GROWING AS A TEACHER LEADER
03↗ Foreword
Mdm Ang Hwee Loo
04↗ Stepping Up: Be a Curriculum Experimenter and Pedagogical Influencer
Mr Lim Kok Boon
Mdm Victoria Loy
Mdm Chun Wee San
Mdm Ira Wati
08↗ In Conversation with the Master Teachers:
Leading with Purpose and Commitment
Ms Lim Xiao Ting
16↗ Leading Networked Learning Communities and Beyond
Mrs Angelina Chia
Mdm Farah Diba Bte A. Aziz
Ms Pauline Goh Lee Yen
24↗ Teacher Work Attachment:
A Reflection on an Extraordinary Journey at STAR
Mr Chia Wei Hou
32↗ How will I Lead?
An Introspective Look at Starting Teacher Leadership
Ms Felicia Chan
40↗ Contact Us
STAR-Post (Art), January 2023
All rights reserved. No part of this publication may be reproduced in whole or part without the prior consent of STAR
Foreword
Mdm Ang Hwee Loo Deputy Director (Art) STAR
Teaching is an enormous privilege that comes with great responsibility – Lead, Care, Inspire. I want to applaud each one of us who has remained steadfast and dedicated in our vocation all these years, to build the future generations and prepare them to be the best they can possibly be.
However, a teacher’s role is not just to teach well for today but also to lead well for the future. To do that, we must continue to strengthen our knowledge base, forge learning communities and share good teaching practices within the fraternity. Those who are experienced, take courage to step forward to lead, guide, mentor or help others grow. With greater empowerment and call for teacher-agency, teachers today are more networked and resourceful than ever before.
In this STAR-Post, we have invited teacher leaders to share their teacherleadership journeys and insights. You will also get to hear the heartbeats of our Art Master Teachers who shared in candid, their personal convictions and commitment in growing teacher leaders. Enjoy and be inspired by their stories!
May you also have the desire to lead, the humility to learn, the fortitude to strive and the joy of being able to help others grow and thrive in their calling!
Have a great and awesome 2023!
Stepping Up: Be a Curriculum Experimenter and Pedagogical Influencer
Mr Lim Kok Boon
Mdm Victoria Loy
Mdm Chun Wee San
Mdm Ira Wati
Master Teachers (Art)
STAR
According to Katzenmeyer and Moller (2009), a Teacher Leader is someone that:
01. leads within and beyond the classroom contributes to a community of teacher learners and leaders influence others toward improved educational practices accept responsibility for achieving the outcomes of their leadership 02. 03. 04.
References
Gladwell, M. (2000). Tipping point: How little things can make a big difference. Little Brown.
Harrison, C. & Killion, J. (2007). Ten roles for teacher leaders. Educational Leadership, 65(1), 74-77. Retrieved 3 January 2023 from https://www.ascd.org/el/articles/ten-roles-for-teacher-leaders
Katzenmeyer, M., & Moller, G. (2009). Awakening the sleeping giant: Helping teachers develop as leaders. Thousand Oaks, CA: Corwin Press.
In every school, there are teacher leaders who take initiative, willingly experiment with new ideas and share their experiences with others. Which of the following informal roles have you played at your school or beyond?
Curriculum and Syllabus Experts
Curriculum Experimenter
Help colleagues understand the syllabus by explaining how the various components come together.
Learning Resource Provider
Curriculum Experimenter
Share their own teaching materials or adept at adapting learning resources for different classroom contexts. Often seen as the go-to person for slides, teaching kits or books.
Instructional Strategist
Curriculum Experimenter
Help colleagues to contextualise innovative pedagogies for the classroom and help implement effective instructional strategies and teaching actions.
Buddies & Mentors
Pedagogical Influencer
Help colleagues ease into a new school or advise new teachers on school culture, curriculum and administrative matters.
Influencer
Model continual improvement and lifelong learning. Mavens are information specialists that help colleagues connect with new information.
Advocates
Describe people who possess good charisma and strong negotiation skills.
Connectors
Pedagogical Influencer
Describe people who know a large number of people and frequently help make introductions.
