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How is TQ calculated?

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How do we take a school's perspective when planning deployment?

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When do we charge manpower to the HQ Central Vote?

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How can we facilitate change management & conversations on Core Competencies & Competency-Driven Growth for EOs?

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How can we develop officers for their growth?

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It seems that we are removing support for Cross Level Deployment (CLD). Are we moving away from CLD?

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Do AED (Admin Support) have access to June and Dec breaks in ways that other EAS or OSO do not have despite having similar work scopes moving forward (in addition to possible pay contrasts)? Any intent/plans for more parity? Thank you.

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Has there been a detailed study conducted on the optimal number of Operations Support Officers (OSOs) required for daily school operations?

Currently, with only 4 OSOs, we are experiencing challenges in ensuring personal safety as the buddy system is essential for many tasks. Would appreciate insights on:

1. Whether any assessment has been done on minimum OSO staffing needs

2. How other schools are managing with similar OSO numbers

3. Safety considerations in determining OSO deployment

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For a teacher who is only teaching his SP2, can we tag his headcount to his SP2 subject without needing to switch his SP?

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For teachers who are suffering from long-term illnesses or medical conditions that affect their ability to teach (Lost voice due to throat condition), what can schools do? Can MOE redeploy them to a holding pool or a non-teaching role?

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For the Senior KP Rotation, what if the KP attended a milestone programme on their 8th year? (i.e. MLS or TLP2) Are they still due for rotation?

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I note that the national actual and planned hours for teaching periods different. Should schools max out the official planned hours when we plan our deployment?

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If a KP who is a HOD switch to a LT track, would he/she be allow to stay in same school

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For senior KPs who will 52 to 54 years old in 2027, can the school exercise flexibility to defer their rotation by 1 to 3 years and hence keep them in the school, if the school wants to? Just to clarify. Thanks.

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Does the concession for schs to advertise senior KP posts on OPE when the officer is concurrently participating in also apply to non-senior KPs? Otherwise schs have to go without KPs for the entire year.

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For Senior KP rotation, if the KP is 55 year old at 2027 and has spent more than 8 years in the same school, would he be considered for rotation?

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If a HOD wishes to change track to LT, and stay in the same school, but he/she did not pass the LT selection and a new HOD is already brought in via OPE, does it mean the school has busted its SEO quota and what can/should be done?

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many of the senior KPs could be SEO 2. Is it true that HQ postings are not open to senior KPs at SEO 2 and above ? Are there exceptions ?

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Are there plans to extend rotation to Subject Heads and AYHs in time to come?

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There are EOs who prefer HQ and would like to extend their HQ / go for secondment. What is HR policy for HQ - EOs in view of the KP rotation and decrease of TQ in 2027?

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There is an buffer year for the incoming and outgoing Senior KP to be in the same school. How do we count the TQ then?

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Is there a standardised number of hours that are tagged to FTship, CCAship and committee work for the calculation of teaching hours?

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Student Welfare Officers assist in managing students with attendance issue. Similarly, are we able to create a role for every school to be supported by a Student Management Officer who can help in day to day upstream and preventive disciplinary work as our HOD/Student Management and team have teaching duties and meetings to attend too?

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If an AYH is also a TSN/TC, what would the recommended offloading?

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How can we sensitively and professionally inform staff members approaching age 70 about their employment status, while acknowledging their potential interest in continuing to serve and ensuring they feel valued for their years of contribution to the school?

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As shared, the policy has reduced manpower manning to 3%. I am interested in understanding the relationship between retirement and recruitment rates, as this is fundamentally a supply and demand issue.

I've observed that there isn't a clear retirement policy for teachers, which means the supply of teaching positions remains relatively unchanged. In contrast, School Leaders have specific retirement policies in place, which helps create opportunities for younger educators to move into leadership positions.

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Is it possible to have a standardised HR policy on the breaking up of maternity leave for officers? Some officers would return to school for a single day just to maximise their school holidays, and it is difficult to reject such request as officers cite examples of such practice in other schools.

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It is good that the front door (recruitment) is getting bigger but what are the numbers like in the back door (resignation)? i.e. is the back door bigger than the front door? In terms of demand and supply, will the revised FAJT policy reduce the FAJT supply? It seems like its getting harder to recruit FAJT these days.

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Are applicants required to have degrees to apply under the untrained counsellor track? There is no mention of this on the website, but anecdotally I heard that the relevant branch is not ready to accept individuals without the paper qualification even if they may have relevant work experience.

Are we dealing with the many applicants many vacancies issue in the best way?

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This is on the recruitment policy for SIS, I understand that the current policy is that they need to be PGDE or equivalent trained. For schools like NUSH, PGDE trained officers are typically not suitable for the job as we need "specialist" knowledge (Eg. IMO experience). Could HR consider giving indie schools more flexibility in recruitment due to their unique context?

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Could you explain how we can tap on central vote for officer who extend their HL from 2 weeks to a month subsequently? If I heard it correctly

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May I inquire if there will be a ramped up effort to recruit many more VP Admin? Many schs do not have VP Admin and VP EO has to take on such roles. Are there plans to up the salaries to attract suitable EOs e.g. suitable HODs? Or allow salaries to follow from EO to MXO? Or to boost quicker career progression from OMs and AMs? Thank you.

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Schools currently have annual Professional Development plans to engage and develop our Executive and Administrative Staff (EAS). Would it be possible to establish personalised training funds that cater to individual staff members' developmental needs instead?

