Professional Overview
I am an early childhood educator with experience supporting centre operations, instructional practices, and team coordination across different settings.
Over the years, I have taken on responsibilities that involve working closely with educators, managing day-to-day structures, and ensuring that both teaching and operational needs are met.
My approach to leadership is grounded in collaboration, accountability, and reflective practice. I value creating environments where teachers feel supported, heard, and able to contribute meaningfully.
Through my experiences, I have come to understand that strong leadership is not always visible, but is reflected in the systems, relationships, and consistency that sustain daily practice.
Artefact 1: Professional Dialogue with Teaching Team (Yishun)
Context
This artefact captures a moment during a team discussion with teachers. The session involved professional dialogue where teachers were engaged in sharing ideas, reflecting on practices, and contributing to the discussion.
What This Reflects About My Practice
In this setting, my role was not only to guide the discussion but also to listen actively to the perspectives shared by the team. I place importance on creating a space where teachers feel comfortable expressing their thoughts, asking questions, and contributing meaningfully.
The presence of note-taking and active participation reflects a working environment where professional conversations are taken seriously and where ideas are valued.
Reflection
This moment reflects my approach to leadership as one that prioritises listening, facilitation, and shared understanding. I believe that strong teams are built when educators feel heard and involved in the decision-making process.
Rather than leading through directive instruction alone, I aim to guide discussions in a way that encourages collective thinking and professional growth.
Artefact 2: Teachers’ Day Programme (Jurong)
Context
This artefact captures a Teachers’ Day programme that was planned as a “movie day” for both teachers and children. The intention was to create a more relaxed and meaningful experience while still maintaining key learning components such as spelling and dictation for the K1 and K2 levels.
What This Reflects About My Practice
The planning and implementation of this programme required coordination across the team. Spaces were reorganised, resources were prepared, and teachers worked together to manage transitions and ensure the smooth running of the day.
What stood out to me was how the team naturally took ownership of different responsibilities — from setting up the environment and managing student flow, to supporting routines such as toilet duties. This reflected a shared understanding of roles and a willingness to support one another.
Reflection
This experience reflects my approach to leadership as one that values collaboration and shared responsibility. Rather than directing every task, I focus on creating conditions where the team understands the goal and feels confident to contribute.
It also reinforced the importance of balancing structure with flexibility. Even within a more relaxed programme, key learning elements were maintained, ensuring that both teacher well-being and children’s learning needs were supported.