eNews Newsletter • 3 - 2014

Contents:
INTRODUCTION A Teacher Affects Eternity, You Can Never Tell
1. Message from the Founder
ETONHOUSE INTERNATIONAL When Their Influence Stops – Henry Adams
EDUCATION GROUP - NEWS & EVENTS
2. Collaboration with Singapore Chinese
High School to launch As parents and educators, we may have different ideas quality staff who add significant value to the EtonHouse
“Hwa Chong EtonHouse Institution” and views about education, but we are united in our belief education across countries.
New Campuses in Singapore - that teachers are a critical and vital component of the
Recently, EtonHouse also signed an agreement with the
Robertson and Bukit Timah education system. A good teacher inspires, instills joy in
Reggio Children International Network to start REACH
3. EtonHouse nominated as One of learning and changes lives. To be an agent of change,
(Reggio Emilia in Asia for Children). It is indeed a privilege
Singapore’s Most Influential Brands 2014 educators have to continually reflect, innovate and create,
to be the first organisation in the region to establish this
EtonHouse Annual Staff Night upgrade their skills and
relationship with Reggio Children
4. EtonHouse Pre-School Vanda Receives knowledge, collaborate
to support, uphold, sustain and
“Outstanding Centre for Teaching and with their colleagues and
disseminate the values, culture
Learning Award”, “SPARK” Certification be motivated by what
and the “Community in Bloom Award” and heritage of the Reggio Emilia
their role as teachers has
approach in Asia.
EtonHouse Pre-Schools at 223 to offer.
and 717 Mountbatten Received Our educators have done us
Awards for Health Promotion These key aspirations
proud; setting standards of
5. REACH Study Tour to Reggio Emilia, of our teachers drive
excellence and leadership in
17th – 26th October 2014 the EtonHouse Group to
Asia and in the world. The
SINGAPORE
lay specific importance
articles in this newsletter are a
6. Reflective Practice - Thomson
to the development
testament to their commitment to
of a dynamic,
7. Professional Development the intensive, multi-dimensional
Strategic Plan - Broadrick challenging and
and thought provoking
rewarding professional At the REACH conference in Singapore, March 2014
Professional Development: professional development
Reflective Practice - Outram development programme
initiatives that take place
for all our teaching staff. Quite simply put, if a teacher
8. How Professional Development Connects in EtonHouse in different parts of the world, as the
to Best Practice at EtonHouse Claymore is not motivated and struggles to get to work every day,
teachers unite in their passion to provide a truly inspiring
The Spirit of Sharing: Professional
the effect this would have on the group of children in his
international programme for your children.
Development @ Hampton Bishan or her care is far from desirable. I have therefore always
9. Professional Development for Educators: been personally involved in the training and professional I am also especially proud to share with you that we have
Growing through Networking development of teachers in all EtonHouse campuses opened a brand new campus on Thomson Road spanning
Professional Development wherever that may be. I remember coming back from a
at Mountbatten 718 day in school when I was doing a course to be an assistant
10. Our Journey on SPARK teacher. I was exhausted, physically and mentally drained
(Singapore Pre-school Accreditation by the demands of the job. That made me think about
Framework) - Vanda our teachers and the need to give them adequate leave
Tomorrow’s Educators - Newton to recoup and recover from their frenetic schedule. I
CHINA therefore decided to increase the teachers’ annual leave
11. Home-School Partnership - in EtonHouse from 21 to 35 days in a year.
Times Square, Chengdu
In early 2000, when EtonHouse was expanding within
Professional Development and
Professional Learning Communities Singapore and internationally, we realized the need to set EtonHouse International Pre-School, Thomson
up a separate team of pedagogists to focus exclusively
12. The China Context
on the training and development of the teaching staff to 200,000 square feet, a beautifully designed learning
The Changing Role of the Music
ensure that our teachers are offering consistent and high environment that has established new standards in early
“Specialist” - Hong Kong
quality programmes in all our schools. The EtonHouse childhood education. Our next new campus in Singapore
JAPAN/MALAYSIA Education Centre (EEC) was thus born and has over on Robertson Walk is another stunning campus in the
13. Commitment to Reflective Practice the years trained and supported teachers in acquiring, heart of town that offers the unique EtonHouse pedagogy
Professional Development – furthering and strengthening their qualifications, skills and in a thoughtfully planned set-up. You can read more about
‘Essential Agreements’ knowledge in education. The EEC also facilitates research these developments in the ‘news and events’ section of
INDONESIA papers, training videos and teacher qualifications like the this publication.
14. Making Connections – Pedagogy CACHE, UK’s only specialist awarding organization for
I hope you enjoy this edition of the corporate newsletter.
and Andragogy - Surabaya children, adults and healthcare sectors.
The Children, the Teachers
Our career progression and advancement pathway offers Ng Gim Choo
and the School - Jakarta
teachers opportunities in different countries where we Group Managing Director
INDIA/VIETNAM are located. This has helped us to recruit and retain high EtonHouse International Education Group
15. A Commitment to Best Practice
Establishing the EtonHouse -1-
Standards of Practice
 E t on Hous e I n ter n a tional Ed u c at ion Grou p - News & Event s

Collaboration with Singapore Chinese High School to launch

“Hwa Chong EtonHouse Institution”
The Singapore Chinese High School and EtonHouse International Education
Group will launch “Hwa Chong EtonHouse Institution” in Singapore, catering
to students from kindergarten to primary levels. This joint venture is envisaged
to expand overseas when the opportunity arises.

