Performance Management System Teacher Evaluation in Singapore NATIONAL INSTITUTE OF EDUCATION NANYANG TECHNOLOGICAL UNIVERSITY SINGAPORE Lee Ong Kim

Performance Management System

Teacher Evaluation in Singapore

NATIONAL INSTITUTE OF EDUCATIONNANYANG TECHNOLOGICAL UNIVERSITY

SINGAPORE

Lee Ong Kim

• ALIGNED TO THE TEACHER CAREER TRACKS OF THE MINISTRY OF EDUCATION

• THE OVERALL PURPOSE OF THE PMS IS HUMAN CAPACITY BUILDING FOR A RESILIENT EDUCATION SYSTEM

• THE PMS IS A DEVELOPMENTAL TOOL, PROMOTING PROFESSIONAL DEVELOPMENT AND GROWTH

PREMISE AND PURPOSE

PERFORMANCE MANAGEMENT SYSTEM

QUALITY HUMAN RESOURCE(WORKFORCE)

QUALITY OUTPUT OF SCHOOLS

HIGHLY SKILLED AND EFFECTIVE TEACHERS

CAPABLE SCHOOL LEADERS

High QualityTeacher

Preparation

High QualityLeadership

Training

APPRAISAL AND ADEQUATE SYSTEM OF

REWARDS FOR QUALITY

PERFORMANCE

Professional Development and Support PMS


PREMISE AND PURPOSE

TEACHERS’ CAREER TRACKS

TEACHING TRACK LEADERSHIP TRACK SENIOR SPECIALIST TRACK

Director-General of Education

Director and above (Super-scale E, E1, D)

Chief Specialist (Super-scale E1, D)

Principal/Deputy Director/Cluster Supt. (Super-scale G, F, E)

Principal Specialist (Super-scale F, E)

Principal (Super-scale H, G)

Lead Specialist (Super-scale H, G)

Master Teacher 2 (SEO 1A2)

Vice Principal (SEO 1A2)

Senior Specialist 2 (SEO 1A2)

Master Teacher 1 (SEO 1A1)

Head of Department (SEO1A1)

Senior Specialist 1 (SEO 1A1)

Senior Teacher (SEO 1)

Subject Head / Level Head (SEO1)

Teacher (GEO 1A3/2A3)

Teacher (GEO 1A1/2A1)

Teacher (GEO 1 / 2)

Beginning Teacher

EFFECTS AND CHARACTERISTICS OF THE PMS


SYNERGISTIC FUNCTIONING BETWEEN THE VARIOUSDEPARTMENTS IN THE SCHOOLS

1.

GREATER OBJECTIVITY OF MEASUREMENT OF PERFORMANCE

3.

JOB HOLDERS WILL HAVE GREATER CLARITY OF TASKSAND JOB FUNCTIONS AND THE COMPETENCIES REQUIRED BY ALL JOB HOLDERS

2.

TOWARDS EQUITY, EFFECTIVENESS AND EFFICIENCY 4.


EFFECTS AND CHARACTERISTICS OF THE PMS

PROFESSIONAL DEVELOPMENT IS AN ON-GOINGPROCESS TO SUSTAIN EXCELLENCE IN THE WORKFORCE

5.

IT APPLIES SIMULTANEOUSLY TO ALL ACADEMIC STAFF INSCHOOLS AND OFFICERS OF THE MINISTRY OF EDUCATION

6.

STAFF APPRAISAL INVOLVES PERFORMANCE PLANNING ANDAGREEMENT BETWEEN JOB HOLDER AND THE REPORTINGOFFICER, MID-TERM REVIEW AND FINAL APPRAISAL

7.

RAISES STAFF SKILLS IN WORKING TOWARDSEXCELLENCE BY FOSTERING A LEARNING CULTURE

8.

COMPONENTS OF PMS

ROLES AND FUNCTIONS

COMPETENCIES WORK REVIEW PROFESSIONAL DEVELOPMENT


This documents what roles each officer is expected to play so that they are clearly spelt out to be in the knowledge of both the officer and his or her reporting officerIt is a reference material for the officer to make constant reference to in order to set realistic target on what to achieve for the year

Knowledge, ability and skills required for the excellent performance of roles and functions

Appraisal and ratings of performance

Identification of areas of:1.Excellence2.Required improvement

Taking responsibility for self-development

Professional development for capacity building

TEACHING TRACK

AREAS OF ROLES AND FUNCTIONS – KEY RESULTS AREAS


HOLISTIC DEVELOPMENT OF STUDENTS THROUGH:

Quality Learning of Students

1. Create positive classroom

environment. 2. Use innovative teaching

techniques.

Pastoral-Care & Well-Being of

Students 1. Provide care, build trust and

show friendliness. 2. Determine current and

future student-needs. 3. Provide necessary guidance

and support.

Co-curricular Activities

1. Inculcate positive values and

attitudes through intellectual, physical, moral, emotional and social development.

2. Use CCA as opportunities to maximize students’ potential.

Contribution to School

1. Participate actively in school initiatives and duties.

Collaboration with Parents

1. Work with parents to

maximize their children’s learning.

