences of beginning teachers are published in Zhenghua’s in-school publication, entitled ‘Stories for Teachers’. Beginning teachers also share their experiences at regular cluster gatherings, called ‘Learnfests’, so as to generate a strong sense of belonging with their colleagues.

14. At Anderson Junior College (AJC), an intensive induction programme is conducted for all the beginning teachers who join the college, within two weeks of their posting. Beginning teachers at AJC are assigned mentors for the first year, and if necessary, continued support is provided into the second year. With a focus on classroom teaching and management, AJC’s mentoring programme arranges for senior teachers to observe the beginning teachers’ lessons weekly. Pre- and post-observation meetings between mentors and beginning teachers serve to derive maximum benefit.

15. SMP is off to a good start. A survey in May to gather feedback found that an overwhelming majority of beginning teachers (84%) found SMP beneficial in helping them adapt more smoothly to the school environment. Most commented that they benefited the most from mentors who provided them a listening ear, as well as supportive school leaders who helped to ease their adjustment in school.

16. The Ministry will continue to provide more opportunities for our teachers to develop in their careers, both early on and continuously. We want you to take steps to develop greater expertise in the field, and to progress according to your aspirations and capabilities. All that we aim to accomplish in education depends on your passion and ability to contribute.

CONCLUSION
17. I once again congratulate each of you and the rest of the 2000 teachers who are taking part in this investiture today, tomorrow and the day after. I urge you to let commitment and passion be your guide as you journey along a satisfying and meaningful career.

18. I also congratulate the recipients of the Outstanding Youth in Education Awards (OYEA) presented by the National Youth Council (NYC). Their dedication is an inspiration to all. The examples they have set remind us that teaching is not merely about interacting with students in classroom learning, but a holistic endeavour - a calling that expresses a spirit of care and concern for your students.

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[1] The 9 schools are Chongfu Primary, Punggol Primary, Rulang Primary, Tampines Primary, Victoria School, Queenstown Secondary, Temasek Secondary, Zhenghua Secondary, and Anderson Junior College.