Chinese High School has a distinguished history of 96 years and is regarded

as one of the finest educational institutions in Singapore, having nurtured
leaders of society in research, industry and government.

This collaboration is a momentous milestone that will bring a high quality,

international baccalaureate (IB) education with a strong bilingual and bicultural
focus to students across different countries. Leveraging on the strengths of
both founding schools, the new institution is set to establish new standards of
excellence in international education.

Left to Right: Mrs. Ng Gim Choo, Founder and Managing Director of EtonHouse,
Mr. Jimmy Oh, Chairman of EtonHouse, Mr. Jonathan Lee, Chairman, Board of Singapore
Chinese High Board, Mr. Choong Buat Ken, Advisor and Immediate Past Chairman,
Board of Singapore Chinese High School

New Campuses in Singapore -

Robertson and Bukit Timah
offering children countless opportunities to engage and learn across
multiple disciplines. The schools will offer the renowned EtonHouse Inquire
Think Learn pedagogy delivered by highly qualified international and local
educators. Children will be immersed in an integrated bilingual environment
and will be exposed to both English and Mandarin at all times, allowing
them to pick up both languages spontaneously and effectively in a natural
environment.

Robertson Walk

EtonHouse will be opening new campuses at Robertson Walk #02-20 and

215 Upper Bukit Timah Road. The new pre-schools are scheduled to open
their doors in early 2015 and will feature innovative learning environments
specially designed to stimulate the learning and development of young
children between 18 months to 6 years of age.

Facilities will include an indoor playground equipped with unique open-ended

learning materials, dedicated ateliers for Art, Light, Music and Movement, 215 Upper Bukit Timah Road – Artist Impression

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 E t on Hous e I n ter n a tional Ed u c at ion Grou p - News & Event s

EtonHouse Nominated as One of Singapore’s

Most Influential Brands 2014
EtonHouse has been nominated by consumers over the past two decades, and is a reflection that
as one of Singapore’s Most Influential Brands. parents and consumers value the high quality
Consumers picked EtonHouse as one of their early years programme and inquiry based Inquire-
most preferred pre-school brands, according Think-Learn curriculum offered by EtonHouse.
to an independent consumer insights research
EtonHouse is delighted and encouraged by this
c o n ducted by Bran d Al lia nc e on G en X
acknowledgment and looks forward to bringing
Singaporeans.
meaningful and innovative best practice in early
This is an affirmation of the goodwill and trust that years education to more families in Singapore
the EtonHouse brand has built within Singapore and beyond.

EtonHouse Annual Staff Night

The EtonHouse Singapore family celebrated its annual Staff Night at the
Concorde Hotel in Singapore on the 26th of September 2014. The party
was attended by 430 staff, partners and friends. To celebrate our vibrant
multicultural community, guests were invited to be dressed in international
outfits that represented a country or culture.

The evening was a joyous celebration of our achievements, learning

journey and camaraderie, and an occasion to give recognition to dedicated
staff members who had been with the EtonHouse family for 5, 10 and 15
years. The occasion was made even more memorable by the performances
put together by our talented colleagues and our valued sponsors for their
generous contributions to the lucky draw prizes.

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 E t on Hous e I n ter n a tional Ed u c at ion Grou p - News & Event s

EtonHouse Pre-School Vanda Receives “Outstanding Centre for

Teaching and Learning Award”, “SPARK” Certification and the
“Community in Bloom Award”
Singapore’s Early Childhood Development Agency (ECDA) has presented
EtonHouse Vanda with the Outstanding Centre for Teaching and Learning
Award. This award recognises child care centres and kindergartens which have
excellent processes and learning environments that support high quality
programme activities to promote children’s holistic development. In addition,
the centre also received the SPARK (Singapore Pre-Schools Accreditation
Framework) re-certification which recognises the pre-school’s excellence
across Leadership, Planning and Administration, Staff Management,
Resources, Curriculum, Pedagogy, and Health, Hygiene and Safety. The
centre was recognised and commended for progress in teaching and learning
since their first SPARK accreditation in 2011. It was awarded a mastery level
(the highest level possible) in its general principles for pedagogy, teaching
and learning as well as curriculum.

In August 2014, the Vanda campus was awarded the Silver band of the
Community in Bloom (CIB) Awards organised by the National Parks Board
to recognise and reward gardening efforts by community groups in housing
estates, schools and organisations.
Ms. Ng Shu Ping, Principal of EtonHouse Pre-School, Vanda represented the campus to
receive the “Outstanding Centre for Teaching and Learning” Award 2014 from Mr Chan
At EtonHouse, we continuously strive to excel and work collaboratively
Chun Sing, Singapore’s Minister for Social and Family Development towards the common goal of excellence and leadership in educational
practice. The teaching team, parents and children at EtonHouse Vanda
exemplify this spirit of collaboration, and these achievements reinforce the
Group’s commitment to offer holistic, meaningful and high quality programmes
based on best practice.