Mavens
In Conversation with the Master Teachers: Leading with Purpose and Commitment
Lim Xiao Ting
Academy Officer (Art) STAR
As she stepped off the boardwalk and onto the promenade, her eyes lit up. Our stroll through Labrador Nature Walk was nothing out of the ordinary: like countless others who had gone on the same trail, we emerged from the shade offered by the foliage to see the vast open marina ahead.
“It’s like we’ve been walking through this dark narrow tunnel for a while and suddenly it opened up to this bright beautiful space before us,” Master Teacher Ira Wati explained. After a moment’s thought, she added: “As teachers, we need to keep this sense of awe and wonder alive.”
Victoria Loy, AST’s first Art Master Teacher (MTT), agreed: “Sometimes, teaching can feel like a tunnel-like experience and it is rejuvenating to wow ourselves with a renewed perspective. By giving ourselves the time and space to reflect on our teaching journey and find ways to declutter from the noise that crowd our minds, reframe our thoughts and refocus our priorities.”
The need to seek out new vantage points was a frequent theme that popped up during my conversations with the four Art Master Teachers to find out more about their mission as teacher leaders and the growth opportunities to excel as one. Each of them had taken different paths in their journey as educators prior to their appointment as Art Master Teachers.
Ira had taught in CHIJ Secondary, in Holy Innocents’ High School as Senior Teacher (Art) and in Mayflower Secondary as Lead Teacher (Art), while Victoria was previously the Head of Department for Pupil Development and Visual Arts at Orchid Park Secondary before moving to STAR to startup the professional development programmes for art teachers. MTT Lim Kok Boon was previously an Art Curriculum Planning Officer with the Curriculum Planning and Development Division before joining STAR as Programme Director. MTT Chun Wee San had taught diverse learners in primary and secondary schools and was the Head of Department for Aesthetics and CCA at Boon Lay Garden Primary School.
The MTTs have different descriptions for their role. They are “pathfinders”, Kok Boon mused. This does not mean that they have ready answers to all the questions that their teacher mentees may have, but that they forge ahead to explore new grounds and try new things on behalf of the fraternity. They are also guides, who offer clarity on their mentee teachers’ journeys, in Victoria’s words, “a clear roadmap of ways to get there.”
For Ira, MTTs are like a “rear-view mirror”. “Some teachers may not be aware of their own strengths. Sometimes they may try too hard to benchmark themselves against others. As mentors, we point out their strengths and reflect to them what they are doing that may or may not be helpful for them in their work.”
Even if they have all the answers, Wee San reminded me that it may not be helpful to provide all the answers. She related the story of a butterfly struggling to emerge from its cocoon and a man out of his kindness and eagerness to help, cut open the cocoon to release the butterfly.
She said: “The butterfly never managed to fly as its body was shrunken and its wings all crumpled. The man had failed to understand that it is nature’s way of training the butterfly and strengthening its wings when it learns to squeeze out of the tight cocoon. This story reminds us of the value of struggle in our personal growth and professional development. There is no growth without struggle. As teacher leaders, we need to help others make their struggles meaningful and productive through conversations and reflections, so we can all learn and grow from the experience.”
Ultimately, they are drawn to their roles because of a deep sense of purpose and commitment towards the art teaching fraternity.
Said Wee San: “It is important to find your ‘why’ and know your ‘why’. German philosopher Frederick Nietzsche once said, ‘He who has a why to live for can bear almost any how’. When you know your ‘why’, you will be able to face and overcome challenges with more confidence and optimism. So when the going gets tough, I go for a walk, have some matcha tea, and remind myself of my ‘why’ – why I teach Art and why I become an Art MTT.”
In your opinion, what are some qualities a teacher leader must have?
Kok Boon:
I think a teacher leader needs to be inquisitive, creative, and have a desire to develop others. Teacher leaders ought to be inquisitive to ask a lot of whys, and look for things to improve on, to create new value for themselves or others. We need to be expert learners, always curious and wanting to learn something new, so that we have ideas on doing better things, and doing things better.
Teacher leaders ought to be creative, sometimes changing the question one is asking, so that asking the “right” question can point to innovative solutions. We can be creative with “flexible purposing”, repurposing a product, service or solution to a different context.
Teacher leaders ought to want to develop others, and to some extent, work towards making the next generation of teachers better than the current, encouraging the next wave to be stronger than what came before. and professional development.