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For KP who are retiring and intend to be redeployed, are they able to keep their position until end of the year if their birthday is in early part of the year?

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Out of curiousity, what happens to all the EPMS forms submitted to HQ?

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Want to check, do we need to wait for an officer to be in a subgrade for 3 years before we can recommend them for promotion? There is uneven understanding of this criteria among school leaders as some have interpreted it as needing 3 years from last promotion before officer should be recommended for the next promotion

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In today's context, where we are looking at multiple pathways, are qualifications of officers' e.g. graduated with Honours, etc., still a measure for promotion and assessment? (assuming all things being equal when comparing two officers)

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Is there a minimum number of years in the current sub grade before they can be considered for promotion to the next sub grade?

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E-graders go on pre-PRP. What should we do with D-graders that (honestly) we want to exit too?

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We have GEO3 officers who have not been promoted in 8-14 years. P8. When can they be expected to be promoted if there are no major derailers? Must they get above C grades to be considered for promotion (sch did recommend)? Any other reasons could affect?

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Stepping Officers Down to Lower Sub Grade

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Stepping Officers Down to Lower Sub Grade

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May I ask if this is a valid step or option for colleagues in Pre/PRP e.g. from GEO 5 to GEO 4? If yes, when do this step come in? Can be before the Pre/PRP stage to avoid this long phrase for officer?

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Can you share on “Professional Wing’s requirements for TQ allocation” please? Something about minimum number of TQ for art/music etc. thanks

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Can you share on “Professional Wing’s requirements for TQ allocation” please? Something about minimum number of TQ for art/music etc. thanks

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Staff expressed interest in switching SP2 with SP1 as part of career aspiration. However, the current SP1 is a SAN subject. Will it affect the chance of the switch?

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Sorry, what is central vote again? Please kindly share. Thanks.

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Is it all right for staff to go overseas during the holidays if they are not required to be in school, but before protected time commences?

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WFH & “Local” Leave during vacation weeks 

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WFH & “Local” Leave during vacation weeks 

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For SLs, we have to have at least 1 SLs in Singapore during school vacation weeks. Is there a guideline/policy on provision of WFH during vacation leave, and do we have to take vacation leave to work from home? Or is this up to the discretion of the P?

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Can an officer who is interdicted on half pay resign when disciplinary outcome is pending? If so, how would the disciplinary outcome be applied, e.g. dismissal? Also, would school and involved parties (e.g. students and parents) be informed of the outcome?

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May I check - admin lapses like wrong exam scripts issued or incorrect exam duration allowed, are these BOTH a minor misconduct as well as a performance expectation issue? Or if it is investigated as former, then it should not factor in performance appraisal or vice versa? Please advise. Thank you.

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If this vaping is found out by school (e.g. seen on social media or via reported by student/ parent/fellow teacher/member of public), should the school take action e.g. investigate?

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What falls in the category of "reprimand"? Under the slides, its written as punitive but it seems to be below the financial penalty? Can elaborate this one?

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How do schs decide whether to use written advice / verbal or written warning?

How many of such notices need to be filed before punitive actions will be reasonable?

Do the procedures for pre-PRP apply to misconduct cases since performance is not the same thing as conducted-related?

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For social media comments, what if the post is clearly in the capacity of a parent. Eg. A teacher talking bad about her child's primary school?

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Is there any specific advice on when to use written warning, written advice or verbal warning? One is considered for more serious minor misconduct? Or all three are considered equivalent? Thanks.

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We understand the need to surface early for cases involving inappropriate teacher-student relationships. However, not all student allegations are valid or can be validated. Do we still need to report cases which are inconclusive?

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How long is the debarment period?

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Can teachers who are union members ask unions to help/represent them if they are undergoing DMIS? What do we do if unions email us for info or to ask for certain actions to be done?

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Can retired or resigned teachers remain as union members and enjoy the benefits?

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Noticing that younger teachers are having differing expectations of the job. Practicum too stressful for e.g. And too much work. But reality is, the job is not easy and requires resilience.

How can we union work with us on better equipping this incoming generation of teachers with the reality of the job?

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Could you please share more about the "shift from individual strengths to team strengths"? Would team strengths mean individuals can specialise and focus on contributing specific strengths? With the increased focus on teacher competencies in EPMS, how would this affect individual appraisal with the idea of team strengths? Thank you.

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From your sharing, it is not surprising that rapport with our teachers is one of the key success factors as a people-leader. As a HOD, it was easy because we have a longer time with a smaller staff pool. What is your advice for VPs who may be rotated quickly from school to school, and then having to manage human resource well?

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Focus on the principles, not dos and don'ts - as a cross-level deployed VP new to primary school, it's been quite surprising to see how much has to be spelled out on the workload front e.g. TORs for roles in committees, period loading for different levels of teachers. Can you share any insights on how you balance transparency in deployment with building trust and commitment as opposed to helping teachers be calculative? Thanks.

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Since being a VP is “not a good position”, what did you enjoy doing in your role as a VP?

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Is there any study looking at YH/AYH offloading guide? Many of them are caught in between managing students and teaching. If we compare YH/AYH and IP HOD/SH load, YHs/AYHs usually have to meet students and parents whose involvement is not accounted/reflected in the timetable. We may want to prevent burnout in YH/AYHs.