PRINCIPIA - Rethinking Fundamentals, Transforming Schools
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PRINCIPIAVOLUME 12 NUMBER 1 • 2020
Rethinking Fundamentals,
Transforming Schools
PR INCIPIA
VOLUME 12 NUMBER 1 • 2020
CONTENTS
1 PRESIDENT’S MESSAGE
2 MR LAI CHUNG HAN Rethinking Fundamentals, Transforming Schools
PERMANENT SECRETARY (EDUCATION)
6 MR MICHAEL DE SILVA The Philosophy of Leadership
YISHUN INNOVA JUNIOR COLLEGE
10 MRS MAUREEN LEE Becoming More
YUSOF ISHAK SECONDARY SCHOOL
14 MRS JENNY LEONG-TAN The Foundations of Leadership
DAMAI PRIMARY SCHOOL
18 MR STEPHEN CHIN Leading from Within
ST GABRIEL’S SECONDARY SCHOOL
EDITORIAL
Published by Academy of Principals (Singapore)
Text by Lynn Tan
Photography by David Yap
Design by Londonbob Design
Comments and suggestions are most welcome.
The views expressed or implied in this publication are not necessarily those of the Academy.
Copyright © 2020 Academy of Principals (Singapore).
All rights reserved.
ISSN 1793-4699
APS EXECUTIVE COMMITTEE
PRESIDENT Dr Shirleen Chee Anglo-Chinese Junior College
1 VICE PRESIDENT
ST
Mr Tony Low Dunman High School
2ND VICE PRESIDENT Mr Loo Ming Yaw Anglo-Chinese School (Barker Road)
HON SECRETARY Mr Dennis Yap Punggol Cove Primary School
ASST HON SECRETARY Mr Frederick Yeo Raffles Institution
TREASURER Mr Low Chun Meng Nanyang Junior College
COMMITTEE MEMBER Mrs Elsie Poey Pei Hwa Presbyterian Primary School
Ms Ho Susie East Spring Secondary School
Mr Mark Minjoot St. Patrick’s School
Mr Michael de Silva Yishun Innova Junior College
Mrs Ong-Chew Lu See Oasis Primary School
Mdm Sharida Batcha Sahib South View Primary School
Mrs Sharon Siew Jing Shan Primary School
Mr Shawal Bin Hussin Orchid Park Secondary School
Mrs Tan Fiona CHIJ St. Nicholas Girls’ School
EX-OFFICIO Assoc Professor Chua Soo Meng Jude Policy & Leadership Studies, NIE
Mrs Kelvyna Chan Educational Leadership And School Excellence Branch, Schools Division, MOE
Dr Trivina Kang Office of Graduate Studies and Professional Learning, Policy & Leadership Studies, NIE
EXECUTIVE DIRECTOR Mr Ezra Ng Academy of Principals (Singapore)
PRESIDENT’S MESSAGE
DR SHIRLEEN CHEE, PRESIDENT, ACADEMY OF PRINCIPALS (SINGAPORE)
R ecently, our education system has undergone significant shifts. There are
substantial reforms — from the removal of assessments and major exams,
changes in the PSLE scoring system and criteria for DSA, to the introduction of
Full Subject-Based Banding. These moves are a reflection of our ongoing effort to
ensure that education remains relevant in the face of changing times.
The theme of this issue is ‘Rethinking Fundamentals,Transforming Schools’.
This topic is not new. Since the 1960s, Singapore has continually revisited our
education fundamentals and reformed our schools according to the needs of the
period. Perhaps today, as a result of technology, the changes in our environment
are more rapid and the impact of change more significantly felt. It becomes even
more critical that as leaders, we rethink our fundamentals and work towards
transforming our schools so that our students can truly be future-ready.
What are the fundamentals in education and do these fundamentals shift with
the times? How should schools transform as we engage a generation of students
that is different from our own? Most of all, as school leaders, how do we lead our
schools effectively in the midst of such transitions? I leave you to find the answers
in these pages.
In this issue, Permanent Secretary (Education) Mr Lai Chung Han shares his
insights on how our education system has evolved to meet changing needs and
what the role of school leaders is in the midst of these changes. You will also glean
insights from fellow colleagues as they share their leadership principles in the face
of change. Leadership is a journey and when confronted with uncertainty, it can
sometimes be a frightening one. As part of the fraternity, be assured that you do
not journey alone. Enjoy the read!
PRINCIPIA 1
PRINCIPIA 2
LAI CHUNG HAN
PERMANENT SECRETARY (EDUCATION)
Rethinking Fundamentals,
Transforming Schools
RETHINKING FUNDAMENTALS
E
ach day as I come to work, I am reminded of MOE’s
mission, “moulding the future of our nation”, visible
on the granite wall in front of the MOE building.
In front of the wall is a sculpture of a hand lifting up a child.
It illustrates another mission we have as educators – to uplift
our young so that they can reach their full potential.
Our mission anchors us firmly to our fundamentals. In the
midst of disruptions caused by technology, socio-economic
upheavals and globalisation, our overarching purpose remains
invariant–to shape our young into self-directed learners,
implementing well, giving constructive feedback on what
productive members of the workforce, responsible members
works and does not, and being a pivotal player in improving
of the community and global citizens in an increasingly
our education system for each generation that passes through
interconnected world.
our school gates.
Even as we embrace the changes that come with the times, it
STARTING YOUNG
is critical for us to remain grounded in our purpose. Our role
Today, there is a greater recognition that the circumstances
is not just to teach, develop curriculum or run a school. As
that lead to an uneven spread of opportunities start early. If
educators and school leaders, we have the privilege of shaping
left unaddressed, these can lead to growing inequality over
and influencing the lives of our nation’s future, and uplifting
time. In recent years, MOE has made significant investments
every child to achieve their potential.
into early childhood education to ensure that every child
receives a good start in life. This means providing accessible,
But even as every educator is unwaveringly and fully
affordable and quality preschool education.
committed to this purpose, how we achieve it must change
with the times.