Victoria:
I believe a teacher leader needs to be Real, Relevant, and a Role Model for the teachers, to help teachers develop their best. It is also important to be Resilient, Responsive and Ready to Reinvent to lead, care and inspire our teaching fraternity in a VUCA world.
Wee San:
As teacher leaders, it is important to build bridges not walls. To be able to see through the lens of empathy and bridge building perspective, that in any challenging situation there lies the opportunity to explain, advocate and help others understand better.
What are some key factors in developing trusting relationships with people you have mentored?
Victoria:
Being able to mentor the younger teachers is both a humbling and enriching experience for me. A mentee-mentor relationship requires work, commitment, and follow-through on both sides. It takes two hands to clap. A genuine, sincere heart to listen to others and care for others is important in building relationships. It is also important to be open-minded and non-judgemental when mentoring and journeying together with others, to be able to offer perspectives and constructive feedback that develop others. It feels good to see the development and growth of the young teachers I have mentored over the years, to know that the passion has been “lighted” and the love for teaching has been passed on.
What are some ways teacher leaders can create and encourage a culture of collaboration in schools?
Ira:
“Alright STOP, COLLABORATE and LISTEN”
Vanilla Ice got it right when he introduced this phrase to the world in the song ‘Ice Ice Baby’ more than 30 years ago! Each of these aspects contribute to a successful collaborative culture that teacher leaders might observe and follow.
“Alright STOP”
As we seek to create space to reflect and make sense and meaning of the work we do in the classroom, we need to slow down and sometimes stop in our tracks, so that we can monitor and regulate our processes, and understand causal relationships that affect teaching and learning outcomes. Without intentionally carving time for our teams to pause and consciously review and
evaluate, we may find ourselves bulldozing in the wrong direction.
“COLLABORATE”
Next, teachers can harness the social capital that they have built over the years to help facilitate and engage their peers in professional learning alliances through NLCs or PLCs. Teachers can take the lead to discuss common problems, approaches to different learning situations or investigate motivational strategies to bring about deeper student learning and engagement. In forming a shared vision and common goals through these discussions, collaborations on any project can be made more focussed and less disparate.
“LISTEN”
A good collaborative alliance is also one which allows inclusivity, where all voices are heard and acknowledged. As teacher leaders, exemplifying good listening habits will help to foreground trust and openness to multiple perspectives. It will also help the team to articulate their own metacognitive schemes and to surface and address pedagogical biases.
What advice
would you have for colleagues aspiring to be a teacher leader?
Kok Boon:
Take care of your own house by building your confidence in teaching and be a good classroom teacher first. Then actively look for platforms and opportunities to share with the fraternity and pilot things that you are passionate about. Lastly, give yourselves the permission to unlearn and relearn as you grow in your teaching journey.
Ira:
Teacher leaders are generally very good listeners. So my advice will be to exercise good listening habits to understand from multiple perspectives, synthesise information, ask good questions and leverage on the strength of the fraternity to overcome challenges and propagate good practices in the classrooms.
Victoria:
Besides being agile and flexible in changing times, it is important to strengthen and fortify our relationships within our art teaching fraternity. We are here to complete one another, not to compete with each other. The difference between “Complete” and “Compete” is the letter “L” which, to me, stands for Love, Learn and Lead.
Wee San:
Your passion for art and your belief in the importance of art education form your inner compass that guides you as you navigate the complexity of teaching. Remember why you do what you do. Many things worth doing are not easy, but remember that you can bring about positive change – no matter how big or small – wherever you are.
Leading Networked Learning Communities and beyond
Mrs Angelina Chia
Lead Teacher (Art), Tampines North Primary School
Mdm Farah Diba Bte A. Aziz
Senior Teacher (Art), Edgefield Secondary School
Ms Pauline Goh Lee Yen
Senior Teacher (Art), Hougang Primary School
It has been a privilege to serve and journey together with like-minded teachers who are keen to explore an area related to art teaching and grow together as a community over a period of time. We have seen several teachers come back to the Networked Learning Communities (NLCs) the following year, contributing to the collective wisdom and shaping the growth of NLCs in various ways. In this article, we will hear from 3 teachers to find out more about their experience leading the NLCs and their journey as teacher leaders.