EtonHouse Pre-Schools at 223 and 717 Mountbatten Received

Awards for Health Promotion
EtonHouse Pre-School 223 Mountbatten was Programme (HECCP)” Award introduced
awarded the CHERISH (Championing Efforts by the Singapore Health Promotion Board
Resulting in Improved School Health) Junior Award to encourage and acknowledge child care
by Singapore’s Health Promotion Board (HPB) centres for providing healthier food and
and Ministry of Education ( MOE ). This award promoting healthy eating in their centres.
recognises the pre-school’s efforts and initiatives in
These awards are testimony to the
good health promotion for children and staff.
standards of excellence established in our
EtonHouse Pre-School 717 Mountbatten received campuses.
the “Healthy Eating in Child Care Centres

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 E t on Hous e I n ter n a tional Ed u c at ion Grou p - News & Event s

REACH Study Tour to Reggio Emilia, 17th – 26th October 2014

The abode of Bambini
by Dr. Arun Arora, Chairman of Edvance Pre-Schools and participant of REACH study trip to Reggio Emilia

• Atelier
Atelier is central to the Reggio philosophy. It is present
both within and outside the classroom. It could be
understood as a place of what is possible, creative
thinking and discovery. It is a physical manifestation of
the value of visual expression and language.

• Atelierista
Atelierista (Practicing Artist) plays a crucial role in
stimulating and nurturing the curiosity and creativity
of Bambini besides being the enabler of development
Emanuela (left) with Rakhi (From left to right) Claudia Giudici, Paola Ricco, Ivana Soncini with Team projects.
India
• Ideas
Look for ideas that open doors and not close them.
Teachers and educators are continually challenged to Bambini do not believe in singular alternatives. There Bambini have theories about the world based on their
upgrade their skills to better understand the hundred are endless possibilities in their mind, which could all individual intuition. They have to be encouraged to
languages of children. Our recent study tour to Reggio be present at once without being in conflict with one share them with other children who in turn will also
Emilia with participants from Singapore, India, Tokyo, another. have their own intuitive theories. Bambini construct
Indonesia and Hong Kong was one such effort. It was their own concepts to organize the world.
• Light is Magical
envisioned by Gim Choo Ng, detailed by Heather
Every space must get infused with light. Most spaces • Listening
Conroy and executed by Tina and her colleagues
open into each other to create an open and well lit Listening intently to Bambini is an ongoing process
of REACH (Reggio Emilia in Asia for Children) and
environment. Light gets reflected and refracted in that nurtures reflection, creativity, thinking, exploration,
EtonHouse Singapore with guidance from Paola Ricco
the classrooms through materials like mirrors, light amazement, theory and a sense of extra-ordinary
and Emanuela Vercalli from Reggio Children.
tables, jars, overhead projectors and shadow play. behind verbal and non-verbal communication.
Carla Rinaldi said in an interview “you can only see Metaphorically, it opens minds and creates transparency Listening and reflecting on your own ideas is equally
what you know”. I shall try to elaborate some of the for Bambini, teachers, parents and visitors. important to understand how the Bambini build and
observations based on what we saw as a group and construct their thoughts.
• Problem Solvers
interpreted after due reflection.
Bambini have powerful minds. They could often interpret • Reciprocal Relationships
• Bambini complex issues through simple solutions. The project Respectful reciprocal relationships are the backbone
Reggio is organic, alive, breathing and hopelessly in love on drawing music in the Piazzas was almost surreal. of its system. Education of young children is a shared
with Bambini, the word for children in Italian. Bambini responsibility with active participation of Bambini,
• Environment is a third teacher
is an intense passion and exclusive preoccupation of Teachers, Parents and the Community.
Schools must create an environment where Bambini
every Reggio individual irrespective of his/her being the
are taken seriously. They should not be afraid of As all good things end this study tour also ended but
Atlierista, Padagogista, Teacher, Cook or Helper. Our
making mistakes or reconstructing their own ideas. not before igniting a desire to initiate a deep dialogue
entire group got infected with this passion by the time
It should encourage a dialogue between pedagogy of reflection to understand what Reggio meant to our
we were two days old at the programme.
and architecture. It has to be aesthetic, liberating, practices in Asia. We returned inspired to motivate our
• Importance of Reflection stimulating and interesting. colleagues, infect them with our passion for Bambini and
Reggio does not teach you “how to” as we generally inspire our children to reach their individual excellence.
understand the term. Instead it emphasizes on the
process of reflection and adaptation. It can best be
experienced as a way of life.

Incongruent is also Congruent

Bambini’s mind is unfettered, pure, creative and
powerful. It does not use separate buckets for what
appears to be logical and illogical to the adult mind.
The facilitating adult must learn to interpret the child’s
work with a belief that what appears incongruent often
coexists with what is congruent. She must facilitate
children in finding expression to their feelings of
wonder.

• Endless Possibilities
“This and That” is more powerful than “This or That”.

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 Eton Hou se in Singap ore

Reflective Practice
EtonHouse @ Thomson
“Teacher development has moved beyond simple in-service workshops and has ex-
panded into a more robust system of continuing education. In order to advance in
their careers, teachers should seek out professional development opportunities which
are ongoing and aligned with standards and assessments.” (Quattlebaum,S., 2014)
Thomson’s Senior Teachers Reflect on As a member of the Thomson Community As a member of a Learning Community
Professional Development: Mike Carrigan Lynne Steele

As a member of the EtonHouse Group Since joining EtonHouse Orchard and now Quality Professional Development provides
Rajani Patel Thomson I have found we are encouraged as teachers with the opportunity to explore
teachers to create a culture of professional collaboratively, pedagogy and best pedagogical
Educators at EtonHouse are lifelong learners
learning on a day-to-day basis. We do this through practices in our own setting. Critical and reflective
and critical thinkers who are encouraged to
our dialogues with colleagues, our listening to dialogue with colleagues provides opportunities
develop a culture of constant dialogue, planning
what the children have said and our discussions to investigate relevant and meaningful issues,
collaboratively and sharing knowledge. This ethos
with parents. By reflecting on our interactions with challenge assumptions, listen to multiple
is reflected in the financial support for higher
all of these stakeholders I think we further our viewpoints as a means to change pedagogical
education and the regular workshops and PD’s
understanding of the people we work with and the practices, knowledge, conceptual understandings
that become our way of life.
way children learn. and beliefs. As all teachers are involved in the
professional learning it enables us to build
common understandings and work together to
improve the quality of teaching and learning in our
setting.

