2017年-世界发展银行全球_Singapore_Teachers___SABER_Country_Report_2015_18页_642kb

Singapore Teacher Policy Summary

Core Content

Singapore's teacher policy system is evaluated using the SABER-Teachers framework, which identifies eight key policy goals aimed at improving student achievement through effective teacher management. The report, published in 2015, provides an overview of Singapore's approach to teacher policy, highlighting its advanced and established practices in various areas.

Main Policy Goals and Status

Key Policies and Practices

1. Setting Clear Expectations for Teachers

• Policy: The Ministry of Education (MOE) sets clear learning objectives and teacher responsibilities. Teachers are expected to perform a variety of tasks, including teaching, supervision, grading, mentoring, and administrative duties.
• Career Tracks: Three career tracks are established: Teaching Track (teaching excellence), Leadership Track (administrative roles), and Senior Specialist Track (curriculum development and research).
• Performance Management: The Enhanced Performance Management System (EPMS) outlines skill sets and competencies at each career stage, helping teachers track their development.

2. Attracting the Best into Teaching

• Policy: High educational requirements and competitive pay attract top talent into teaching. The National Institute of Education (NIE) offers various training programs, including the 4-year BABSc (Ed), 2-year Diploma-in-Education, and postgraduate diplomas.
• Career Opportunities: There are clear pathways for career advancement, including promotion to principal and lead teacher roles.
• Working Conditions: Singapore has low pupil-teacher ratios (16.8:1 in primary, 14.7:1 in secondary) but lacks data on the quality of physical facilities.

3. Preparing Teachers with Useful Training and Experience

• Policy: Initial teacher education is rigorous, requiring at least the educational equivalent of ISCED 5A (research-oriented bachelor's degree). Trainee teachers receive both theoretical and practical training.
• Practicum Requirements: Undergraduate trainees complete 20 weeks of practicum, while graduate trainees complete 10 weeks. Reflective portfolios are used to document the trainee's professional journey.
• Mentoring and Support: Trainees are supported by mentors and engage in reflective practice and focused conversations with colleagues.

4. Matching Teachers' Skills with Students' Needs

• Policy: Singapore uses centralized decision-making and Allied Educators (AED(TL)s) to address specific student needs, particularly in areas such as counseling and behavioral support.
• Deployment: AED(TL)s were initially deployed to 87 secondary schools and have since expanded to provide additional human resources.

Supporting Policies and Practices

5. Leading Teachers with Strong Principals

• Policy: Principals undergo extensive training to develop leadership and vision. The MOE has a structured leadership development program.
• Training Focus: Leadership training emphasizes broad perspectives and strategic vision to support teacher development.

6. Monitoring Teaching and Learning

• Policy: An integrated performance management and evaluation system is in place to monitor teacher performance over time and provide feedback for improvement.
• Data Collection: The system focuses on the rules and regulations governing teacher management, ensuring consistency and effectiveness.

7. Supporting Teachers to Improve Instruction

• Policy: Professional development initiatives are available to help teachers enhance their instructional practices.
• Collaborative Activities: Teachers are encouraged to engage in collaborative analysis of instructional practices and professional development.

8. Motivating Teachers to Perform

• Policy: Monetary and non-monetary incentives are used to motivate teachers. These include performance and retention bonuses.
• Bonuses: Performance bonuses can reach up to 30% of base salary, and retention bonuses range from S$10,000 to S$36,000 every three to five years.

Implementation and Challenges

• Workload: Singapore teachers work an average of 48 hours per week, with 17 hours dedicated to teaching, 17 to planning and marking, 5 to administrative duties, and 13 to pastoral care and extra-curricular activities.
• Job Satisfaction: According to the OECD TALIS 2013 survey, 88% of teachers in Singapore reported job satisfaction.
• Allied Educators: The deployment of AED(TL)s has helped to alleviate administrative and pastoral burdens on teachers.
• Limitations: While the policy design is strong, the implementation of policies may differ from their original intent due to political economy, capacity issues, and contextual factors.

Contextual Background

• Economic Context: Singapore is a globally competitive economy, ranked first in the 2015 and 2016 'Ease of Doing Business' rankings.
• Education Context: Singapore's education system is high-performing, with strong results in international assessments like PISA, TIMSS, and PIRLS.
• Teacher Policy Context: The MOE, supported by the NIE and the Academy of Singapore Teachers, ensures that teacher policies are forward-looking and aligned with national educational goals, including the development of 21st-century competencies.

Conclusion

Singapore's teacher policy system is well-developed, with a strong focus on attracting and preparing high-quality teachers, setting clear expectations, and providing support for continuous improvement. The system is classified as Advanced in several areas, particularly in setting expectations, leadership, monitoring, and motivation. However, the system is still Established in areas such as attracting the best into teaching and matching teachers' skills with students' needs, indicating room for further development. The SABER-Teachers report highlights the importance of policy design and the need for complementary data on implementation to fully understand the effectiveness of these policies.