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The Teacher Education Model for the 21st Century (TE21): Empow ering Teachers for

the Future

TE21: Empowering Teachers for the Future expresses the philosophy of teacher education at the National Institute of Education (NIE), Nanyang Technological University (NTU), Singapore. It guides the design, delivery, and enhancement of NIE’s programmes and courses to develop teachers who possess the professional values, skills, and knowledge for them to be future-ready

The three values paradigms: Commitment to the Learner, Commitment to the Profession and Commitment to the Community are the core of the enhanced TE21 model. Future-ready teachers must be guided by values to nurture students’ holistic development and overall well-being.

Teachers must be equipped with the skills and knowledge to design learning environments, as well as use pedagogies and assessment practices to prepare the next generation of learners. Skills include adaptive thinking skills, creative and innovative skills, digital and data literacy together with civic literacy Knowledge includes the knowledge of the self, learner, subject content, and pedagogy Futureready teachers must broaden their knowledge to include awareness of global and environmental issues, as well as health and mental well-being and be equipped with the competencies to guide students’ development in these areas. These knowledge bases will prepare teachers to teach, relate and care for students.

The skills and knowledge mediated by positive values build competencies for the three competency dimensions of Professional Practice, Personal Growth & Developmen t and Leadership & Agency. Professional Practice positions the teachers as professionals with the ethos and ethics expected of an educator Personal Growth & Development reflects the understanding that teachers take charge of their lifelong development, personal development, and career growth to be professionals who create new value Leadership & Agency promotes the understanding of teachers as agents of educational change who exercise agency in their professions.

These competencies support teachers to excel in their roles as shapers of character, creators of knowledge, facilitators of learning, architects of learning environments and agents of educational change.

PREAMBLE TO ETHOS OF THE TEACHING PROFESSION

Teachers play a key role in nurturing our children as we lead, care for and inspire future generations of young Singaporeans. We have a profound and lasting influence on the lives of the students we teach Hence, we need to stay fast to the highest standards and ideals of the profession.

Teachers are professionals with specialised knowledge and skills acquired through training and on-going professional development We have direct access to students and are placed in a privileged position of trust and respect. We have a special responsibility in maintaining the trust and respect that parents and the community have accorded us.

As members of a trusted profession, we are responsible for reflecting on our own conduct, developing our practice, and ensuring that we meet the standards of the profession.

Honouring our Past, Inspiring the Future

Over the past 50 years, Singapore Teachers h ave developed a strong ethos, an unspoken set of professional beliefs, practices and conduct, which defines the Singapore teaching profession Given the generational change, we need to capture this ethos explicitly in writing, to guide and inspire future g enerations of teachers.

Ethos of the T eac hing Profession - An Integrated Whole

The Ethos of the Teaching Profession encapsulates the beliefs and practices of our teachers The Ethos is expressed in Our Singapore Educators’ Philosophy of Education, the Teachers’ Vision, the Teachers’ Pledge, the Teachers’ Creed and the Desired Outcomes of Education Each of the above is an important facet of an integrated Ethos of the Teaching Profession.

Ethos of the Teaching Profession

The compass has been chosen to depict the facets of the Ethos of the Teaching Profession. Pointing to the true north, it symbolises the constancy of values in the lives of educators New entrants to the profession are presented with a compass at the Teachers’ Compass Ceremony.

• Our Singapore Educators’ Philosophy of Education captures the core beliefs and tenets of the teaching profession and serves as the foundatio n of teachers’ professional practice.

• The Desired Outcomes of Education establishes a common purpose for the teaching fraternity, guiding educational and school policies, programmes and practices.

• The Teachers’ Vision articulates the aspirations and roles of the teaching profession, helping teachers to focus on what to do in pursuit of professional excellence.

• The Teachers’ Pledge constitutes an act of public undertaking that each teacher takes to uphold the highest standards in professional practice

• The Teachers’ Creed codifies the practices of retired and present educators and makes explicit their tacit beliefs. It provides a guide for teachers to fulfil our responsibilities and obligations, and to honour the promise of attain ing professional excellence.

Towards Teacher-Led Professional Excellence

The Ethos of the Teaching Profession helps foster a distinct professional identity and deepens the pride that we have in our chosen profession.

Teachers are best placed to lead and uphold the standing of the profession. The Ethos will guide all teachers to serve with honour in all areas of our responsibilities as we progress in our journey as educators.

The Ethos captures the thoughts and beliefs of many retired and present educators This has been achieved through extensive consultations Many more will continue to contribute stories that reflect and shape the codified set of values and beliefs These stories will help guide us as we go about fulfilling our roles and responsibilities in and out of school.