Our kindergartens have grown rapidly. This year, we will
have around thirty kindergartens under the MOE brand. By
Technological disruptions are changing the way we live, learn
2025, this number will grow to about 60.
and work. Society expects a broader meritocracy that offers
multiple pathways and embraces diverse talents. The shifting
Every MOE kindergarten is located within a primary school
global economic centre of gravity towards Asia is opening up
and comes under the school’s oversight. Primary school
new economic opportunities in our region.
leaders will need to grapple with the new dynamics of
having five- and six-year-old children in their schools in
Our education system is evolving to address these challenges,
addition to their current cohort of students. At the same
and seize these new opportunities. Our school leaders play a
time, school leaders have to be mindful that they do not
critical role in understanding the context for these changes,
gravitate towards the schoolification of kindergartens. The
PRINCIPIA 3
focus of every MOE kindergarten should be to encourage removing the stigmatisation that comes with streaming, this
exploration and curiosity, and develop a child’s confidence deliberate move aims to engender a growth mindset in all our
through play and social interaction. students. Students can pursue subjects at a higher level, based
on their strengths and interests. I believe that when a child
REDEFINING SUCCESS BEYOND GRADES has a growth mindset towards his studies, it will translate to
Students must come to understand that their identity a similar positive belief and attitude in other areas of his life.
and success is so much more than their grades. The recent We have also opened up more pathways for students transiting
Programme for International Student Assessment (PISA) 2018 from secondary school to higher education such as the
results indicate that 15-year-old students in Singapore are Polytechnic Foundation Programme (PFP) and Direct Entry
more afraid of failure compared to their counterparts in other Scheme to Polytechnic Programme (DPP). The porosity of
countries. Findings like this strengthen our conviction that pathways serve as conduits for students to reach their highest
we are making the right moves away from a narrow emphasis potential regardless of their starting points.
on academic results to embrace a broader definition of success.
We must go back to the fundamentals encouraging an intrinsic Schools now face the challenge of managing and implementing
motivation to learn and nurturing the joy of learning. these transitions. School leaders will have to re-organise
the way classes are run and teachers will need to adjust
We have been reducing the school-based assessment load to their classroom management styles. With the more diverse
free up time and space to deepen teaching and learning. In pathways and options, educators also play an even more
2021, there will be a landmark change in the PSLE scoring important role in understanding their students’ passions and
system so that students are not differentiated down to the last strengths and guiding them along the appropriate pathways.
mark. We have expanded DSA opportunities to recognise
talents beyond academic results. ANCHORING ON STRONG VALUES
In the midst of these changes, our Character and Citizenship
School leaders and educators need to understand the intent Education (CCE) curriculum will also be refreshed. One of
of these changes – it is a deliberate shift away from a focus on the fundamentals in our education system is inculcating strong
grades and exam preparations so that teaching and learning values in our children. When our students possess strong
become a more enriching and fulfilling experience. values, they will be well-anchored in the face of challenges.
The refreshed CCE curriculum will focus on developing a
CULTIVATING A GROWTH MINDSET student’s identity, enabling them to build a healthy network
Perhaps the most significant change in our education system of relationships, and equipping them to make the right choices
is the gradual phasing out of streaming and replacing it with in life. We will also address modern forms of stress faced by
Full Subject-Based Banding in secondary schools. Besides students such as mental and cyber wellness.
I believe that when a child has
a growth mindset towards his studies,
it will translate to a similar positive belief
and attitude in other areas of his life.
PRINCIPIA 4
in our education system, school leaders and teachers must be
prepared. MOE will continue to raise the competencies of
our teaching workforce through SkillsFuture for Educators
so that they can implement these changes successfully in the
classroom. Some areas of focus include SEN, e-pedagogy and
differentiated instruction.
Besides strengthening the professional development of our
teachers, we need to utilise technology more effectively,
so that it enables our teachers to become more effective
educators. Even as teachers continue to be at the heart of
schooling, technology plays an increasingly important role in
augmenting teaching and learning in the classroom.
While teachers constitute the special ingredients, our school
leaders are that secret sauce in our education system. The
secret sauce is often the ingredient that gives a dish its unique
flavour and makes it stand out. Our school leaders are the
ones who make the difference.
School leaders do not get the credit they deserve. Often,
when we recall our schooling years, we fondly remember
UPLIFTING THE DISADVANTAGED the teachers who impacted our lives. Generally, principals
To strengthen support for underperforming students from were seen as authority figures and a visit to the principal’s
disadvantaged families, we have formed the UPLIFT taskforce. office was something to be dreaded! In my time at MOE,
This initiative is part of our effort to support disadvantaged I have come to appreciate school leaders even more. They
students so that they have an equal footing in terms of make education happen on the ground and carry the heavy
educational opportunities. We have established vendor- responsibility of making every school a good school. They
run student care centres in all our primary schools and in lead their teams to provide the holistic and quality education
an increasing number of secondary schools to give students that is the hallmark of Singapore’s education system.
a structured and supportive environment after school hours.
Moving forward, I hope that school leaders will continue The transformation of Singapore’s education system is
to strengthen their connections with the community and akin to changing the engine while the car is in motion.
collaborate with industry partners to ensure that the after Our education machinery continues to run day in and
school care programmes are well-run and effective. day out even as we explore and implement changes on the
go. Every weekday, without fail, we have half a million
INCLUSIVE EDUCATION students learning and being cared for safely in more than
We are also seeking the support of every school to incorporate 300 schools run by over 30,000 educators. The system
Special Education Needs (SEN) into their agenda, as we runs efficiently and continually even as it is concurrently
continue to improve our provisions over time. About 80% fine-tuned and reformed so that our schools are ready for
of school-aged children with SEN attend mainstream schools what the future holds. The professionalism and passion
in Singapore. Every child, regardless of their aptitudes or of our school leaders and teachers will continue to anchor
learning needs, deserves the opportunity to learn and grow. our success.
