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Work Background
Woodlands Ring Secondary SchoolLead Teacher (Mathematics)
Jan. 2022Singapore
Ministry of EducationSenior Education Technology Officer (SETO)
Jan. 2020 - Jan. 2022SingaporeWorking at Learning Partnership in Education Technology Branch (LPAT) of the Educational Technology Division (ETD) of the MOE ...
School of Science and Technology, SingaporeLead Teacher, Mathematics
Jun. 2010 - Jan. 2020SingaporeIn my current role, I work mainly in a mentoring capacity with new and beginning teachers. I provide a non-evaluative and support structure through which teachers are afforded the opportunities to try out new pedagogical initiatives in an ICT–rich and 21st Century skills based environment. In collaboration with the Vice Principal (Academic) and the School Staff Developer, we have developed a school–wide professional development program that introduce teachers to the “Understanding by Design” framework, the various aspects of differentiated instruction (DI) and a holistic student development program that seeks to develop in each student a strong moral and performance character. Being an advocate for student-centric DI, I have developed a model of differentiation, through which student responses are constantly evaluated so that each child can be supported and advanced in their continued development based on their current state of academic readiness. I have participated in several nation-wide studies on DI and have shared my findings at several international conferences and am working on developing the algorithm for the real-time analysis of a students’ performance that will serve to highlight both their strength and gaps in their current learning. As an Apple School, I have been advocating the use of Apple products in the creation of Teaching Portfolios so that teachers can document their professional learning journeys in the use of technology for use in the teaching and learning of their specific disciplines. Through the use of iBooks, I have been mentoring teachers in the creation of their personal teaching portfolios and to use the efficacies of this technology to also document the concept development of our students in their learning journeys.
School of Science and Technology, SingaporeSenior Teacher (Mathematics)
Jun. 2010 - Jun. 20171) Plan the scope and sequence of the department ... plan the department's budget 2) Plan and schedule assessment that's paralleled with the National Exams 3) Plan professional development workshops for teachers 4) plan learning experiences for the students 5) initiate real world exploration of mathematical concepts
ST Joseph's InstitutionCurriculum Specialist, Mathematics
Jan. 2007 - Jun. 2010SingaporeBeing interested in transforming learning in the school, I advocated a switch from the traditional exam structure format to include more explorative activities and real–world problem solving problems within and outside curriculum time. We found that the students were more engaged and were more able to articulate their mathematical thinking having been afforded to opportunity to explore concepts from a more theoretical foundation. I wrote the new syllabus that integrated IB-centric explorative activities with the depth of the GCE “A” level curriculum both within the SL and HL programs. Using the STEaM program, I created opportunities for inter-disciplinary exploration and project work to help personalise the learning process for our students. Using the tag that we need “TEaMS to work in STEaM”, this has afforded the students with opportunities to collaborate in developing real-world solutions for 21st century problems.
Nanyang Girls' High SchoolTeacher, Mathematics
Jan. 2004 - Dec. 2006SingaporeIn Nanyang Girls, I moved away from Mathematics to focus more on the Student Development (SD) aspect of education. I took over the running of the Nanyang Girls’ Student Council and was able to redesign the school’s SD curriculum to include more life-skills and technology-centric modules that serve to develop a strong moral and performance character in our students. I negotiated mentoring opportunities for students to intern at community-focused and humanitarian organisations like “Habitat for Humanity” and “Acting for Women in Distressing Situations” (AFESIP Cambodia) whereby our girls became advocates for the causes that they served and many of them continued their association with these organisations after leaving the school and some even after graduating from university.
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