Professional Development

1. Engage in continual

learning. 2. Guide colleagues in

knowledge and skills

TEACHING TRACK

COMPETENCIES - KNOWLEDGE AND SKILLS


KNOWLEDGE IN TEACHING AREAS

Knowledge of Subject Content and Curriculum.

KNOWLEDGE IN PSYCHOLOGY

Knowledge of child development in the cognitive, affective and physical domains.

KNOWLEDGE OF

DEVELOPMENTS IN EDUCATION Knowledge in other areas of education to be a complete educator.

KNOWLEDGE IN EDUCATION POLICIES

Knowledge of rationale and philosophy behind policies.

SKILLS – PEDAGOGY

Ability in various teaching techniques and approaches.

LEADERSHIP TRACK


AREAS OF ROLES AND FUNCTIONS – KEY RESULTS AREAS

Charting Organizational Directions through:

Leadership / Vision Exercise visionary leadership, looking beyond the present, consider views of others, build teams, set directions for others.

Strategic Planning and Administration Develop action plans, work with teams, set strategic directions, plan and track performance, anticipate changes and prepare contingencies.

Developing People through:

Development and Management of Staff Motivate and inspire staff, develop and utilize staff potential.

Professional Development Demonstrate commitment to professional growth of self and others.

Management of Processes

Ensure development and implementation of key processes (teaching and learning processes) are in line with provision of a holistic education.

Management of Resources Manage internal resources (physical, financial, educational materials, time) and the partnership with the larger community, effectively.

COMPETENCIES – KNOWLEDGE AND SKILLS


LEADERSHIP TRACK

EDUCATION POLICIES Have knowledge and understanding of the rationale and philosophy of education policies and skills for their implementation.

DEVELOPMENTS IN FIELD OF EDUCATION

Have up-to-date knowledge of developments in education and the skills to lead others in utilizing them where appropriate.

LEADERSHIP AND SCHOOL MANAGEMENT Knowledge and skills in management and leadership relevant to leading a school.

PEOPLE MANAGEMENT

Knowledge and skills in human relations and people management.


ROLE PROFILE OF SENIOR SPECIALISTS

Senior Specialist Track has four clusters:

1. Curriculum and Instructional Design Cluster a. Curriculum and Instructional Design Specialist Track

2. Educational Psychology and Guidance Cluster a. Educational Psychologist Track b. Guidance Specialist Track

3. Educational Testing and Measurement Cluster a. Educational Assessment Specialist Track b. Educational Psychometrician Track

4. Educational Research and Statistics Cluster a. Educational Research and Statistics Specialist Track


COMPETENCIES FOR SPECIALISTS

There are nine areas of competencies for Specialists.

1. Professional Mastery: A drive to find out more and provide thought leadership

in one’s field of expertise.

2. Drive for Improvement: A concern for proactively working well and taking action

to surpass a standard of excellence.

For each area, there are different levels of competencies targeted at the different levels of Specialists.

3. Stakeholder Focus: The ability to provide professional advice and input relevant to the concerns of stakeholders.

4. Intellectual Integrity: Acts with professional objectivity.


COMPETENCIES FOR SPECIALISTS

There are nine areas of competencies for Specialists.

5. Flexibility: The ability to adapt and work effectively with various

individuals or groups in a variety of situations.

6. Analytical Thinking: The ability to think logically break things down and recognize cause and effect.

For each area, there are different levels of competencies targeted at the different levels of Specialists.

8. Impact and Influence: The drive and ability to produce positive outcomes by

persuading, convincing and influencing others.

9. Developing Others: The drive to develop the capabilities of others and help them

realize their full potential.

7. Conceptual Thinking: The ability to see patterns, make connections and see

the big picture.


WORK REVIEW

INVOLVES:

• SETTING OF WORK TARGETS AGREED TO BY STAFF AND REPORTING OFFICER• MID-TERM REVIEW AND POSSIBE ADJUSTMENTS TO TARGETS

• END-OF-YEAR APPRAISAL ON KEY COMPETENCY DOMAINS

• RECOMMENDATION FOR PROFESSIONAL DEVELOPMENT


WORK REVIEWThere are two sets of forms for teachers:

1.Work Review Form2.Development Form

CONFIDENTIAL SERVICE PARTICULARS

Name: Period of Assessment:

NRIC: Age:

Substantive Grade:

Date to Grade:

Job Title:

Length of Service: National Service Rank:

National Service Appointment:

Job Description 1. State the purpose of the job. 2. State major additional jobs (if any)

WORK REVIEW


SECTION 1: KEY RESULT AREAS (KRA)INSTRUCTIONS: (Instructions are given here on setting targets thorugh discussion with Reporting Officer).

SECTION 1: KEY RESULT AREAS (KRA) INSTRUCTIONS: (Instructions are given here on setting targets thorugh discussion with Reporting Officer).