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 Eton Hou se in Singap ore

Professional Development Strategic Plan

EtonHouse @ Broadrick
by Rob Stewart, Principal and Director Strategic Planning (Education Services)

At EtonHouse, we value the need for consistent, Big Ideas of ‘Image of the Child’, ‘Environment as risks, building community confidence, attracting and
high quality and relevant professional the Third teacher’, and ‘Pedogogy of Listening’. retaining good teachers and staff as well as ensuring
development to ensure that our schools are led Under the mentorship of Emelia Prayogo (Director our students access invigorating and challenging
by knowledgeable, competent and inspiring of Pedagogy), the group of “teacher consultants” learning programmes. Part of a strong leadership
educators. To this end, a five year strategic went through facilitator training. This initiative is development programme is to build capacity
plan has been developed to provide purposeful currently under review as to how to progress in within the organisation with succession planning.
direction in the successful provision of professional order to support all EtonHouse Schools as well Identifying aspiring leaders within our schools and
development to EtonHouse staff. as develop capacity within EtonHouse Teachers organisation also enhances stability, continuity of
our culture and offers exciting pathways in career
Key Target Functions Key Target Areas Key Target Groups development for people within the group.
• Facilitator Program Development 1. The Big Ideas • School Leadership groups
The Aspirant programme has been developed to
• School based capacity building 2. Effective Teaching and Learning • School Teaching Groups
initiate insight into what it takes to be an effective leader
• Quality Assurance and Moderation 3. Leadership and building organisational
capacity as well as giving participants opportunities to reflect on
4. Research and Innovative practice their leadership capacity and future aspirations.
5. Accreditation related standards and The programme looks at research and issues
practices
relating to Self as Leader, Instructional Leadership,
Challenging People and Community Leadership.
Two initiatives that have commenced are; to deliver similar worthwhile professional
development to their colleagues. The first training programme will begin in Singapore
Teacher Consultancy Programme:
over the months of November – January.
Leadership Aspirant Programme:
We commenced a trail teacher Consultancy
Further development of the Professional
Group comprising of selected teachers to be We recognise Leadership as the most critical
Development Strategic Plan will continue and roll
trained to help deliver the ‘Welcome to Etonhouse element in building successful schools. Effective
out to members of the EtonHouse group.
Induction Module’ which focuses primarily on the Leadership results in our organisation reducing

Professional Development: Reflective Practice

EtonHouse @ Outram
by Emelia Prayogo, Acting Principal

and suggesting practical strategies (Kilgallon,

Malloney, and Lock, 2008).

Thinking back over the process of learning and

teaching stimulates educators to address any
identified gaps or inconsistencies – a process
driven by intrinsic motivation (Ausabel, 2000). A
greater complexity in teaching strategies may be
gained through the support of others. Teaching is
based on a wider range of evidence, reading and
research. Engaging in dialogue with like-minded
The habit of discussing one’s practice with Furthermore, professionals provide a further
colleagues becomes part of the regular conversation as a community form of support, strengthening
that teachers engage in as a community of learners. of learners, the one’s resolve and ability to
Listening to different perspectives gives educators teachers value cope with the change process
an opportunity to reflect upon one’s own practice. reflective skills. (Kilgallon, Malloney, and Lock,
In other words, different points of view are used Professional 2008).
to challenge one’s thinking further. Grushka, colleagues act
McLeod, & Reynolds, 2005; Hill, 2005; Parsons & as a source Dialogue among colleagues,
Stephenson, 2005 inform us that verbal reflection of clarification initiated by various focus interests,
encourages us to reflect on our teaching
encourages and supports the cognitive growth and of proposed
and learning style, and to enrich our
affective development of educators and was found changes, sharing teaching portfolio with diverse teaching
to facilitate deeper thinking about field experiences. their knowledge and learning tools (Schmidt, 2002)

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 Eton Hou se in Singap ore

How Professional Development Connects to Best Practice

at EtonHouse Claymore
EtonHouse @ Claymore
by Lisamarie Hughes, Principal

In Reggio Emilia, professional development is Childhood Education. Formal and informal conferences and external workshops. The
characterized as a process aimed at building opportunities are planned throughout the year professional learning opportunities provide time
understanding and awareness of the meanings as we connect and reflect. Informal professional to pause, think, celebrate and identify where we
and methods of education (2010. P.13) development takes the form of collaborative would like to move to at a team and individual level.
year level meetings, daily conversation among We then see traces of learning and development
As a community of learners, we consider the
c o l l e a g u e s , o ff s i t e woven through the
many different learning styles within our teaching
teacher led research programme leading to
community. We also continue to reflect on the
groups, curriculum quality practice. This
best ‘conditions for learning’ within a potential
meetings and visits may be trying a new
professional development experience. This may
from other educators idea in the classroom,
include the choice of setting, materials, social
and inspirational guests sharing a finding with a
context and the design/flow of the session as we
such as the Pedagogue fellow colleague, feeling
aim for professional development to be relevant,
and Atelierista from confident to articulate
interactive and meaningful. Therefore, a varied
Reggio. We then key ideas to families and
and diverse approach to professional development
engage in formal making best practice
needs to be undertaken as we build understandings
opportunities via on site visible through high
and make meaning with best practice in Early
workshops, seminars, quality documentation.

