In a rapidly evolving educational landscape, where pedagogies shift, student profiles change and new demands constantly emerge, adaptability has become more than a desirable trait; it is essential. For Ms Hannah Chia, Principal of New Town Primary School, which also hosts the Centre for Teaching and Learning Excellence, adaptability begins with the educator. At the heart of her leadership philosophy is a deep conviction that professional learning is not episodic or event-driven, but personal, reflective and sustained over time.

Learning to Adapt, Leading to Adapt 

Growth rarely happens in comfort. For Ms Hannah Chia, the most pivotal moments in her professional journey have been shaped not by ease, but by productive struggle. “The journey of learning is not linear,” she reflects. “It depends on the willingness to keep trying, reflecting and developing self-efficacy in the face of new challenges and contexts.”

One defining chapter occurred when she was posted to a different school. Although she was teaching the same subjects and had invested significant time in building up her resources and methods, the new student profile called for something different. The temptation to rely on past successes was strong. Yet when she noticed signs of student disengagement, she recognized the need to recalibrate and adapt.

That experience sparked in her a deeper hunger for feedback and a growing curiosity about her students’ lived experiences of learning. It reinforced a powerful insight: students themselves are an essential source of a teacher’s professional development.

“When we listen to our students not only about successful lessons but also those that fall short, we gain meaningful insight into how our craft can be further honed and sharpened,” she shares. She advises teachers to stay curious, be grounded and hungry to grow. “Professional development, is ultimately a personal responsibility – one that students keenly observe. When teachers model joy in learning, students will embody that same spirit,” she emphasizes.

Building a Culture of Professional Courage 

Professional learning is most impactful when it is purposeful, context-responsive and rooted in the realities of the classroom. As the principal of New Town Primary School (NTPS), which also hosts the Centre for Teaching and Learning Excellence (CTLE), Hannah places authenticity at the heart of her school’s professional development approach.

Rather than relying solely on event-based workshops, professional learning at the school often takes place in situ – through master and demonstration classes conducted with real students in live classroom environments.

Drawing on the famous phrase coined by Alfred Korzybski, a Polish-born American scientist and philosopher: “The map is not the territory.”, she highlights that while understanding pedagogical theory, i.e., the “map”, is important, teachers must also step into the “territory” of actual classrooms, where decisions unfold moment by moment.

“Observing how a fellow practitioner responds to students’ energy, navigates questioning techniques or adjusts facilitation in real time provides a uniquely grounded and embodied learning experience,” she explains. 

It is within this dynamic space – the nexus between theory and practice – that professional growth truly takes root. “When teachers witness impact first-hand, their mindsets shift not only about pedagogy, but about students’ capabilities and potential,” she notes.

Equally central to the school’s professional learning ethos is a deeply collaborative culture. “Teachers engage in professional dialogue through Professional Learning Teams (PLTs) and during Timetabled Time which are scheduled every two weeks for level and subject-based discussions,” she shares.

However, she is quick to emphasize that structures alone do not create culture.

“These structures must be enlivened by teachers’ sense of responsibility, professionalism and deep care for their students,” she explains. “When teachers collectively own these platforms such as sharing strategies, tackling challenges and refining practice together, collaboration becomes sustainable.” It is through this shared endeavour, she adds, that courage and stamina for sustained learning are built.

Connecting Research to Practice 

A key strength of the school’s CTLE work lies in connecting research, theory and classroom practice. Through partnerships with Master Teachers and structured approaches such as lesson study, teachers critically examine research-informed pedagogies and test them in authentic classroom contexts. Rather than relying solely on anecdotal experience, they are encouraged to collect and analyse both quantitative and qualitative feedback to refine their practice.

“Research allows us to stand on the shoulders of giants,” Hannah reflects. “It also helps us make sense of our own classroom findings in light of existing data.”

This disciplined spirit of inquiry not only grounds innovation in evidence, but also empowers teachers to adapt their pedagogy thoughtfully and confidently in response to their students’ evolving needs.

Learning and Well-Being: A Virtuous Cycle 

In an era when teachers juggle multiple responsibilities, conversations about balance inevitably arise. For Hannah, however, professional learning and well-being are not competing priorities. “Learning is an indispensable part of well-being,” she says. “All living things that are healthy experience growth.”

As teachers deepen their personal mastery, their sense of motivation and purpose strengthens – setting in motion a virtuous cycle. To support this dynamic, the school ensures that professional learning remains coherent and purposeful.

“Each year, clear focus areas are communicated, and platforms for growth are intentionally aligned – from lesson observations and open classrooms to learning festivals and recognition systems,” she shares.

Such coherence reduces fragmentation and mitigates overwhelm. She notes that when teachers understand the “why” behind initiatives, space is created for personal ownership and sustained growth.

It is also important for professional learning to be embedded across school life. “Staff meetings model facilitation strategies, learning journeys broaden perspectives while reflection and sense-making are woven into programme reviews and school improvement processes,” she shares. “Over time, these habits cultivate not just skilled teachers, but a resilient and reflective learning organization.”

A Journey Without End 

If there is one message Hannah hopes educators take away from NTPS’s journey, it is this: learning never ends and that is something to celebrate.

“We are all works in progress,” she says. “Learning is waiting to happen everywhere, every day, if we are open to it.”

For her, the joy of teaching is inseparable from the joy of learning. When educators tap into that joy for themselves, professional development ceases to feel like an obligation. Instead, it becomes a sustaining force – one that enables teachers not only to adapt in a changing educational landscape, but to effectively nurture adaptable learners for the future.