Accessing the Ethos

The Ethos can be accessed via the MOE Intranet site of the Academy of Singapore Teachers at https://go.gov.sg/moeethos.

SINGAPORE’S PHILOSOPHY OF EDUCATION

Purpose of Schooling

Nurturing the Child

THE DESIRED OUTCOMES OF EDUCATION

What are the Desired Outcomes of Education1?

The Desired Outcomes of Education are attributes that educators aspire for every Singaporean to possess by the time they complete their formal education. These outcomes establish a common purpose for educators, drive our policies and programmes, and allow us to consider how well our education system is doing.

A child schooled in the Singapore education system embodies the Desired Outcomes of Education. They should possess a good sense of self -awareness, a sound moral compass, and the knowledge, skills and dispositions to take on the opportunities and challenges of the future.

They should be:

• Confident persons who have a zest for life, have a strong sense of right and wrong, are adaptable and resilient, know themselves, are discerning in judgment, think independently and critically, and communicate effectively.

• Self-directed learners who take responsibility for their own learning, are curious, reflective, and persevering in the lifelong pursuit of learning, driven by their passion and purpose.

• Active contributors who are empathetic and open -minded to collaborate effectively in teams, exercise initiative, have courage to take risks responsibly, are innovative and strive for excellence.

• Concerned citizens who are rooted to Singapore, have a strong civic consciousness, are responsible to their family, community and nation and take active roles in improving the lives of others.

1The original Desired Outcomes of Education were first formulated in 1997.

The Key Stage Outcomes of Education

At the end of primary school, students should:

At the end of secondary school, students should:

At the end of primary school, students should: At the end of secondary school, students should:

At the end of postsecondary education, students should:

be able to distinguish right from wrong have moral integrity have moral courage to stand up for what is right

be able to distinguish right from wrong

At the end of postsecondary education, students should:

have moral integrity

have moral integrity have moral courage to stand up for what is right

have moral courage to stand up for what is right

be able to distinguish right from wrong have moral integrity have moral courage to stand up for what is right

know their strengths and areas for growth believe in their abilities and be able to adapt to change

know their strengths and areas for growth

21st Century Competencies

Globalisation, changing demographics and technological advancements are some of the key driving forces of our current times, and they will continue to shape our future. Our students will have to be prepared to face these challenges and seize new and exciting opportunities.

be resilient in the face of adversity

believe in their abilities and be able to adapt to change

know their strengths and areas for growth believe in their abilities and be able to adapt to change

believe in their abilities and be able to adapt to change be resilient in the face of adversity

be able to cooperate, share and care for others be able to work in teams and show empathy for others

be resilient in the face of adversity

be able to cooperate, share and care for others be able to work in teams and show empathy for others

be able to cooperate, share and care for others

have a lively curiosity about their surroundings be creative and have an inquiring mind

be able to work in teams and show empathy for others

be able to collaborate across cultures and be socially responsible

To help our students thrive in this fast-changing world, we have identified a suite of core values and competencies that are increasingly important. They underpin the holistic education that our schools provide to better prepare students for the future.

have a lively curiosity about their surroundings be creative and have an inquiring mind

have a lively curiosity about their surroundings

be creative and have an inquiring mind

be able to think for and express themselves confidently be able to appreciate diverse views and communicate effectively

be creative and have an inquiring mind

be innovative and enterprising

To help our students thrive in this fast-changing world, we have identified a suite of core values and competencies that are increasingly important. They underpin the holistic education that our schools provide to better prepare students for the future.

be able to think for and express themselves confidently be able to appreciate diverse views and communicate effectively

take pride in their work take responsibility for their own learning

be able to think for and express themselves confidently be able to appreciate diverse views and communicate effectively

be able to think critically and communicate persuasively

be able to think for and express themselves confidently be able to appreciate diverse views and communicate effectively be able to think critically and communicate persuasively

be able to think critically and communicate persuasively

Together, schools and parents need to work hand-in-hand to help our students develop these 21st Century Competencies.