The Spirit of Sharing: Professional Development

Hampton @ Bishan
by Fish Kok Ziyu, Teacher

The spirit of sharing is very much alive at and teaching practice, as well as our current exchanges provided a platform for future collegial
Hampton@Bishan this year. We were delighted challenges. Together we bounced off ideas and collaboration, exchange and support in improving
to be able to host practicum teachers and share brainstormed possibilities to overcome them. the provision of quality early childhood education.
professional development sessions with in-service The shared experience provided opportunities to The teachers look forward to strengthen this
teachers from Hampton@Tanjong Pagar and reflect on our professional growth and progress affiliation with colleagues and educators in the
our new colleagues from the E-Bridge centres. not just as an individual but also as a team. The field.
During these sessions, we shared our belief beginning of friendship forged through these

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 Eton Hou se in Singap ore

Professional Development for Educators:

Growing through Networking
EtonHouse @ 223 Mountbatten
by Joy Tan, Vice Principal

As the world continues to progress at a rapid “Singapore’s Little Treasures”, where they worked
pace, teaching practice and learning approaches together to tailor heritage lessons and museum
are evolving too. Good teachers form a critical visits aligned to the learning needs and interests of
component of a good school, thus improving one’s young children. During the annual Early Childhood
skills and knowledge is one of the most important Conference (2014) recently, they also set up an
investment educators have to make consciously. exhibition booth to share and exchange learning
experiences with other educators.
In Mountbatten 223, we recognize the significance
of teachers having ongoing and regular The ongoing professional development and
opportunities to learn from fellow educators, both networking opportunities serve as an important
in-school and outside. This year, our teachers platform to attract, retain and develop early
participated in a clay workshop hosted by our own childhood professionals as the individuals
EtonHouse colleagues, as well as others courses continue to make meaningful contributions to the
and workshops hosted by the Early Childhood learning journey of young children.
Development Agency (ECDA). Our K2 teachers
also worked with Singapore’s National Heritage Mrs Ng and the K2 team leader at the Early Childhood
Board and ECDA in their pilot programme Conference 2014

Professional Development at Mountbatten 718

EtonHouse @ 718 Mountbatten
by Germaine Chow, Teacher and Susannah McGuire, Principal

Our work with children is underpinned by our in dialogue with other educators through Network
image of the child and the advocacy of children’s Focus Groups and visits to other IB schools.
rights. We respect children by giving them the These experiences offer different perspectives
time, space and ownership to be who they are. for teachers to reflect, question, research and be
This in turn places emphasis on the ongoing critical thinkers of their practice so that we can
professional development of our teachers so that truly see ‘the competent child’.
we can honour the rights of the children.

“The image of the competent child shifts

emphasis to the image of the competent adult
Teachers reflecting on ‘child protection’ who is capable of seeing the competent child.”
– Maddalena Tedeschi

The school invited the representatives from Family

and Child Protection and Welfare Services to share
about child protection within Singapore as well as
discuss the role of teachers in supporting the well-
being of children and their rights to protection.

As an IB candidate school, the teachers are

also offered opportunities to attend a range of IB
workshops to further develop their understanding
of the PYP and inquiry-based learning. The
Off-site professional development with other EtonHouse teachers are a part of a wider PYP professional
schools network in Singapore, within which they engage In-school training for Child First Aid

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 Eton Hou se in Singap ore

Our Journey on SPARK

(Singapore Pre-school Accreditation Framework)
EtonHouse @ Vanda
by Munia Ahmed, Senior Teacher and Ng Shu Ping, Principal

In 2011, EtonHouse Vanda received its SPARK but in a professional environment like
accreditation. Subsequently, the school was Vanda, and being under a strong and
re-certified process, EtonHouse Vanda was a dedicated leader, it has become
recognised for the progress made in teaching and part of our regular practice. During the
learning. The campus was rated at mastery level classroom observations by SPARK,
in areas such as curriculum leadership, integrated the assessors commented on how the
curriculum and holistic development as well as community of learners in my class (both
general principles for pedagogy. Senior Teacher, children and adults) were meaningfully
Ms Munia Ahmed, shares her reflection on the engaged in the learning experiences. I
SPARK process: was pleased of the opportunity of being
interviewed as I could advocate the
“Striving for excellence is a continuous and
hard work and good practices that we
collaborative effort among the teaching team in
pursue in Vanda.
EtonHouse Vanda. Achieving SPARK certification
has added value in inspiring and encouraging us The process of accreditation as a
to continue to provide high quality programs for whole gave me an incentive to challenge myself EtonHouse Vanda receiving the “Outstanding
children. In reflecting on the SPARK accreditation and work even harder to better the pedagogical Centre for Teaching and Learning”, award by
process, I would divide it into two parts: (1) quality in our pre-school.” Early Childhood Development Agency (ECDA –
Classroom observation and (2) Interview by the Singapore), the highest national award.
This continual drive towards improvement and
assessors. I can understand that classroom
quality assurance is also the reason behind
observations can sometimes be overwhelming,

