Academic Year 2021-22: First Term Synopsis Report for the Southern Region

The First Term PDSI Synopsis Report – Southern Region (2021–22) summarizes professional development and school improvement activities undertaken from May to December 2021 by the Professional Development & School Improvement (PDSI) team in collaboration with the Research & Development (R&D) Cell and Education Operations. The report highlights progress in implementing the School-Based Professional Development (SBPD) framework, strengthening instructional coaching, and promoting a culture of reflective practice across Beaconhouse schools in the South region.

Comprehensive feedback on SBPD was collected through focus group discussions (FGDs), surveys, and meetings with Regional Directors, resulting in targeted action plans for capacity building. Cluster-specific support was provided to all 82 Instructional Coaches (ICs) and 53 PDSI Leads through a series of online and face-to-face sessions, ensuring greater clarity of roles and enhanced collaboration. The launch of IC Connect (November 2021) marked a key milestone, providing an online platform for ICs and PDSI Leads to share best practices, access resources, and sustain ongoing professional dialogue.

Multiple training initiatives were implemented during the term:

Simulations of Mandatory Courses (BTPP, TRAIN, DRP, MIA) for all ICs.

SKILL (Skills & Knowledge for Instructional Leadership & Learning) course to strengthen IC competencies.

External training for school leaders and teachers through PTI (Cambridge Partnership) and Torque Group.

Automation of the PD request process and updates to the PD catalogue to streamline access and reduce response time.

Additionally, the Cambridge PDQ programme expanded, with 30 teachers enrolled in CTL/CTDT, 12 School Heads in CEdL, and 4 ICs pursuing Programme Leader accreditation. The Peer Review Framework was introduced to build internal capacity for reflective evaluation and continuous improvement.

Plans for the second term (January–June 2022) included roll-out of FLI, DEP, and peer review training, system-wide IC conventions, and collaborative PD impact evaluations in partnership with R&D using multi-source (360°) data.

Overall, the report reflects a strong commitment to systemic professional learning, capacity development, and evidence-based school improvement, laying the foundation for sustained instructional excellence across the Southern Region.