Teacher Training
Teacher Quality Is The Most Important School-Related Factor Influencing Student Achievement
“All teachers have said to themselves after a lesson "Oh, if only we had more time! This is just a drop in the bucket!" We can never have enough time. Transfer is our greatest and most difficult mission because we need to put students in a position to learn far more, on their own, than they can ever learn from us.”
Jay McTighe
- Author, Curriculum & Instruction Expert
- Co-author of Understanding by Design (1998) with Grant Wiggins
Teacher Training
Our series of teacher development programs are conducted in order to nurture teachers with high-quality. After the recruitment process, teachers begin their journey by joining the initial teacher training conducted by the Training, Research, and Development (TRD) Department. This initial training is mandatory for all teachers before they teach in the classroom. The initial teacher training is comprehensive training in which teachers are equipped with knowledge and skills of our learning system – HighScope Preschool Wheel of Learning© for the early childhood program and the Principle of 1-7-8 © for the K-12 program. For approximately 2.5 months they learn the HighScope philosophy, curriculum, daily activities, setting up the classroom and materials, teacher-student interaction, learning strategies, assessment, and home-school collaboration. Delivered in an active participatory method (e.g., leading activities, reading, discussion, role-playing, presentation, and other assignments), the initial training consists of theoretical aspects and on-the-job training during which they receive feedback and guidance related to their duties as teachers. In another way, this comprehensive training exposes them to the classroom reality and how to teach effectively in the classroom.
Continuous Development
It doesn’t stop there. The TRD department, in collaboration with principals and the Service, Quality Management and Improvement (SQMI) department, monitors teachers in implementing the learning framework. Problems in the field are identified and analyzed to design accurate continuous professional development, such as workshops, mentoring, book discussions, and small group discussions. In addition to that, we are also responsible for conducting training and professional development sessions for teachers based on our research and development.