School Leadership and Educational Change in Singapore

Contents
1 Introduction: School Leadership and Educational Change in Singapore
	1.1 The Case for Case Studies
	1.2 Case Studies of Singapore School Leaders
	References
2 Instructional Leadership
	Abstract
	2.1 Introduction
	2.2 Overview of Instructional Leadership Literature
	2.3 Summary of Instructional Leadership in Singapore
	2.4 Method
		2.4.1 Data Collection
	2.5 Findings
		2.5.1 The Principal in Action: A Day as an Instructional Leader
		2.5.2 Principal’s Beliefs of Instructional Leadership
	2.6 Discussion
		2.6.1 Globalization
		2.6.2 Localization
	2.7 Conclusion
	2.8 Questions for Reflection and Discussion
	References
3 Curriculum Leadership
	Abstract
	3.1 Introduction
	3.2 Method
	3.3 Case Study 1: Curriculum Leadership in an Established School
		3.3.1 Autonomy in Exercising Curriculum Leadership
		3.3.2 Leadership in the Curriculum Decision-Making Process
		3.3.3 Leadership in Curriculum Implementation
	3.4 Case Study 2: Curriculum Leadership in a New School
		3.4.1 Curriculum Leadership in Building Culture
		3.4.2 Curriculum Leadership in Building Climate
		3.4.3 Curriculum Leadership in Building a Community of Learners
	3.5 Case Study 3: Curriculum Leadership
		3.5.1 Curriculum Leadership in Advancing Social Justice
		3.5.2 Curriculum Leadership at the Institutional Level
		3.5.3 Curriculum Leadership at the Programmatic Level
	3.6 Discussion and Conclusion
	3.7 Questions for Reflection and Discussion
	References
	Suggested Readings
4 Assessment Leadership
	Abstract
	4.1 Introduction
	4.2 Recent Assessment Changes in Singapore
	4.3 Method
	4.4 The Case of the Primary School Leader, Mrs. Chan
		4.4.1 Mrs. Chan’s Story
		4.4.2 Strategic Use of Time to Frame and Close the Gap
		4.4.3 Feedback and Dialogue to Guide Teachers to Close the Gap
	4.5 The Case of the Secondary School Leader, Mr. De Cruz
		4.5.1 Mr. De Cruz’s Story
		4.5.2 Identifying Gap in School Assessment Practices to Act Upon
		4.5.3 Strategic Use of Time to Frame and Close the Gap
		4.5.4 Feedback and Dialogue to Guide Teachers to Close the Gap
	4.6 The Case of the Junior College Leaders
		4.6.1 Ms. Mohana’s Story (The Principal is Joined by the Vice-Principal in This Interview)
		4.6.2 Impetus for Identifying a Gap in School Assessment Practices to Act Upon
		4.6.3 Strategic Use of Time to Frame and Close the Gap
		4.6.4 Feedback and Dialogue to Guide Teachers to Close the Gap
	4.7 Discussion and Conclusion
		4.7.1 Assessment Leadership for (New) Assessment Thresholds in Schools
	4.8 Questions for Reflection and Discussion
	References
5 Professional Development
	Abstract
	5.1 Introduction
	5.2 Research Initiatives in Teacher Professional Development
	5.3 Teacher Professional Development in the Singapore: The Teacher Growth Model
	5.4 Five Desired Outcomes of the Twenty-First-Century Singapore Teacher
	5.5 Method
	5.6 Discussion and Conclusion
		5.6.1 A Culture of Professional Development in Singapore Schools
		5.6.2 Strong Learning Platforms for Teachers
	5.7 Questions for Reflection and Discussion
	References
6 Stakeholder Engagement
	Abstract
	6.1 Introduction
	6.2 Method
	6.3 Case Study One: The School Leader as a Connector
	6.4 Case Study Two: The School Leader as Advocate
	6.5 Case Study Three: The School Leader as Equal Partner
	6.6 Discussion and Conclusion
	6.7 Questions for Reflection and Discussion
	References
7 Professional Learning Communities
	Abstract
	7.1 Introduction
	7.2 Challenges Facing PLCs
	7.3 Method
	7.4 Care Primary School