School leaders will have to prepare for such changes as schools
are transformed into more open and inclusive spaces where As we look at 2020 and beyond, I hope that school leaders
children of different backgrounds and abilities, and aptitudes will continue to exercise leadership amidst change -- creating
can learn together. unstructured space in our curriculum, opening minds to
multiple pathways and seeding lifelong learning. When we
succeed in these areas, we will achieve our fundamental
TRANSFORMING SCHOOLS purpose in education.
SCHOOL LEADERS AND EDUCATORS – OUR SECRET SAUCE
Singapore’s education system is like a distinctive dish where I have every confidence that you will continue to lead your
teachers are the special ingredients. In the course of their schools well, and in so doing, play a vital role in moulding
careers, our teachers continue to grow professionally to meet the future of our nation by raising every child to reach his
the changing needs of students. With such extraordinary shifts potential in life.
PRINCIPIA 5
A key educational fundamental in
Singapore is to provide a holistic education
so that we develop well-rounded individuals
who are well-equipped and willing to
contribute to our nation’s future.
PRINCIPIA 6
MICHAEL DE SILVA
YISHUN INNOVA JUNIOR COLLEGE
The Philosophy of Leadership
The founder of a local supermarket chain once shared that when he tours his supermarkets, he constantly reminds
his staff that he is not really their “boss”. He points at the customers milling around and states that they, not he,
are the bosses - without customers, the employees would have no role to play. It is natural when listing fundamentals
therefore to state the obvious: that, schools exist for students. Educators play the role of shaping the children under
our charge and are the focus, whether directly or indirectly, of all that we do.
W
hen I was involved in leadership development at HQ, needs to thrive in a rapidly changing global environment as well
I facilitated a series of workshops that collectively as meet longer-term domestic challenges such as aging, social
involved almost all of the principals . In workshops mobility and economic transformation.
of about 25 principals at a time, principals contributed to the
writing of a philosophy for educational leadership. At the first These challenges have a significant impact on how I see my
few workshops, it seemed the participants felt that the intent mission in leading my school. A key educational fundamental in
was to produce a document on school leadership that would be Singapore is to provide a holistic education so that we develop
universally accepted by educators “all over the world”. However, well-rounded individuals who are well-equipped and willing to
it did not take us long to realise that while there were universal contribute to our nation’s future. More so in past years than in
principles behind education, it was clearly also about nation the present, I had found that a core duty of mine was to inject
in Singapore. The Ministry’s mission is explicit: education is the importance of holistic education into conversations around
about moulding the future of the nation. It is also clear from the policies and programmes, not only with staff but also with parents.
appointment letters that principals get at the start of a school This nudging is much easier for me today as policy changes at a
tour that “in (our) charge are lives in the making … they depend national level have reinforced the importance of holistic education
on (us) to guide, mould and nurture them to become better and encouraged a broader view of what meritocracy is.
individuals and useful citizens.”
While educators have a belief that “every child can learn”, the
As education in Singapore focuses on both child and nation, an George Evans version of the quote adds that, “just not on the
agility is needed to address this high and noble call. Neither the same day, or the same way”. Learning is growth and growth
profile of children nor the anticipated future needs of the nation means that we are reaching for a level of attainment that the child
can be described as unchanging. As such, I try to inject a sense of is currently not at. At my school we have high expectations of
agility and future orientation into the school. At a base level, staff student attainment even though, for example, students enrol with
need to be attuned to the varying needs of students and be finely a wide range of academic abilities. As educators we may not find
honed in the craft of teaching and learning. Beyond that, leaders tried and tested ways easily available to bridge such gaps but the
must also understand national and global trends as the students answers lie in innovation and learning – at both the personal/
we teach today will be living as contributing adults some decades professional and organisational levels. We employ design thinking,
later. In the Singapore context school leaders are fortunate that the for example, to conceptualise programmes to help students
discourse between professionals and thought leaders often reflect learn to learn and develop a growth mindset. We have had no
that national responsibility of developing what is often quoted as President’s Scholars as yet but we celebrate our unsung heroes like
our only resource - the human resource. Our political leaders, the L1R5 20 pointer who repeated JC1 and then went on to score
whom we have access to the thoughts of, remind us that Singapore a maximum University Admission Score of 90.
PRINCIPIA 7
FUNDAMENTALS IN LEADERSHIP FRATERNITY SUPPORT classmates at different times. The cohort
I served in various roles in the SAF over As leaders of schools within a national approach allowed for the building of
the course of thirty years of National system, we negotiate the alignment bonds between course mates which were
Service and there were many lessons between HQ and our school. We keep an maintained after they graduated and
in leadership in that context that have eye on global trends either directly on our provided a source of support as they
shaped my perspective of leadership to own or by proxy through seminal speeches took on leadership appointments after
this day. My interactions with a diversity and directions by our political leaders and the course. In Singapore, our principal
of Singaporeans in the army also helped senior leaders at HQ. We note these inputs preparation courses at the NIE has always
me to relate to a wide array of home to understand the rationale, importance adopted the cohort approach. I realised
environments very different from mine. and urgency of such directions. We then that day the importance of what we had
The army instilled in me a mission add our understanding of our school taken for granted - that our school leaders
orientation and a can-do attitude (because context to make purposeful decisions have multiple professional networks –
nothing beats motivating oneself at 4 am while shaping the pace and form of how LEP alumni, clusters, MOE/zonal/cluster
in the morning to perform a physically change will be realised. that we could rely on. Such communities
demanding mission). I understood the help us to support one another as we
importance of good preparation and that A high degree of organisational awareness perform our leadership roles.