Targets Achievement and Progress

Mid-Year Year-End 1. Holistic Development of

Students through: Quality Learning of

Students

Pastoral Care & Well-being of Students

Co-curricular Activities

2. Contribution to School

3. Collaboration with Parents

4. Professional Development

5. Others


SECTION 2: TEACHING COMPETENCIES CORE COMPETENCY

NURTURING THE WHOLE CHILD: The passion and commitment to nurture the whole child. Target Level

Competency Rating Mid-Year Year-End

1. Shares values Shares values with the child through advice,

feedback and discussions with the intent to nurture the whole child.

□ Not Observed □ Developing □ Competent □ Exceeding


2. Takes actions Sees the possibilities in each child and takes

appropriate actions to convince him of values, and improve his self-confidence.

GEO 1 / 2 1A1 / 2A1 1A2 / 2A2



3. Strives for the best possible provision Acts consistently in the interest of the child and

persists in working for the best possible outcomes. ST



etc. MTT

CULTIVATING KNOWLEDGE SUBJECT MASTERY: The drive to find out more and stay abreast of developments in one’s field of excellence.

Target Level Competency Rating

Mid-Year Year-End

1. Has knowledge in subject area and awareness of educational issues

Shows keen interest in own subject area and related educational issues within subject area.

GEO 1 / 2



2. Keeps abreast with trends and developments in own subject area

Takes initiative to stay current and expand content knowledge of own subject area..

GEO 1A1 / 2A1 /1A2 /

2A2



etc. MTT



etc.

DEVELOPMENT FORM


SECTION 1: PERFORMANCE ASSESSMENT

A. The officer far exceeds requirements of his/her current grade in all areas of his/her work,

and makes positive contributions in areas beyond his/her immediate responsibility.

B. The officer exceeds requirements of his/her current grade in most areas of his/her work.

C. The officer exceeds requirements of his/her current grade in some areas of his/her work.

(Additional contributions are more than shortcomings)

D. The officer is just able to meet requirements of his/her current grade in his/her work.

(Additional contributions are balanced by shortcomings)

E. The officer is unable to meet requirements of his/her current grade in his/her work.

(Shortcomings are more than additional contributions)

DEVELOPMENT FORM


SECTION 2: Career Management

(a) Competencies: Ratings of highest observed competency.(b) Long-Term Development Possibilities: Possible change of tracks.(c) Potential: Possibility of position by age of 45 years. (d) Key Appointment Likelihood: Probability of becoming a Master

Teacher or Principal.(e) Senior Specialist Potential: (If applicable).(f) Career Development Recommendations: Recommendations of

possible long or short-term career development directions (e.g. possible assignments, posting, etc.)

SECTION 3: Recommendation for Promotion / Confirmation


CEP Grade Teaching Leadership Specialist

P3 C, B DGE

P4 E, E1, D Dir Snr Sp5

P5 G, F, E P/DD/Supt Snr Sp4

P6A SEO1A2, H, G P Snr Sp3

P6B SEO1A2 Master Tr 2 VPSnr Sp2

P6B SEO1A1 Master Tr 1 VP

P7SEO1 Snr Tr

HODSnr Sp1

P7 Snr Hd/ L Hd

P8 GEO1A3/2A3 Tr

P8 GEO1A2/2A2 Tr

P9 GEO1A1/2A1 Tr

P9 GEO1/2 Tr

Assignment of Current Estimated Potential


Rules for Performance Grading

SEO1 and above, A grade are given only if the CEP is at least 2 levels above present substantive grade while B grade is given only if the CEP is at least 1 level above

Grade higher than C for those promoted in the previous year requires justification

If substantive grade = CEP, maximum grade is C

PERFORMANCE GRADING AND CEP


Rules for Performance Grading

- Top 25% of C graders for SEO1A2 and below can be promoted subject to the promoted grade being either the same as the job grade or lower

- For consideration on the Senior Specialist Track, B grade is a minimum requirement for the year of assessment

- Quotas: 5% A, 30% B, 60% C and 5% D

- Promotion rate depends on lower of the last 3 years’ CEP

- No adjustment to CEP after 45 years old

PERFORMANCE GRADING AND CEP

Annual Performance bonus is tied to the grade.


PERFOMANCE RANKING FOR FINAL GRADES

All Officers on all three tracks of the Teaching Workforce are ranked.

First level of ranking of teachers is done at the department level.

Second level is at the meeting between Heads of Departments and the Principal and Vice-Principal.

Third level is at the Cluster level, done by Principals and the Cluster Superintendents.

Final Grades are awarded after the ranking at all levels.

Grades can be vetoed by the superintendent if teacher is know to have bad record of behavior.


Consistently Good Performance Minimum “2Bs and 1C” including “B” for latest year Delay of 1 to 2 years for “C” graders GEO1 cohort promotion to GEO1A1 – Need 3 “Cs” “D/E” graders not eligible for promotion

CEP is higher than officer’s current substantive grade

Meet time norms – year in service and year in grade

Those with high CEPs of greater than or equal to P6A will be tracked. CEPs below P6A will not be tracked.

CEP can be increased only one level at a time.

PROMOTION CRITERIA

Thank you

Documents

Performance Management System Teacher Evaluation in Singapore NATIONAL INSTITUTE OF EDUCATION NANYANG TECHNOLOGICAL UNIVERSITY SINGAPORE Lee Ong Kim