Mrs Angelina Chia
Lead Teacher (Art)
Tampines North Primary School
Being a part of the Drawing NLC has been an enriching experience for me. In my role as a facilitator, I planned experiences to promote interaction among participants for co-construction of knowledge, deep learning and capacity building. As we explored ways of designing drawing experiences for our students as a learning community, I was challenged to examine my own art teaching practices.
In
what ways does the NLC encourage teacher agency among teachers?
One such experience that our MTT, Mdm Victoria Loy introduced during the NLC - Task Party, promoted teacher agency and accentuated the value of collective wisdom when learning together as a community. In the Task Party, every participant brought in a drawing lesson idea to engage the rest of the NLC. Through our collaborative exploration of the lesson idea, we reflected on our own experiences, provided feedback and were actively contributing to each other’s growth.
In addition, we all walked away with a repertoire of lesson ideas to adapt and implement in our own classrooms! I found myself empowered with new skills and knowledge. The feedback we gave each other also stimulated lively discussions and yielded divergent opinions that prompted me to think more deeply about the value of what I am teaching. I know I have benefited much from being a part of the NLC and firmly believe that such interactions are invaluable not only for our professional growth but also in helping to establish a network of support and resource sharing.
It is this model of interaction that I hope to see replicated at the cluster level.
Art teachers engaged in exploring various drawing experiences together during the NLC.
Tell us a personal story about your mentoring experience as a Lead Teacher. How has it influenced you as a teacher leader?
As I grow in my role as a teacher leader, I have the privilege of mentoring and learning alongside teachers from other subjects. One of the greatest joys as a mentor is to watch your mentees grow in their competence and attain small successes along their journey. This year, I was elated when one of my mentees was awarded The Caring Teacher award. I felt a sense of satisfaction knowing that I contributed to her success in some way.
When I first began as a mentor, I was apprehensive of my role. I was not sure how I could contribute to someone else’s growth. It was also daunting when I had to mentor someone from another subject area. However, I tapped on collective wisdom by learning from other teacher leaders in my school. I learnt how to mitigate the differences, build upon shared goals and common pedagogical practices to develop my mentoring journey.
Mdm Farah Diba Bte A. Aziz
Senior Teacher (Art) Edgefield Secondary School
I joined the Technology in Art NLC as it provided me the opportunity to learn together with fellow likeminded art colleagues. It has been a one-stop space for sharing and discussion. Being a facilitator in the NLC has enabled me to interact and exchange ideas with teachers of different levels, allowing me to gain valuable insights and a broadened educational perspective.
In what ways does the NLC encourage teacher agency among teachers?
The NLC is a collective learning platform which is supportive in nature and moves teacher participants towards greater teacher agency. During the sessions, teacher participants discussed various topics like the importance of identifying suitable EdTech tools for instruction and art making that can better engage students during art lessons, leveraging on technology to bring museum-based learning into the classroom, and how to use learning data afforded by technology. Through discussions and hands-on trials, teacher participants get to explore and experience useful ideas which they can adapt to suit their classroom practices.
The NLC does not provide a one-size-fits all solution in using technology to enhance learning and classroom practice. The rich exchange of ideas and discussion exposes teacher participants to possibilities, some of which are tried and tested methods that motivate them to make appropriate classroom learning choices. It is through such exposure that the NLC encourages a shift in thinking amongst the teacher participants, empowering them to take charge of their classroom decision-making, encouraging and supporting them to make purposeful changes that improve learning.
Reflecting on your role as ST/Art, what do you enjoy most about your job?
I enjoy nurturing others and supporting them in their learning through role modelling. As a facilitator in the NLC, I was inspired to experiment with EdTech tools such as Miro and Thinglink and I was glad I could share what I have learnt with my team of teachers in school to achieve our teaching and learning goals. For example, I experimented with Miro in stages, first within my class of art students, then at an inter-unit level between different groups of Art and Design and Technology students for an interdisciplinary project. After these successful runs, I proceeded to engage my teachers using Miro for a school-wide level professional development on Student Initiated Learning.
Students engaged in the use of miro board for discussion during their art lessons.
Art teachers exploring e-textiles during one of the sessions in the NLC.