one is better prepared for contingencies is involved in balancing this autonomy
when planning considers multiple with alignment. Leadership is difficult GROWING OUR TEACHERS
possibilities. I also learnt that the best and leaders often have to make choices Our role as leaders involves growing
plans and intentions will fail if the soldiers between two ‘rights’. Like many school the leadership capacity of all our staff
in the front lines executing the plans did matters that are complex in nature, we including those not in formal leadership
not have the capability and/or motivation deal with many tensions and dilemmas. positions such that everyone has a shared
to carry out the mission. Fortunately, the ministry pays great goal. In education, teachers play the most
attention to ground perspectives in policy important role as they directly affect
Perhaps admittedly with some bias, implementation and to some extent student outcomes. The impact of the
having been involved in its development, I schools can often choose when they want principal’s work to student outcomes is
subscribe to the four leadership principles to adopt a top-down initiative and the less direct - principals create the systems,
in the “Philosophy for Educational manner and pace it is to be realised in a structures and culture that allow teachers
Leadership in Singapore”. These principles school. However, school leaders generally to thrive and make an impact.
form the basis of my beliefs as a leader. accept that sometimes when an initiative
They are, namely, that leaders must have is urgent and important enough there Good teachers are in the profession because
a strong sense of moral purpose and be will be less autonomy and compliance is they want what is best for the students.
anchored on values; leadership is shared expected. Effective school leaders possess It is important therefore for leaders to
- a leader’s role includes not just growing a high degree of organisational awareness. frame teacher-work in terms of how it will
leaders but also growing a capacity for impact students. As an example, each of
leadership in all; leadership must be a We also keep abreast of developments our areas of teacher assessment must have
shared purpose; and leaders not only in our profession. It is important to be an obvious link to student development.
manage change, but also lead it. part of a community such as the APS or This is easy to do for the areas of
school clusters to receive support and gain assessment that relate directly to achieving
Leaders must have a strong sense of moral practical knowledge. During my stint at student outcomes. For the assessment
purpose and be anchored on values. A the Ministry, I was given the chance to areas of professional development of
leader must understand himself and learn how leadership programmes were self and of other colleagues, having high
possess a strong belief in his mission run overseas. At one of the universities expectations of student development
for his school. He creates a culture of in the USA, the professor in charge of that cannot be attained with our current
openness and trust, making transparent a leadership programme attributed the capacities, serves as enough motivation.
his own values and motivations for all success of his programme to having a In the last area of assessment that relates
to see. As a school leader, I believe that “cohort approach”. We were curious to to staff contributions to the school as
every child can succeed. We need to have know what that was. It turned out that an organisation, I do challenge teachers
high expectations of student achievement it was about having the same twenty to identify any area in the college for
and of our school’s capacity to make it or so participants attend all modules which they have duties that did not have
happen. I also believe every child needs a together as a class for the duration of at least an indirect impact on student
high degree of care and support. Safety is the programme. This was as opposed to learning. As examples, it does not take
of paramount importance. These are my a traditional master’s programme where much to see how being in charge of prize
beliefs and I clearly share them. students would choose different modules giving at College Day motivates student
and therefore may have had different achievement, or how time-tabling or
PRINCIPIA 8discipline management duties create the required extensive collaboration and
orderly and conducive environment that engagement at every function and level.
allow students to learn.
MOVING FORWARD
While the above reminds that teachers As the education environment becomes
are motivated most when their work increasingly complex and many issues
is clearly linked to student outcomes, remain uncertain or undefined, schools
should teachers be seen by leaders as just play an increasing role as sensors on the Developing Intellectual Capacity
factors of production? Dr Low Guat ground. School leaders need to take a • Avoid jumping to conclusions too early
Tin, a respected academic at NIE, often more proactive role to understand and • Analyse from different perspectives
• See whole and parts
asked if school leaders saw teachers as share issues that may require attention. • Use creative thinking techniques eg
a means to an end or an end worthy of While there are feedback channels divergence then convergence, brainstorming
attention, in themselves. Good leaders currently, I hope to see increased school • Use tools and frames of thinking eg 4 –player
model, ladder of inference
should engage with teachers for who they to HQ feedback through more formal • Expose self to ideas eg through scanning and
are and see them as people with physical, structures and/or research. engaging with knowledge bases
intellectual, emotional and spiritual Working with Others
needs. Teachers need to feel valued. With With curriculum changes, we want to • Be more transparent/authentic
this perspective in mind, my aim is to bring about greater student engagement • Know your preferred approach with respect
to ‘thinking’ or ‘feeling’, build your capacity
make my school a learning organisations leading to diverse student outcomes -- in the weaker aspect
with a high trusting and collaborative from academic to holistic, from content to • Find common purpose/’enemy’ for a win-win
outcome
climate. I try to create a culture of shared skills such as higher order thinking skills, • Strive to be more approachable eg reduce
information and vision, while giving clear computational thinking, and mental health barriers, increase availability
direction and encouraging innovation and education besides physical education. In Developing Personal Drive & Stamina
experimentation. Teachers are rewarded addition, internationalisation and global • Develop self-confidence e.g. know your
for taking initiative and given the exposure should be on the cards. subject matter well
• Develop behaviour flexibility e.g. plan for
opportunity to learn and grow. contingencies, be open to feedback
Schools may also need to take on geater • Be self-aware e.g. know your hot button
LEADING CHANGE “entrepreneurial dare”. Technology must areas, fears and weaknesses and manage
yourself better
Yishun Innova JC is the result of two become an enabler; learning sciences • Accept VUCA and respond with VUCA
JCs merging in 2019. The process of should be leveraged with brain research PRIME
• Take a risk management approach
the merger began when the respective such that the linkage becomes common e.g. tolerate mistakes that do not have
principals of both JCs were privately place. The level of teacher expertise and catastrophic consequences
informed about the merger in 2016. We capabilities should increase so that there Organisational Leadership
saw our role as leading change rather than will be a greater distribution of leadership. • Vision and Goals – work towards whole staff
just managing it. While establishing sound Schools may also need to revisit their consensus in establishing priorities giving a
sense of overall purpose.
