PD at Beaconhouse
2024-25: Insights Through Data
Generated by the Beaconhouse Research In Education (BRE) in collaboration with PD&SI Team HO & SparkTank Team
All the graphs presented in this report are interactive. The objective is to use a variety of interactive and diverse charts and data visualisations to illustrate the breadth of our training and support and make it easier for the reader to visualise data as per the need. You can hover over graphs for more details, click on legends to filter categories, and select from the dropdowns for region specific insights. For the best experience, please view on a desktop browser.
This report provides a comprehensive overview of the diverse training and support initiatives led by the PD&SI teams across Beaconhouse during the academic year 2024–25. This edition also features a section highlighting the support provided by the Curriculum and Wellbeing teams.
Empowering Educators Through Mandatory Courses
Figure 1
A total of 175 training sessions were conducted across Beaconhouse, encompassing both mandatory professional development courses and their simulation exercises:
- 24 simulations conducted with 288 ICS
- 151 training sessions conducted by ICs and attended by 2,783 teachers
Beaconhouse Mandatory Courses:
- BTPP – Beginner Teachers' Preparatory Programme
- DRP – Developing Reflective Practitioners
- TRAIN – Teacher Reachout and Induction (for Early Years Teachers)
- MIA – Mentoring in Action
Figure 1 illustrates the number of participants for each mandatory course, including their respective simulation sessions.
Tailored Professional Development
The PD&SI HO team conducted several tailored training this year:
- An in-depth course on "Leadership in the Age of AI" was conducted for 55 School Heads, aimed at integrating AI into leadership practices within the school context.
- Google L1 training was provided to 1,274 BYOAD teachers of grades 5-7, equipping them with the skills needed to effectively implement the BYOAD initiative.
- Instructional Coaches Accelerator Programme (ICAP) training was provided to 88 ICs to further enhance their instructional and mentoring capabilities.
- A total of 96 need-based PD requests were received from across Beaconhouse and were successfully addressed by the Cluster Support Personnel and the Curriculum Team.
Figure 2 shows the number of participants by region for each training: Leadership in the Age of AI, Google L1 Training, ICAP, and requested need-based PD.
Figure 2
External Learning Programs for Professional Growth
PDQs
Figure 3
In 2024-25 Beaconhouse offered the Cambridge Profeesioanl Development Qualifications (PDQ) at both Certificate and Diploma levels in four areas:
- Teaching and Learning.
- Teaching with Digital Technologies.
- Educational leadership
- Early Years Good Practices.
A total of 19 cohorts were conducted, comprising of 277 participants.
Certificate in Education Leadership was also offered exclusively for the MENA Region with a total of 7 participants
Figure 3 shows the total number of participants associated with each PDQ by region.
Professional Graduate Certificate in Education (PGCE)
Since 2022, Beaconhouse has partnered with University College London (UCL) for its PGCE accredited by the University of London (UOL) and taught by University College London (UCL). Beaconhouse offers Beaconhosue Excellence Scholarship for PGCE, covering 100% Tuition fee.
- A total of 12 candidates were enrolled in the PGCE in cohort 4 in September 2024. 1 of the candidate was from South East Asia Region.
To date 72 candidates have completed PGCE on Beaconhouse Excellence Scholarship
Figure 4 illustrates the regional origin of PGCE candidates.
Figure 4
Cluster Support Person's Feedback
Figure 5
144 cluster support sessions were conducted in 2024-25 academic year.
Figure 5 shows the feedback received from the school heads on the cluster support sessions they received.
School Based Professional Development
Informal professional development is central to the Beaconhouse SBPD framework, grounded in the belief that meaningful learning happens within schools and everyday practice. Inspired by DuFour and global best practices, it promotes collaborative, reflective, and needs-based learning. These flexible, ongoing opportunities help educators share expertise, improve instruction, and build professional communities—fostering continuous improvement, teacher leadership, and better student outcomes.
Figure 6 illustrates the extent to which SBPD was done in schools via informal PD strategies. These were led by the PDSI lead and ICs.
Figure 6
Student well-being
The Student Wellbeing team provided training and orientation sessions to student wellbeing counsellors, parents, teachers, school heads, and school coordinators.
Figure 9 presents the participant categories trained by the Wellbeing Team and the total sessions delivered.
Figure 9
Curriculum Training & Support
The following visuals depict the number of training sessions conducted by the Curriculum Team to support teachers across various curriculum-related areas. Figure 7 presents data for Early Years (EY) and Lower Primary (LP), while Figure 8 covers Upper Primary (UP) through Middle School.
UP to Middle
Figure 8
EY and LP
Figure 7
PBL Roadshow 1.0
Figure 10
PBL (Project-Based Learning) Roadshow 1.0 focused on equipping school coordinators with the essential skills and strategies to foster collaborative lesson planning.
- The goal was to promote best practices, ensure curriculum coherence, and integrate Project-Based Learning (PBL), trans-curricular approaches, and learner skill development into the teaching framework
- Members from the Education Department conducted 12 sessions across the system, which were attended by a total of 290 participants, including members from Education Operations, School Evaluation Unit, and the Education Department.
Figure 10 displays feedback from participants on different aspects of the training.
Figure 11 shows the distribution and number of participating teachers and their respective schools in the PBL initiative
Figure 11
Destination Next Webinar series
As part of the Destination Next Speaker Series, Beaconhouse conducted a 4-part webinar series. It was titled “The ABCs of AI for Educators” to build foundational AI literacy among teachers and school leaders. The series aimed to empower educators to integrate AI meaningfully into teaching, enhance student engagement, and navigate ethical and policy considerations around AI in education.
Figure 12 shows the feedback received on each of the webinar series.
Graph:Figure 12
Destination Next
Destination Next 2025 was held this year solely for Instructional Coaches at Beaconhouse.
- It was held online, using a virtual event platform which harnesses technology to engage participants in a variety of developmental activities.
- The virtual event was attended by more than 350 participants, including 288 ICs from 36 clusters and guests from across Beaconhouse Head Office & Premier Schools, i.e TNS, Newlands and Leo's workshop.
- ICs engaged with various activities during the event and identified their top priority strategic intents and collaboratively suggested actionable ways to contribute to them, focusing especially on Digital Transformation, Well-being, and Sustainability & Environment through training, mentoring, and school-based initiatives.