Ms Pauline Goh Lee Yen
Senior Teacher (Art) Hougang Primary School
I have been invigorated by my experiences in the Big Ideas in Art Education NLC and the experience of leading an NLC had left an indelible mark in my professional growth. Together with Mdm Sim Siok Siok and MTT Seow Ai Wee, we led teachers in the exploration and discussion of issues and themes in the art classrooms that aligned with the 21st century competencies needed to navigate in this globalised world. The topics of these discussions ranged from building cognitive flexibility, sustaining engagement, and fostering metacognition in the art classrooms to discussing contemporary issues in art.
Similar to how artists often explore ideas and questions through various mediums and strategies, I believe that we should not teach art siloed from other experiences. Our students need to know that many real-life problems are complex and require different solutions, and it is time we start teaching such thinking skills in our art classrooms.
What are some ways you sustain interest and motivation for the art teachers in this NLC?
Participants were inspired by NLC leaders who are themselves enthusiastic practitioners. This enthusiasm rubbed off among the other participants, encouraging them to learn new things. The NLC was structured in a way that promoted open and sincere communication among the participants. When teachers knew that their opinions mattered and were taken into consideration, they felt reassured and motivated to share more.
Learning from subject matter experts kept us motivated and we benefited from their sharing. We invited guest speaker, Associate Prof. Li-Ching Ho from the University of Wisconsin-Madison, to share about
teaching social, cultural, and political issues through art. Another guest speaker, Dr. Roger Kneebone, author of the book Expert: Understanding the Path to Mastery, also shared his insightful view on the vanishing “art of doing” with the advancement of technology. A case in point was the marginalisation of the use of scissors and other dexterity activities. It is up to us art teachers to save the day!
What
are some values/ ideas about art education that you strongly advocate for?
I am a strong advocate for real-world learning. As an art teacher, I make the lessons relevant to my students by connecting art with contemporary issues. In addition to using artful thinking skills to keep discussions focused, I also provide current case studies or examples as a springboard for these discussions.
Rather than designing a curriculum that focuses on a final product or project, I actively consider different ways I can model how to develop and realize an idea. I would address larger learning goals that nurture critical-thinking and research skills, so that my students can make meaningful works.
Teacher Work Attachment: A Reflection on an Extraordinary Journey at STAR
Mr Chia Wei Hou
Senior Teacher (Art), Raffles Institution (Art MTT designate)
Earlier in 2022, I was granted the rare and invaluable opportunity to do a Teacher Work Attachment (TWA) with STAR from term 2 to term 3. Each week, I spent two days away from my school to learn from the Master Teachers (MTTs) and understand the work that STAR is doing for the art teaching fraternity. I had the chance to sit in Professional Development workshops conducted by the MTTs and saw how invested they are in nurturing our art teachers.
It was an eye-opening experience to learn about STAR’s workflow and the thinking behind these processes to support the professional growth and well-being of art teachers, particularly current educational trends and issues like Blended Learning, Full Subject-based Banding (FSBB), Differentiated Instruction (DI).
During the TWA, I was blessed with the opportunity to be attached to Whitley Secondary School and Zhenghua Secondary School where I got to observe our passionate art teachers in action during their art lessons. Thanks to them, I learned a lot from how they designed lessons that utilized Personal Learning Devices (PLDs) to facilitate research, observation and design thinking in students’ learning. I also began to better understand the challenges of running an art class with diverse learners’ profiles in a FSBB context.
I was also delighted to work alongside a former student, Tay Limin, who is now teaching art in Zhenghua Secondary School. It was a humbling and warm experience to be a student again, this time learning from my former student and witnessing her in action in the art classroom.
Through numerous consultations and conversations with the MTTs, I learned more about the challenges of incorporating DI in our art lessons, and Universal Design for Learning to create a more inclusive learning environment that empowers students with greater choices.
I was able to try out a few lessons with students using Serious Play as a pedagogy. Students were encouraged to be ‘playful’ and experiment with various materials and ideas. They were encouraged to be bold and not fear making mistakes. Being back in a secondary school setting reminded me of an almost forgotten belief that schools are ‘playgrounds’ where students should be given the space and opportunity to try, fail, learn (from mistakes), and celebrate their successes along the way.