processes for the merger was important, roles. Do we build school expertise • Culture – Promoting care and trust among
the greater imperative was to harness the across a diverse range of capabilities that staff, respectful tone, willingness to change
practice in the light of new information.
imagination,energy and commitment of a student has to have? Or do we leverage • Structure – participative decision making,
the people. There was a diversity of needs partnerships and community tie-ups? supports delegation and distributive
leadership and encourages teacher autonomy
from different stakeholders which had to .
be met. For example, in 2018, there were Perhaps there are more questions • Intellectual Stimulation – encourage
JC1 students at YJC who would become than answers at this point in time. As reflection; staff learn from each other and
models continual learning in his or her own
JC2 students at newly merged YIJC who the world moves into a future that is practice.
probably wondered if there would be significantly different from what we know • Individual Support – provide moral support,
shows appreciation for work; take in opinion
stability in their graduating year. While at now, it is important for us to revisit our in decision making.
IJC, the JC2s needed assurance that they fundamentals in leadership and transform • Performance Expectations – have high
expectations for staff and students; and
would receive the same quality of teaching our schools should there be a need to. therefore be innovative to be effective.
and support with only half the teachers
from the previous year remaining at the Leading a Merger
• Decide on your approach to the culture.
college. Prospective pioneer students at Culture formation choices include:
YIJC probably wondered if YIJC would transforming one of the cultures to align
with the other, amalgamate the two cultures
be ready for them. Each step of redefining leveraging the strengths of each, creating a
culture, creating a new vision, as well as new culture free of the stigma of either of the
setting goals and project management previous cultures.
• Create a compelling vision
• Set a series of goals
• Manage the project
• Collaborate
• Engage every function and level
PRINCIPIA 9 • Develop change leadership capacityThe fundamentals in education go beyond
teaching children knowledge and skills,
but enlarging their hearts and opening
their minds, creating mindsets that
keeps them growing, learning and
aspiring to be the best they can be.
PRINCIPIA 10MAUREEN LEE
YUSOF ISHAK SECONDARY SCHOOL
Becoming More
Children are naturally inquiring and confident. With each cumulative year they stay in school, they should become
even more curious and competent, more hopeful and optimistic, and ultimately, more gracious and caring.
E
ducation develops the whole Education should also prepare students with values. We need to be deeply self-aware
person – nurturing a child with all mindsets and skillsets for future readiness. so that we can be real. In order to lead
the moral values and capabilities Besides self-directedness, students need others, we must be crystal clear about
so that he will grow up confident to fulfil to be agile and adaptive to a fast-changing our beliefs, mission and purpose as a
his purpose in life while having a heart for world. We need to ensure that our children leader. It begins with “lead yourself-
others. The fundamentals in education develop the ability to think well, navigate know yourself, improve yourself, and
go beyond teaching children knowledge and be inventive in uncertain situations. manage the appropriate balance in your
and skills, but enlarging their hearts and School experiences should create a hunger own life”. As leaders, we often have a bias
opening their minds, creating mindsets to learn, hone the ability to make sense of for action that prevents us from stepping
that keeps them growing, learning and large amounts of data and enable sound back to re-calibrate. We need to practise
aspiring to be the best they can be. It decision-making in the face of limited reflection so that we can keep an even
involves nurturing talents, passion, information. Education should equip keel and hold steady when we are tested.
creativity and resilience in order to fulfil learners to be ‘waymakers’ by giving them
hopes and dreams. the skillsets, mindsets and values to take In the span of my thirty years in education,
ownership of their own future and make a I have served as Principal for three schools.
path for themselves. I have learnt that leadership is essentially
FUNDAMENTALS FOR THE FUTURE
about inspiring and growing our people.
As our children grow up in a society that
Most of all, education should cultivate an To do this, I must put people first before
offers them multiple options, they will
abundance mindset by helping students strategies and plans. If we want our people
need to have that confidence and space
become more than who they are. Our to follow us, we must first truly care for
to choose how they learn best. They have
goal is to raise a confident generation, their well-being and personal growth.
to receive an educational experience that
bold enough to be the change they want When our people are anchored and strong,
embraces their interests. Sparking curiosity
the world to be, while striving to create a they will be able to give their best to the
and growing passion should become
future for greater good. children in every circumstance.
one of the important fundamentals in
education. Schools should be spaces where
I have also learnt that nothing inspires more
opportunities abound, where students PURPOSE, PASSION AND PEOPLE
than a leader who is passionate about her
can discover their passions and work Even as organisations evolve, the
mission. When we are passionate about
diligently and creatively towards fulfilling fundamentals of leadership remain the
what we do, we will inspire others with
them. Passion drives self-directedness and same. Leadership is about rallying heart
our enthusiasm, energy and commitment.
motivation. If our learners are passionate and minds to achieve a shared vision.