take pride in their work take responsibility for their own learning

be purposeful in pursuit of excellence

take pride in their work take responsibility for their own learning be purposeful in pursuit of excellence

have healthy habits and an awareness of the arts

take pride in their work take responsibility for their own learning

have healthy habits and an awareness of the arts

be purposeful in pursuit of excellence

Framework for 21st Century Competencies and Student Outcomes

have healthy habits and an awareness of the arts

enjoy physical activities and appreciate the arts pursue a healthy lifestyle and have an appreciation for aesthetics

enjoy physical activities and appreciate the arts

have healthy habits and an awareness of the arts enjoy physical activities and appreciate the arts pursue a healthy lifestyle and have an appreciation for aesthetics

enjoy physical activities and appreciate the arts

know and love Singapore believe in Singapore and understand what matters to our country

pursue a healthy lifestyle and have an appreciation for aesthetics

be proud to be Singaporean and understand Singapore in relation to the world

know and love Singapore believe in Singapore and understand what matters to our country be proud to be Singaporean and understand Singapore in relation to the world

know and love Singapore believe in Singapore and understand what matters to our country

be proud to be Singaporean and understand Singapore in relation to the world

The Desired Outcomes of Education are translated into a set of 8 developmental outcomes for each key stage of our education system: primary school, secondary school and post-secondary education.

The key stage outcomes spell out what we aspire to develop in our students through primary, secondary, and post-secondary education. Each education level builds upon the previous stages and lays the foundation for subsequent ones.

For example, primary school students start by knowing their strengths and areas for growth. In doing so, they will believe in their abilities and learn to adapt to changes by the time they are in secondary school. At the post-secondary level, they will grow to be resilient in the face of adversity.

For example, primary school students start by knowing their strengths and areas for growth In doing so, they will believe in their abilities and learn to adapt to changes by the time they are in secondary school At the post-secondary level, they will grow to be resilient in the face of adversity.

For example, primary school students start by knowing their strengths and areas for growth In doing so, they will believe in their abilities and learn to adapt to changes by the time they are in secondary school. At the post-secondary level, they will grow to be resilient in the face of adversity.

TEACHERS’ CREED

The Teachers’ Creed takes reference from the Teachers’ Pledge which is taken by every teacher on entering the profession. It spells out more fully what teachers have publicly undertaken to do. It has been drawn up after extensive consultations with the fraternity. Hence, the Creed shall be upheld and honoured by the members of the profession.

In accordance with the Teachers' Pledge, the Teachers’ Creed sets out five principles for the teaching profession.

• We will be true to our mission to bring out the best in our students.

• We will be exemplary in the discharge of our duties and responsibilities.

• We will guide our students to be good and useful citizens of Singapore.

• We will continue to learn and pass on the love of learning to our students.

• We will win the trust, support and co-operation of parents and the community so as to enable us to achieve our mission.

Principle 1

We will be true to our mission to bring out the best in our students

We place the child at the centre of what we do. We believe that every child can learn and achieve and that teachers can make a positive difference to a child’s life. We maximise the potential of each child and seek to achieve the Desired Outcomes of Education.

1.1 We nurture the child holistically

We are committed to nurturing the whole child, to be a self-directed learner, an active contributor, a concerned citizen and a confident person. We inspire and expand the minds of students. We shape their character and hone in them an instinct of right and wrong. We develop in each a sense of self-worth and confidence, a spirit of resilience, and care and compassion for others. We actively seek out learning opportunities and create a safe learning environment for each to discover his or her innate strength and talent and be the best he or she can be.

1.2 We build quality relationships based on care and respect

We maintain a professional relationship with students at all times, in and out of school, based on mutual respect and care, and abiding by the established norms of Singapore society. We seek to understand every student as an individual and protect his or her physical and psychological well-being.

Principle 2

We will be exemplary in the discharge of our duties and re sponsibilitie s

We honour the teaching profession. Teaching is a calling. Recognising the responsibilities entrusted to us by parents and the community, we conduct ourselves in a manner that upholds the profession.

2.1 We uphold high p rofessional standa rd s

We conduct ourselves in a manner that seeks to uphold high professional and ethical standards. We exercise integrity, discretion and moral courage in carrying out our duties and in resolving dilemmas that may arise in the course of our duty.

2.2 We uphold the dignity of the teaching p rofessio n

We have strong professional pride and will uphold the good name of the teaching profession at all times. We express our professional views using appropriate channels within the fraternity. In communicating with students, peers, parents and the public, we exercise prudence and responsibility in all media of communication.

Principle 3

We will guide our students to be good and useful citizens of Singapo re

We educate the child within Singapore’s national context. We appreciate Singapore’s unique history and identity. We recognise that schools are microcosms of Singapore society and that our students interact with peers from diverse backgrounds and cultures. We develop our students as responsible and concerned citizens.

3.1 We p reserve the common space of school s

We ensure that schools are common spaces to strengthen the bonds amongst community groups. We teach our students to respect, accept and care for one another, regardless of race, religion or social background. We imbue in our students a sense of national identity and civic responsibility through our word and action.