Tomorrow’s Educators
EtonHouse @ Newton
by Gabrielle Macdonald, Principal

Continuing professional development is possibly To ask the question, why, is often the best place we only just teach facts, to children. We need to
the most important requirement of a modern to start. Is there a better way? For example, why equip children with the motivation and knowledge
educator. It is our values, beliefs and experiences is my intentional teaching taking place in the of not only knowing how to think, but also knowing
that shape who we are as teachers, and since we classroom? Where else, how else, can education how to think big!
live in a changing world, we need to continually take place?
It is through professional development that
update and refine our teaching methods.
Currently there is a huge focus on educators themselves, become inspired, learn
digital education. And it is here to new ideas and share findings. Professional
stay! More and more schools are development is run within the school and outside
implementing the change. Even the school. Conferences, especially those
traditional computer rooms are now targeted towards the future of education are not
‘outdated.’ iPad learning, smart board only desirable but also essential.
teaching is occurring in all classes
It’s hard to imagine a more important and
and is interwoven into the daily
necessary profession than teaching. Our country
curriculum.
and our world, depends on the quality of education
It is incumbent upon today’s children receive. Education is our future.
educators to actually inspire
tomorrow’s leaders. No longer, can

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 E tonH ou se in China

Home-School Partnership
EtonHouse @ Times Square, Chengdu
by Georgina Iraheta, Vice Principal

Home and school have a partnership and a common IB Learner Profile and to talk about ways in which had as a starting point the EtonHouse mission
interest in the well-being and development of a it can be developed both in home and at school. statement. In it we explored the “image of the
child. To strengthen this partnership and enhance Parents responded positively and fully supported child” from the parents’ perspective and talked
understanding of our philosophy and curriculum, the vision of the school. about educating and developing skills that
EtonHouse Times Residence has prepared children need in the future: independence,
The second workshop that came from a suggestion
three workshops for parents and have two more adaptability, communication, etc. With such a
made by parents was on “Learning Languages”.
programmes for the rest of the school year. During range of collaborative professional development
The EAL and Mandarin teachers participated in
these workshops, teachers and parents discuss opportunities, both teachers and parents gain
the workshop and shared their knowledge and
big ideas about education and best practice and much through enhanced standards of practice and
experience with parents.
the development of children in a global context. greater continuity between home and school, thus
The most recent workshop “Lifelong learners” benefitting the child in particular.
The first workshop was to introduce parents to the

Professional Development and Professional Learning Communities

EtonHouse @ Suzhou
by Cheryl Kelly, Executive Principal EtonHouse China and Principal EtonHouse Suzhou

Professional learning or professional development purpose, in a safe collegial environment, with the value of PLCs can easily be diminished or
(PD) is vitally important in our schools as we defined outcomes; they have access to research compromised. We purposefully build in planning
embrace a constructivist approach to learning. and we provide skilled leadership to guide their days on Saturdays, allow two weeks before our
Professional development is not just about collaboration. Collaborative PD is essential for students return at the beginning of the year and
attending externally conducted workshops. continuous school improvement. Collaborative plan for at least a single two day workshop per
Professional development, or more accurately learning environments need to be supported by year, to ensure that quality time is available. As
professional learning, is most effectively based professional and informed leadership, and to that Tom Lehmann suggested in, “Reflection, Action,
in collaborative learning environments within the end we also invite IB workshop leaders, colleagues Research and Purposeful Collaboration: Element
school. In Professional Learning Communities and instructional leaders from our networks, to of Effective School Improvement, “As with all
(PLCs), colleagues reflect in practice and reflect conduct sessions with our staff. learners, when teachers have the chance to explore
“on practice”, generating relevant, practical, questions in depth, and test new ideas in practice,
As teachers manage many tasks from planning,
sensitive questioning about what works, what they enjoy a deeper, more connected, meaningful
evaluations and accreditation visits, assessment and
doesn’t work and why, and seeking strategies for and sustainable learning experience”.
reporting, policy development and implementation
improving student learning. Collaborative reflection
and the daily general communication practices,
is a very powerful staff development approach.

EtonHouse IB World schools in China work

together with their staff in professional learning
communities, using the benefits of purposeful
collaboration for school improvement. Professional
learning takes place continuously - weekly
sessions, in formal 2-3 day workshops, through
mentoring and coaching with experienced trainers.
In weekly exchange meetings, staff are able to
share their expertise, problem-solve and plan
together. Teachers collaborate around a shared