A clear, positive and purposeful leader
about something, they will be curious and With change becoming a constant and
who grows and supports her people will
willing to explore and create possibilities. the world becoming more VUCA, more
inadvertently energise them. I tell my
They will also have the determination to than ever, leaders need to be authentic
team that they are not working for me,
master what they learn, make connections and consistent. To be effective leaders,
but working with me and my hands are
across various disciplines and become we must know what we stand for and
on the deck as I journey with them.
creative. have the courage to hold true to our
PRINCIPIA 11SCHOOL LEADERS AS CHANGE LEADERS to be mentored by undergraduates, to consciously see themselves as thinkers
Our increasingly fast-paced world conducted STEM related projects and and learners.
demands that educators are adaptive, gave school-wide understanding of
responsive and proactive. School coding, computational thinking, drones We also redesigned our curriculum based
leaders need to be leaders of change. technology and Python programing. As on our belief that students need to co-
My journey as principal of Yusof Ishak students acquired knowledge through create their learning experiences in order
Secondary School involved genuine inquiry and built upon what they learnt, to truly learn. For example, to enhance
and consistent engagement of all staff they developed new understanding and conceptual learning in mathematics, our
and students in order to shift mindsets, became knowledge creators themselves. teachers initiated a game-based learning
challenge beliefs and change the way we experience in the form of a portable escape
see ourselves and issues to co-create the In the area of CCAs, we came up with room where students needed to solve
future with our students. the idea of combining efforts in CCAs to puzzles in groups in order to get out. This
allow greater collaboration and sharing engaging way of learning allowed students
When I first joined the school, I intentionally of resources. As we did not have the to clarify their mathematical concepts.
worked towards transforming the way we numbers to build a team for competition
believe, think and learn. Everyone at Yusof for certain sports, we started inviting For learning to truly take place, it has to
Ishak is familiar with the acronym BIG students who had interest to learn skills be relevant and true to life. We believe
(Believe, Inspire and Grow). We believe in of two CCAs and to collaborate in in working closely with the community
one another and appreciate our individual diverse teams for competitions. We had so that students have hands-on exposure
strengths and abilities. We inspire one another students from badminton and netball and experience to real life challenges.
to learn and to reach our potential. We grow coming together for both practices We connected with the National
together so that we can be more than what and competing in both competitions. Environmental Agency (NEA) to work
we are. I use every available touch-point, Similarly sepak takraw and floorball on sustainability and the urban farming
were combined. Not only did students of microgreens and vegepods. Our
from morning assemblies, class and cohort
get to learn two different sports, but they students compared plants grown under
engagement talks each term, morning
also had the opportunity to compete in
breakfast conversations with students, start- LED conditions as opposed to those out
the inter-school games, work with teams
of-the year picnics, and one-on-one dialogues in the sun. They gained understanding
of different profiles, find opportunities
with staff to reiterate the idea of BIG. on what it means to be urban farmers,
in challenges and develop flexibility in
appreciating resource-scarce Singapore
mindsets and nimbleness to problem
Our school is in the process of transition. and sustainability issues in the future.
solve. In fact, our combined Malay and
We are relocating from our premises Indian dance groups won a Certificate of
at Bukit Batok to meet the growing As Yusof Ishak Secondary School is
Distinction at the recent SYF! Our CCA
demand for places in secondary schools the Centre for Teaching and Learning
programme is a testament to the power
in the Punggol area. We have stopped Excellence (CTLE), we are grateful for
of thinking BIG.
Secondary 1 admission since 2018. In opportunities to collaborate and grow
2021, our Bukit Batok campus will finish with Master Teachers from Academy
Descartes has said, “I think, therefore
strong with Secondary 4 and 5 students of Singapore Teachers and professors
I am”. Our mind is more than just a
while we welcome the new Secondary 1 from NIE to be at the forefront of new
cognitive tool. It is an active and creative
students at Punggol site. In a school that curriculum ideas and teaching pedagogies.
organ which controls how we feel and
is getting smaller, the power of thinking The unique tripartite partnership for
think. Our feelings and thoughts, in
BIG cannot be understated. We had to the in-situ professional development of
turn, shape our attitudes. Thankfully, as
reframe our beliefs to see that the potential the teachers at CTLE has impacted the
modern educators, we no longer subscribe
and standing of a school is not dependent fraternity in raising the quality of learning
to metaphors of education such as writing
on its physical size or the number of its amongst students. As school leaders, we
on a blank slate or filling an empty jug.
students. Indeed, a school is as big as need to constantly relook and rethink
We have also progressed beyond the
the staff and students think it is. Because the fundamentals -- learning, unlearning,
traditional ‘one size fits all’ approach
we choose to see how strong we are and and relearning in order to ensure that our
to schooling. School leaders need to
believe in our potential to grow even more, schools remain relevant.
understand the power of the mind so
our school culture becomes more vibrant, that we can enable our staff and students
our curriculum more progressive and our to grow beyond their limitations and FROM SPACES TO PLACES
people more inspired. reach their full potential. Understanding Just as fundamentals need to be to be
this principle, we redesigned our relooked to meet the needs of the future,
SCHOOL LEADERS AS CURRICULUM LEADERS curriculum to include metacognition schools have to transform by co-creating
As we talked about BIG, we also skills. Metacognition refers to the mental the learning experience with students
created opportunities for students to be processes used to plan, monitor and and community, revisiting the role of
BIG. For example, we partnered the assess one’s thinking, understanding and learners and teachers and reimagining
Singapore Institute of Technology for performance. Our students are trained to the learning spaces to be inspiring and
Secondary 3 (Normal Academic) students be aware of how they think and learn and inclusive. Schools should be a community
PRINCIPIA 12where learners are not just consumers designed for viewing on their mobile
but actively involved in co-creating their phones. Data literacy, digital literacy and
learning experience. Learning should be innovation will be important pillars in
customised so that the learner can be education for the future.
equipped with skills to be self-directed
and to personalise learning for himself.