		7.4.1 Structure Supporting Collaborative Learning
		7.4.2 Collaborative Learning for Professional Development
		7.4.3 Collaborative Learning for Camaraderie
		7.4.4 Teaching Strategies for Student Learning
		7.4.5 Assessing Effectiveness of Teaching Strategies
		7.4.6 Challenges
	7.5 Yishak Primary School
		7.5.1 Structure Supporting Collaborative Learning
		7.5.2 Collaborative Learning for Camaraderie
		7.5.3 Assessing Effectiveness of Teaching Strategies
		7.5.4 Challenges
	7.6 Discussion and Conclusion
	7.7 Questions for Reflection and Discussion
	Acknowledgements
	References
8 Design Thinking
	Abstract
	8.1 Introduction
	8.2 Case 1: Design Thinking as Change Strategy
		8.2.1 The Strategy for Change
		8.2.2 Why Design Thinking?
		8.2.3 Implementing Design Thinking
		8.2.4 Fostering Innovative Teaching Through Design Pedagogy
		8.2.5 A Preliminary Assessment and Review
	8.3 Case 2: Mr. Musa’s Design Thinking Journey
		8.3.1 Design Thinking: Mr. Musa’s Learning Journey
		8.3.2 Design Thinking for Teachers and Students
		8.3.3 Implementing Design Thinking with Staff
		8.3.4 Implementing Design Thinking with Students
		8.3.5 Design Thinking and the Value of Social Mixing
		8.3.6 The Road Ahead
	8.4 Infusing Design Thinking into Schools: Lessons from the Cases
		8.4.1 Possibilities
		8.4.2 Potential Benefits
		8.4.3 Management of People and Processes
	8.5 Conclusion: Future Directions for Exploration
	8.6 Questions for Reflection and Discussion
	References
9 Information Communication Technology
	Abstract
	9.1 Introduction
	9.2 ICT Masterplan in Singapore—Phases One to Four
	9.3 The Translation of ICT Policy from Macro to Micro Level
	9.4 Building Technological Pedagogical Content Knowledge (TPACK) Throughout the System
	9.5 Method
	9.6 Crown Secondary School
		9.6.1 Technology as Instrumental Tool of Education
		9.6.2 ICT Infused Curriculum
		9.6.3 A Strong and Innovative ICT Culture
		9.6.4 Working in Teams
		9.6.5 Challenges
	9.7 Aspire Primary School
		9.7.1 Pervasive Twenty-First-Century Learning
		9.7.2 Distributed Leadership
		9.7.3 Redesigning Curriculum
		9.7.4 Developing Teachers’ TPACK
		9.7.5 Leveraging on Collaborative Partnership
		9.7.6 Challenges
	9.8 Discussion and Conclusion
	9.9 Questions for Reflection and Discussion
	References
10 School Culture
	Abstract
	10.1 Introduction
	10.2 Theoretical Base
	10.3 Method
	10.4 Case Study 1: Principal Huang
	10.5 Case Study 2: Principal Ng
	10.6 Case Study 3: Principal Poh
	10.7 Discussion and Conclusion
	10.8 Questions for Reflection and Discussion
	References
	Further Readings
11 Character and Citizenship Education
	Abstract
	11.1 Introduction
	11.2 The National Education
	11.3 Character and Citizenship Education
	11.4 Method
	11.5 Principals’ General Views of CCE
	11.6 Interpretation and Implementation
	11.7 Role of School Leader in Implementing CCE
	11.8 Problems and Challenges
	11.9 Leadership and Management Lessons
	11.10 Discussion
	11.11 Questions for Reflection and Discussion
	References
12 School Branding
	Abstract
	12.1 Introduction: Marketization of Education in Singapore
	12.2 Method
		12.2.1 ‘Pragmatic-Practical’ and ‘Caring-Approachable’ Leadership
		12.2.2 A Unique Educational Experience for Students
		12.2.3 Holistic Education and Achievements
		12.2.4 Attention to Learning that Is Culturally Diverse, Practical and Enjoyable
		12.2.5 Character Development
	12.3 The MPS ‘Marketing’ Persuasion
	12.4 Conclusion
	12.5 Questions for Reflection and Discussion
	References
13 Conclusion: Leading Schools in Complexity
	Reference