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 E tonH ou se in China

The China Context

by Debra Liu, Director of Pedagogy, China

The China Pedagogy team is tasked with the China , and use other means of communication to
provision of Professional Development (PD) across discuss pertinent issues. Pedagogical support is thus
EtonHouse Pre-Schools in China. Our role is tailored to current concerns. Along with meetings with
to support teachers and principals deepen their the Curriculum Coordinators as a team, we regularly
understandings of the EtonHouse Inquire.Think. communicate with individual centres in order to
Learn Curriculum Framework. support each centre to develop “best practice”. We
visit many schools and make observations of the
New centres all receive an introduction to our
teaching environment and teaching practice in order
Curriculum Framework and an overview of important
to facilitate improvements.
concepts such as Inquiry learning and observation-
based planning. We then provide ongoing pedagogical We also engage in research and translations in order
support to the centres in numerous ways. China to support the deepening of pedagogical knowledge
has many regional differences and each centre has amongst our teams, contribute to policy development
specific needs, so the challenges of providing quality and review, and liaise closely with our Pedagogy
Professional Development across such a large country team in Singapore. One of our current major projects
are met by constant liaison with our various centres Debra Liu, Director of Pedagogy, China, with teachers from is to translate the EtonHouse Inquire.Think.Learn
and developing PD material that it is relevant and EtonHouse Jinan during a PD session. Curriculum Framework into Chinese, and to this end
meaningful to those participating. It is crucial that our we have been ably supported by many volunteers.
sessions also have a practical component.
teaching teams develop theoretical understandings
The China Pedagogy team aims to continue to build
of our curriculum framework; consequently our PD To monitor and improve curriculum delivery, we
close relations with all of our centres across China
sessions aim to deepen this pedagogical knowledge. develop close relations with the leadership teams
in order to continue to develop ‘best practice’ in our
However supporting teachers in pedagogical of our various preschools. We have regular Skype
Early Years centres.
implementation is also important. Thus we ensure our meetings with our Curriculum Coordinators across

The Changing Role of the Music “Specialist”

EtonHouse @ Hong Kong
by Isla Hughes, Playgroup Teacher

born musical. Music is an innate part of human nature. children are doing in class to make music sessions
This means that, if, as we grow up, we lose this innate fit within everything else they are doing. But music
musicality, then something is going wrong with how it doesn’t just happen in intentional music sessions,
was nurtured. At EtonHouse Hong Kong, parents and it can happen during an art experience, or at
staff are keen to support musical experiences from a playtime, snack time or when children are writing
very early stage, so that all children grow up musical. or counting. The role of the music specialist has to
We have known for a long time that often the best change, how we conceive of music ‘classes’ has
way to teach something is to model it. So when we to change, because if it does not, the message we
say everyone is musical, we mean all members of send to the children we teach is: Music is only for
staff and not just the music ‘specialist’. We model the the special few and that music only happens in
idea that “everyone is musical”. certain places and at certain times. We now know
At EtonHouse Hong Kong, teachers and parents this is not true. Everyone is musical. At EtonHouse
Secondly, music education research tells us that
believe that musical play should be no less important Hong Kong we don’t just believe this, we try very
children are more likely to make music for longer
than any other kind of play. The staff however were hard to live it.
with an adult they are familiar with. The ‘music
concerned that they did not have the expertise to
specialist’ is rarely the adult the children are most
ensure this was the case. They therefore embarked
familiar with in their classrooms. So it makes sense
on a course of professional development with
that the class teacher makes music with them, just
the school’s music specialist to address this. At
like supporting any other area of development.
EtonHouse Hong Kong, it is more important that the
For this to work well, music specialists need to
music specialist supports and teaches the staff so
be passing on their musical knowledge to their
as to support them in their musical interactions with
staff, and supporting generalist class teachers
children. This is a new evolution in music teaching
so that music can be integrated into all elements
supported by latest educational research.
of the curriculum. At EtonHouse Hong Kong, the
Studies into infant musicality have shown what many teachers are learning to play the ukulele, and the
of us have believed for a long time: that all people are music specialist keeps up-to-date with what the

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 Eton House in J ap an/ Malaysia

Commitment to Reflective Practice

EtonHouse @ Japan
by Angela Fitzpatrick, Principal

This year the teaching team at of the curriculum, including • become more open-minded and enjoy
EtonHouse Tokyo are making managerial practice. challenging our teaching practice.
a commitment to reflective
For some teachers this practice • become adaptable and flexible in their planning
practice.
is new and for others this is and assessment of children’s learning.
What is reflective practice? exciting as they are able to share
As a group, the teachers are discovering the
“ Reflective practice in practice is personal knowledge on their past
benefits of collaborative group reflection. They
a cycle of on-going learning that reflections.
are becoming more confident in exchanging
occurs when we take time to stop
Most of the reflective practice ideas, sharing decision making and being positive
and think and change” (OConnor
will be conducted within our daily about collaborative relationships alongside their
and Diggins 2002 P.9)
conversations, staff meetings colleagues, making a strong teaching team.
We a r e i n t h e p r o c e s s o f and personal thoughts.
From a director’s perspective, this ensures that
establishing personal reflective
The educators believe that when all the educators are consistently learning new
dairies which contain a reflective
teachers participate in reflective ideas and skills. The school strongly believes that
system that is practical in our
practice they; establishing reflective practice in turn will lead
daily teaching and learning.
to better outcomes for children, families and the
• are more likely to increase
We will be looking at all areas community.
knowledge and gain skills.

Professional Development – ‘Essential Agreements’

EtonHouse @ Malaysia
by Ms. Claire Elizabeth Blake, Ms. Jo Lowis, Ms Tan Chyn Fong, Ms Chai Xiao Fang and the entire teaching team at EtonHouse Malaysia

The EtonHouse round table discussions and

professional development sessions develop peer
networks and give teachers the opportunity to
share ideas with the educational community.