SCHOOL LEADERS AS CULTURE BUILDERS
Learning also needs to be socialised and
A school leader plays the important role
contextualised. Knowledge comprises
of creating the conditions for teachers
both ‘know-what’ and ‘know-how’; it is
and students for students to flourish.
social in nature and distributed among
Our beliefs and practices shape and
groups of people who use it to solve
influence the culture of our schools. What
problems together. We need to move
will the school culture of the future be
from giving our students head knowledge
like? I believe it will be a growth culture Leadership Fundamentals
to knowledge that is applicable to real
compared to one based on performance.
life and society, and where they can be Leadership is about..
“A performance culture asks how much
knowledge creators as well as become Being the Inspiration for your people
energy we can mobilise, and the answer is
more creative and innovative as a person.
always a finite amount. A growth culture • Purpose – leading by who you are, having a clear
asks how much energy we can liberate, and and inspiring vision
As globalisation and digitisation make • Passion- modelling the passion and love for what
the answer is infinite”. For schools to truly
our world smaller and flatter, we need you believe as you serve
transform, school leaders need to build a
to acquire knowledge beyond traditional • Humility – being deeply self-aware and being
culture of growth. For growth to take place, the Chief Learner
means. I see the environment and
we must give up control. Co-creation,
technology as third and fourth teachers Being There for your people
collaboration, creativity, community and
respectively. Teaching spaces will no • Love your people, be authentic
innovation are key words in the vocabulary
longer be used for single purposes but • Ask questions and connect with them
of future-minded leaders.
have multiple uses. Students and teachers • Have faith in them, trust them
will work together to design these spaces • Encourage, challenge and support them all the
At its core, education is about growing way
so that schools become a connected
a whole person – anchored on strong • Enabling them to grow and constantly improve
community offering inspiring learning
values, possessing a positive outlook with
experiences that is a collaborative effort Becoming More
an abundance mindset, having purpose
involving teachers, interaction designers, • Believe truly in the value of each staff
in life, interacting well with different
instructional designers, programmers • Purposefully growing your people to becoming
people, being globally aware, flexible,
and storytellers. At Yusof Ishak, we have more, to be leaders in their own right
innovative, having empathy for others • Empower them to be more autonomous,
a Creative Art gallery where we honour
and a heart to serve. As we face the future healthier and more inspired in their role
every piece of work and where students
and redesign our educational experience
continue learning art beyond the
for future readiness, we should start with
classroom. The school canteen, foyer and My favourite leadership books
these outcomes in mind. For education
library were also reimagined to be multi-
to be effective, we need to engage today’s • The Infinite Game by Simon Sinek
functional places where students engaged
digital natives in a different way – one • Leader Shift by John C Maxwell
in lunch time activities, conduct speeches
that is more personalised, where we hear
and performances as well as bonding • Developing the Leader Within You 2.0
their voices and seek their involvement by John C Maxwell
activities. Students will no longer be
and where their individual talents and • The 100X Leader by Jeremie Kubicek
restricted to classroom experiences, but be
passions are nurtured. As school leaders,
provided with open-ended opportunities • Stillness is the Key by Ryan Holiday
we have the responsibility to lead the
for experimentation, interaction with
change to transform our schools so that
different domain specialists and allowed
education remains relevant. All our roads
unconstrained movement around the
point to one destination – nurturing
school campus for deeper learning to
a person to become more. The end
inspire creativity and innovation.
result of education is a full and whole
person – a confident optimistic life-long
With the advances in technology,
learner with the disposition, mindset,
education has undergone a period of
discernment, grit, grace and compassion
prolonged disruption. The internet has
to make the world a better place. When
empowered individuals to author shareable
such a person is transformed to become
content and students now have access to
more than who he is and what he thinks
information in the form of downloadable
he can be, he is ready for the future.
PDFs, audio and video podcasts, video-
Only then would education have served
tutorials, inspirational talks and lectures
its highest purpose.
PRINCIPIA 13Leadership is not about positions held, self-gain
or glory. It is a reflection of our beliefs and values
that is expressed in everything we do.
PRINCIPIA 14JENNY LEONG-TAN
DAMAI PRIMARY SCHOOL
The Foundations of Leadership
When I joined the teaching service in 1990, it never crossed my mind that I would become a school leader years later.
I simply served as a teacher to the best of my ability, living out the fundamental values that I held onto in all aspects
of my life. Although we were not a well-to-do family, my parents worked hard to provide my siblings
and me the basics in life, while demonstrating to us the good values of honesty, commitment, prudence and diligence.
These values form the fundamentals in my life and to this day, they are the basis on which
I develop my philosophy of leadership.
L
eadership is not about positions LEADERS HELP AND BRING HOPE willing to dirty her hands, they will be
held, self-gain or glory. It is a Leaders need to make their presence more willing to do their part.
reflection of our beliefs and values felt in the lives of those around them.
that is expressed in everything we do. Do my staff feel supported and cared Leaders create positive experiences and
When we live out these beliefs, we express for? For those who are managing well, when situations are difficult, they give
leadership in a way that is personally how do we enable them to achieve even hope. In 2019, my first year at Damai
and uniquely ours. Every leader has to more? Do we encourage sharing of ideas Primary, a Primary 6 girl confided that
personally own his or her leadership and giving opportunities to our staff she feared failing her PSLE. While I
journey. As a child, I owned my learning to make things better? A good leader could not promise that she would pass, I
and saved up to buy assessment books to will consider the needs and growth of assured her that no matter what, Damai
revise. When I became a school leader, their personnel and not just take credit Primary would be here for her and so
I decided to pursue a part-time degree for herself. If a staff is not performing would I. She would not have to struggle
while juggling work and a young child at well, what is our attitude towards or journey alone. I met her daily for a
home. The leadership experience is one him or her? I always believe in giving month and eventually she overcame
that we have to craft for ourselves and second chances. While it is important to her fears. Many of our students come
it is established on sound fundamentals counsel and hear them out, at the end of from disadvantaged backgrounds and I
that will be tested along the way. it all, they need to know that there are remind my staff that we need to create
opportunities to improve. positive experiences for them so that
As a leader in education, I subscribe they will look forward to coming to
to some fundamentals that have never Leaders need to be involved whether it school, and even see school as a safe
changed. First of all, I believe that every is mediating and solving problems, or place of refuge. With our newly built
child is important and can succeed. working alongside our staff so that they facilities, coupled with caring and
Depending on his or her starting point, are not alone. When I was Principal at dedicated teachers, our children do
the definition of success differs. For some, Red Swastika School, I made it a point enjoy coming to school.