All these experiences and insights gave me ample materials to design and conduct a Professional Development (PD) workshop for secondary school art teachers, specifically in the areas of drawing and painting, strategies and exercises that teachers can employ to enhance students’ performances in their Drawing and Painting paper. I was heartened to see art teachers, from beginning teachers to experienced teachers, who attended the workshop, learning and acquainting themselves with new teaching strategies, constantly unlearning and relearning in order to better themselves for our students.
At the end of the attachment, I am glad to have stepped out of my comfort zone, to learn from and be in the presence of other like-minded educators. As an educator, I need to constantly renew myself and broaden my perspectives in teaching. This is to fulfill the purpose of art education - to expand one’s mind and change the way students view and comprehend the world, so that one day, they might change and beautify the world for the better.
How will I Lead? An Introspective Look at Starting Teacher Leadership
Ms Felicia Chan Senior Teacher (Art), Corporation Primary School
When I was asked to consider applying for the role of Senior Teacher, I felt a mix of emotions. For the most part, I felt somewhat unsure, particularly the uncertainty of the workload that would come with the role and if I was suited to take on the responsibility of leading other colleagues. I consulted with my past supervisors and mentors, hoping to learn more. Even though I received great advice, I could not picture what exactly this teacher leader role would look like. Through this article, I hope to share my experiences and provide a glimpse into what it has been like for me to grow into my new role as a Senior Teacher and hope that it will encourage other aspiring Senior Teachers to take the leap into teacher leadership.
Teacher in the Classroom
Independent learners engaged in different creative art-making processes.
Beyond just a completed artwork - Formative art assessments in the form of student reflections and rubrics for selfassessment are practiced in the art classroom.
As a teacher leader, I personally feel that it is essential for me to lead by example and promote quality student learning through my own teaching practice. Taking the student-centered learning environment into consideration, I facilitate platforms for students to have a voice and choice, encouraging them to express and create with confidence. Watching students become independent learners who are fully engaged in the art-making process has been one of the most rewarding and exciting things to witness!
By designing formative assessments that include student reflections, students’ learning experiences are made visible, providing a richer insight for teachers. Not only have I been able to see what students have learnt, I have also been able to identify trends and gather feedback on how to improve my instruction or lesson design to close learning gaps and better address learner needs.
Teacher out of the Classroom
It is my belief that learning is not to be confined within the walls of our classrooms. As Covid-19 restrictions eased this year, I wanted my students to be able to engage in an authentic in-person elearning experience in the museum. Hence, I encouraged our art department to work towards providing that opportunity for our students and we collaborated with NUS Art Museum to plan an inquiry-based learning trail led by both the museum educator and art teachers.
Facilitating Inquirybased learning - Asking students to identify where Amanda Heng’s artwork, “Let’s Talk” is in the museum.
Designing opportunities for students to investigate and have a close look at authentic artwork at NUS Museum through treasure hunts.
Documenting conversations and discussions with my mentee using instructional mentoring tools
Teacher as Mentor
By taking on this new role as a mentor and developing my skills in Instructional Mentoring, I have learnt the importance of developing a two-way partnership of mutual learning with mentees. As art is a specialized subject coupled with the small number of art teachers in each school, it has become apparent that I am highly likely to be paired with a mentee from a different subject. Hence, it has been necessary for me to tap on my previous experiences with past mentors to learn how mentoring can be applied effectively across different subjects.
Teacher as Collaborator
I see the role of a teacher leader as one of leadership and influence that extends beyond the classroom. This includes recognising the importance of partnering communities and leveraging the expertise of external organizations. Networking with other teacher leaders has also opened up new avenues of learning opportunities. For example, a fellow Senior Teacher linked me up with the Singapore Art Museum (SAM), allowing me to bring SAM’s Mini Mobile Museum right into our school, providing students a memorable learning experience.
Partnering with Jurong West Public Library to celebrate students’ successes by exhibiting student’s artworks.
Partnering with Singapore Art Museum to bring Art into the school when learning journeys were halted due to Covid-19 restrictions.
Leading W3 cluster sharing sessions for professional development in differentiated instruction and art assessment
Teacher as Leader
Leading the W3 Cluster Art Support Group has kept me grounded as I considered the needs of others and found ways to seek continual improvement as a life-long learner. As a new Senior Teacher, I have been blessed to have opportunities to learn from experienced teacher leaders and key personnels from other schools. Together, we planned professional development sessions and worked with knowledgeable others to support cluster teachers in areas such as e-pedagogy, art assessment, differentiated instruction and art skills.