3.2 We p rovide opportunities for all student s

We treat all students fairly and without prejudice regardless of their backgrounds. We provide opportunities and resources for students of different backgrounds to realise their aspirations to the best of their abilities.

Principle 4

We will continue to lea r n and pass on the love of lea r n ing to ou r student s

We pursue professional excellence. We work in a field characterised by an expanding body of knowledge. We recognise the role we play in raising the professionalism of the teaching fraternity through our leadership, support of and respect for one another. We continuously improve our professional practice to enhance students’ learning and enrich opportunities for their growth.

We appreciate the complexities of learning and teaching. We engage in continuous learning characterised by open-mindedness and deep reflection to enhance our knowledge and repertoire of skills. We keep abreast of educational developments and emerging trends in learning and teaching.

4 . 2 We contribu te t o t h e d e v e lo p men t of our p e e r s

As a professional community of learners, we establish a trusting and supportive climate in our interactions with one another. We encourage and support colleagues in their roles as teachers. We collaborate to create knowledge and enhance our practice. We guide and lead in the professional development of our peers, and foster a strong professional identity.

Principle 5

We will win the trust, support and co-operation of pa rents and th e community so as to enable us to achieve our missio n

We value parents and the community as partners in education. We recognise the critical role that parents play in nurturing their children. We value the support provided by local and global communities in contributing to the development of our students.

5.1 We foster meaningful partnerships with pa rent s

We work with parents to support their children’s development. We interact with parents through respectful and open dialogue. We provide quality feedback on their children’s development. We build mutual respect and trust with parents and commit ourselves to making professional decisions in the interest of the child.

5.2 We build collaborative partnerships with the communit y

We establish collaborative relationships with local and global communities to provide our students with varied experiences and opportunities to serve the community. Through these, we enable students to grow into concerned citizens and become active contributors in the community.

CODE OF PROFESSIONAL CONDUCT FOR EDUCATORS

“We have a special responsibility to uphold the privileged position of trust and respect we have as educators.”

Director Former-General of Education, Ms Ho Peng (2012)

What is the Code?

The Ethos of the Teaching Profession encapsulates the beliefs and practices of our educators.

The Code affirms the commitment of the teaching profession to the Ethos by setting out expectations of professional conduct and practice for educators.

The Code of Professional Conduct for Educators:

• Articulates the key conduct principles and expected behaviour of educators;

• Guides and supports the educator in making decisions that are consistent with the core values, expectations and accountability of the profession;

• Strengthens the professionalism of the teaching service by emphasising the social responsibilities of the profession towards the community; and

• Contributes to the establishment of a conducive educational environment, thereby directly influencing the quality of education and learning for the student.

How is the Code Used?

GuidingPrinciples

The Code provides guiding principles which support the educator in making judgements in situations which may occur both within and outside the classroom and the school. The guiding principles inspire ideals, prompting us to reflect on our role as educators in preparing our youths for life.

Professional Conduct andPractice

The Code also serves as a point of reference to help

educators understand the expectations of professional conduct in various contexts.

TheCodeseeksto:

✔ Establish expected professional conduct and practice in line with the requirements of the MOE and the Civil Service.

❖ In the Code, the use of ‘shall’, ‘must’ or ‘expected to’ indicates conduct, practices and rules which are for mandatory compliance.

Areas Covered in Each Section

Expectations of educator conduct for each area of responsibility are articulated within each section, as follows:

Our Responsibility to the Profession

• Role-modelling as an educator

• Engaging in professional growth

• Maintaining a respectful relationship with colleagues

• Managing official information,communicating in official and private capacities, and seeking recourse

• Acting with integrity, impartiality and incorruptibility on the job

Our Responsibility to our Students

• Maintaining a professional relationship with students at all times

• Respecting diversity among learners to foster inclusiveness

• Ensuring the safety and well-being of students

• Respecting confidential information about students

• Reporting misconduct to protect the student

Our Responsibility to Parents & the Community

✔ Articulate professional conduct and practice that seek to inspire us to self regulate according to, and collectively uphold, the precepts laid down in the Teachers’ Creed.

❖ Where ‘could’ or ‘are advised to consider’ is used, the proposed conduct, practice or rule takes the form of guidance that educators should consider when faced with an ethical dilemma.

• Maintaining a professional relationship with parents

• Working in collaborative partnerships with parents

• Engaging and collaborating with the community

What Happens If the Code is Breached

• Disciplinary proceedings

• Criminal offences

AccessingtheCode

TheCodecanbeaccessedviatheMOEIntranetsiteofthe Academy of Singapore Teachers at https://go.gov.sg/moecode.

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