What would or could be the success criteria for

this? What would it look like? As part of an ongoing
professional development process, EtonHouse
Malaysia decided to look at what the school really
values. As the educators collaborate to write them
down for the children as a ‘Declaration of Intent’,
the entire teaching team felt that they should information that we learn from others for the · We value the skills, attributes and opinions of
develop an essential agreement for themselves - good of our students. each team member so we respect others and
at staff meetings. work as a team.
· We value participation and open-mindedness
The essential agreement for staff-meetings at so we are actively involved in all discussions · We value our school ethos and mission so
EtonHouse Malaysia is as follows: and listen to and share opinions and ideas with we keep the well-being and education of our
others freely. students in mind and meet to plan for our goals.
· We value the opportunity to develop as
professionals and share experiences so · We value our time so we are always punctual,
we share good-practice and act upon new professional and productive in meetings.

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 E ton Hou se in Ind onesia

Making Connections – Pedagogy and Andragogy

EtonHouse @ Surabaya
by Allison Potter, Principal

Inquiry, Thinking and Learning to realise their full

potential. Learning never stops.

This applies to the new team of professionals here

in Surabaya. Recently, the school celebrated the
Mid-Autumn Festival, also known as “Mooncake
Festival” or “Lantern Festival”, one of the most
important Chinese festivals of the year dating back
to over 3,500 years. Moon Cake celebration is a
most fitting, inclusive and unifying celebration where
our children, parents and teaching team come
together as a community to promote cooperation
and development in the learning processes.

Together we learn and develop as a team,

As we know pedagogy is professional practice As the very first term at EtonHouse International celebrating and gaining valuable insights that
relating to learning and growth of children, Pre-School Surabaya commences, these two foster respect and diversity and acknowledges
andragogy is the professional practice relating to concepts are very relevant. Children and adults individual cultures and tradition in a truly
learning and development in adults. need to experience the processes of Exploration, international environment.

The Children, the Teachers and the School

EtonHouse @ Jakarta
by Chris Hartman, K2 Teacher/Vice Pre-school Director

This dynamic process aims for children learning in

more natural ways, as their individual interests are
at the center of the learning process.

The physical changes our school is undergoing

are broad and necessary. Some rooms have been
merged to create larger learning centers and
new structures are being built to accommodate
more students. Continual development through
environmental enhancements, reflective practice
and professional development ensures that
the school supports a bustling and dynamic
community of learners.
K2 class; bright and sunny

Renovations behind the scenes

These are busy times at EtonHouse Jakarta.

The school is undergoing major renovations to
accommodate more students in an enhanced
learning environment. The teachers have also
had their bi-annual professional development
sessions.

For a full week, the teachers learnt more about

PD activities and discussions the process of cultivating inquiry on a daily basis. EtonHouse Director of Pedagogy in Jakarta

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 E ton House in Ind ia/ V iet nam

A Commitment to Best Practice

EtonHouse @ India
“It is the supreme art of the teacher to awaken Poonam Warthy, Principal, Vivero Kalyani Nagar, this year’s induction we conducted a workshop on
joy in creative expression and knowledge.” Pune says “The success of a school depends on ‘creating best out of waste’ for our teachers. This
- Albert Einstein the quality of teachers you have. At Vivero Pune, in turn helped our teachers encourage recycling
we begin our academic year with generic training amongst children as well.”
At Vivero, this is brought to life by our teachers
that is developed by our academic team after
who are supported by research and best teaching It is a constant endeavor to build a team of
inputs from teachers and heads of other schools.”
practice from around the world through regular and teachers who are passionate and committed
expansive training and professional development She further adds “We also infuse a fun element about what they do. Sharayu Thampi, Principal,
sessions. to the training to make it interesting. As a part of Vivero Whitefield, Bengaluru talks about honing
this passion further by conducting various
professional development workshops throughout
the year and teacher exchange programmes
among the schools.

She elaborates “The workshops include

instructional mentoring and integrate a teacher
model along with a researcher model, wherein the
teachers are encouraged to find new evidence,
make new discoveries in connection with
education or develop new methods of teaching
and learning.”

The teachers work diligently to instill joy in the

process of learning and inspire creative expression
amongst children, supported by a strong and
intensive professional development programme.

Establishing the EtonHouse standards of practice

EtonHouse @ Hanoi
by Leean Woodland, Principal

Although EtonHouse Hanoi is relatively new, there appraisals and professional development plans. teachers and staff work in constructive partnership
are some very established quality assurance EtonHouse Hanoi also aims to keep a high level with parents. Eton House Hanoi is always looking
systems in place to make sure that the students of happiness and satisfaction through its’ Student, for recommendations of best practice, through
are getting a very high quality provision. The Parent and Staff Satisfaction Surveys etc. which latest research in early childhood education as
systems are for both quality assurance and quality are given out on a regular basis through a warm well as working on a continuous cycle of self-
maintenance. There is induction training at the and professional ‘Open Door’ policy. Here, improvement.
start of the year and two in-house training weeks
for each of the teachers. These often include a visit
from the Director of Pedagogy Singapore, as well
as quality assurance visits throughout the year.

Students initial assessments linked into the

EtonHouse curriculum framework are carried
out in the first month and tracked throughout
the year so that the teacher can keep a close
eye on a child’s progress. The progress profiles
are shared with both parents and students with
negotiated ‘next steps.’ Teachers make plans for
short, medium and long term goals that match the
students’ individual needs and interests. There are
teaching observations to ensure that the teachers
reach an outstanding Grade 1 status, and are
amongst many other processes such as teachers’ Student progress tracking Supportive Teaching and Learning Observations

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