success is doing well academically, while to wait at the gantry every day during
for others it could be something else. drop off to support my operational staff. A JOURNEY OF LEARNING
For example, for a child who refuses to When faced with difficult parents, I As a leader it is important to know our
go to school, success is achieved when he will be there to give support. I willingly craft, be credible and reliable. Our co-
shows up for class. As leaders, we work attend to parents, students or phone workers are constantly looking to us
towards bringing our children towards calls. After every event, I give a hand to for feedback and direction. Whether
success and it is up to us to define what help stack up tables and chairs. When it is issues of discipline or working
that means for every individual. the staff sees their leader as one who is with parents, we need to consistently
PRINCIPIA 15role model the way for our staff. The working and communication styles. what happened and realised that even
leadership journey is ongoing. When All my staff go through an assessment though I upheld to my fundamental
you become a leader it does not mean with Gallup’s Strengths Finder and this values, there were others who did not. I
you have arrived, rather, it is the helps me to capitalise on their strengths learnt from such incidents. Leadership
beginning of a new path. To hone while knowing the areas they lack is about learning, unlearning and
our craft and keep growing, we need in. I discovered that ‘Harmony’ and relearning. This event showed me that
to constantly learn. I make an effort ‘Consistency’ were my strengths. My I was stronger than I thought and
to constantly learn through books team understands that my leadership through it all, our team became even
and leadership materials, people, style involves getting feedback, seeking more united.
circumstances and experiences. My consensus and thorough follow through.
favourite leadership books include I am also very detailed and when there FACING THE FUTURE
Carol Dwerk’s Growth Mindset, The are confrontations, will take the time One of the goals of education is to
Skillful Leader by Alexander Platt, and and effort to hear details from all parties prepare our children to face the future.
publications by ASCD. When I relate so that I can address the root of the issue I believe that inculcating strong
to others, I ask myself what can I learn accurately. Knowing that I am stable fundamentals will help prepare them
from them be it their experiences, and possess strong guiding principles to face the unexpected situations
knowledge, wisdom, talents or even in decision-making gives my staff great which will come their way. I make
the behaviours I should emulate or peace of mind. I also see myself as a use of every teachable moment to
avoid. There are opportunities to learn gatekeeper protecting the interests and show them possibilities in various
everywhere. It just requires us to be welfare of my team and will not hesitate situations. For example, when there is
committed and work hard. to confront those who disrupt the a fight or dishonest act, I walk through
harmony in the workplace. the process with the children to help
While we can learn in theory, it is often them rethink their decisions and see
the practical situations that teach us the LEADERS ARE TESTED different outcomes from the choices
most. One of my learning milestones Our fundamentals in leadership can they make. When they realise their
was my transition from Principal of Red be tested under unexpected crises. In mistakes and make effort to change, I
Swastika School where I served eight December 2014, Red Swastika School personally affirm them. The power of
years to Damai Primary in 2019. Damai appeared in the press because we encouragement cannot be understated.
Primary had merged with Bedok West were cheated by an unethical school If a child has a habit of avoiding
Primary School in 2015. When I came on bus company. Due to a change in school, I affirm him when he shows up
board, the school had just gone through curriculum times, we had a new bus at 8 am. To me, it is better he shows up
a second assimilation with East Coast service provider. After collecting two late than not appear at all. I constantly
Primary School. Our team comprised of months of bus fees in advance from encourage the children to be “better
staff from two schools and I represented 250 parents, this bus company could than before” and “be the best you can
the third school! Inevitably, there not provide us with bus routes and be” so that they can anchor themselves
were differences in culture, operational schedules even up to the day before on these fundamentals in the face of
policies, work styles and personalities. school opened. After consultation challenges when they grow up.
As Principal, I had to set a new direction with MOE, I decided to terminate its
and incorporate the best practices from services on the evening of 31 December In our school setting, our children are
each side. I focussed on relationship and quickly proceeded to find a way protected and sheltered. How do we
building, spending time listening to to bring about 500 students back to teach them to be savvy and wise? We
various parties without making quick school via school buses on 2 January. need to let them experiment and allow
conclusions and controlling myself from Together with twenty staff, we called them to fail. Education is not about
imposing my views. I made it a point to the frustrated parents to explain the preparing everything so that life will
involve everyone in the decision making situation, and eventually engaged be smooth sailing. I give my students
processes. I then decided to curate what another bus company. We prepared a opportunities to do projects and allow
is best from both schools, integrating proper script and even had an FAQ to them to own problems and solutions
my own experiences, before coming up help the staff answer to angry parents. in school. For example, there were
with a final plan. Instead of seeing the As the bus fees had been paid up and long queues in the canteen because the
merging of schools as a point of stress, the bus company refused to make a children took a long time to decide
I saw that we benefited from having refund, it became a legal issue and I what to buy. Our prefects came up
two sets of best practices, giving us the had to appear in court to testify. The with the idea for vendors to display
opportunity to create a better one. saga lasted two years and we had to set menus so that the students could
ride through it. While this crisis was decide what they wanted in advance.
One of the main challenges in leading extremely stressful, we learnt to be When the schools merged, there were
a team is managing the different resilient and persevere. I reflected on concerns about making new friends
PRINCIPIA 16You can also read