Teacher as Learner
Apart from seeing the importance of nurturing others professionally, it is also important to continue my own journey of self-development, particularly in the area of leveling up my art skills. Whenever I take on the role as a learner, I come to empathise with my students, and it encourages me to strive to be a better teacher in class.
As art teachers, we inadvertently get caught up in our main business of teaching others, be it students or fellow teachers, and neglect spending time on our own art practice. I was guilty of this! I believe that for most of us this passion for the subject started with our own artistic journey, and it is important to go back to our roots to refresh and recharge ourselves when we feel burnt out or overwhelmed.
While reading through my anecdotes, you may find that some of these activities resemble something that you too may be passionate about! Upon reflecting on my journey as a Senior Teacher, I have found that the work that I engage in continues to be shaped by my own teaching beliefs to advocate and build students’ interest in art through student-centric art education. Taking on a teacher leadership role definitely comes with its own set of challenges. But with a strong foundation and clarity in your teaching beliefs, you too can stay grounded, motivated and make an impact beyond the art classroom.
Honing artistic skills (watercolour painting) with W3 Cluster art teachers in person and through Zoom
Superhero License STAR Tracker
Ang Hwee Loo Deputy Director (Art)
As a STAR Tracker, it is my mission to seek out new talents and recruit passionate Starlets who desire to make a difference and impact on the professional learning of art teachers. People are our greatest assets and I fully embrace this superpower to serve and take care of my people, help them grow and find purpose in the work they do, and realise their potential.
Hero Signals
Let’s ask the STAR team! If you could be a superhero, what kind of superpower would you have?
Superhero License Hope Inspirer Ì Victoria_Loy@moe.gov.sg
Victoria Loy
Master Teacher (Art)
To have the power to paint a compelling picture of the future that inspires others to persevere as well as sparking the ideas, love and care that will define tomorrow.
Lim Kok Boon
Master Teacher (Art)
Superhero License Momotaro Ì Lim_Kok_Boon@moe.gov.sg
In the Japanese manga and anime, My Hero Academia, heroes have “quirks”, some kind of innate special ability. I really like “Creation”, an ability that allows the hero Momo to materialise different objects from her body, as long as she understands how that object looks and works. Momotaro is a homage to that original super power, which means “Peach boy” in Japanese.
Superhero License
San the Builder Ì Chun_Wee_San@moe.gov.sg
Chun Wee San Master Teacher (Art)
To have the superpower to build great bridges. I think leaders are bridge builders, connecting and bringing people together to use their “signature strengths and virtues in the service of something much larger than they are” (Seligman, 2002).
Superhero License
The Elicitor Ì Ira_Wati_Sukaimi@moe.gov.sg
Ira Wati Binte Sukaimi
Master Teacher (Art)
I would like to be somewhat the opposite of Rogue from Marvel Comics. Instead of absorbing the superpower of others, I want to be the one who can unleash the latent superpower of another. Superpowers in people that have yet to be discovered.
Superhero License Calm Wave
Heryanty Mohd Yahaya
Senior Academy Officer (Art)
Heryanty_Mohamed_Yahaya@moe.gov.sg
The typical superhero usually displays visible and exciting superpowers that can effect a change. I would love the opposite. To be able to influence people and situations by exuding calmness. Amidst the stress and chaos, staying calm allows us to think and make decisions in a more logical manner, giving us strength and resilience.
Lim Xiao Ting Academy Officer (Art)
Superhero License Energiser Ì Lim_Xiao_Ting@moe.gov.sg
Being a teacher can be like an energiser bunny. I would like the superpower to be able to fast charge energy on demand, and also have the discernment to know how much and how long one can run on the energy.
Superhero Agents
Lim Xiao Ting Academy Officer, STAR
Editor Co-Editor
Illustration & Design
Chan Wan Kyn Studio Assistant, STAR Roslyn Pang
2 Malan Road, Blk P
Singapore 109433
Tel: +65 6664 1561
Fax: +65 6273 9048
Published by the Singapore Teachers’ Academy for the aRts (STAR)