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What about the presence of Nun's in the school? Could that contribute to building a school culture?

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What constitutes a high or low turn-over?

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While we are moving in the right direction, there needs to be a more systematic approach to map our sch programmes to meet our desired outcomes/ values.

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The use of meetings:

1) Communication of information during meetings, currently there is a lot of information to be relayed. How can we review our use of meeting so that are targeted, timely and bitesized.
2) How can information be be prioritised at middle management level and subsequently cascaded down to officers.
E.g, Review communication channels and ensure that there are no bottles necks and missing channels.
SUPP papers - Info was not communicated

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AFI for 1.1:
-Communication is important currently so that we can carry out the implementation.
-Monitoring and review: alignment and consistency will come later after implementation.
Mointoring and review will come later.
AFI 1.2:
Culture building: can hold back task force for implementation because survey results are very positive.Need to prioritize.
By delaying the task force, we can remove the last point on “could leverage on focused conversations with staff…….”

- forming of mental well-being task force. need to look into mental well-being of staff and teachers

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Clear Alignment among SLT members before communicating to staff

Spacing out implementiation if needed initiatives / roll out in phases

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1. Student Leadership needs to be mentioned in School Culture. Activities organised by Student Leaders to promote school culture.
2. Undergoing transition from CORRI to 4Cs - more intentional  efforts to make the 4Cs more visible (consciously theming programmes/activities to fit the 4Cs)
3. Need more opportunities to cascade revised VMV to staff.
4. Inclusion of more mention about Pinnacle Awards as recognition.

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1. Catholic parents do support our Catholic programmes
2. Canossian Sisters, apart from those at SACSS, also support our Catholic programmes and SAC Orientation Programme.

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Is there a systemic plan that maps the support of student learning and development with what the parents and alumni are doing. 

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Is there a systemic plan that maps the support of student learning and development with what the parents and alumni are doing. 

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1. More structured arrangement with Alumni. Also to have a liaison person within the Partnerships Committee. This will better streamline the collaboration.
2. Partnership with parents have improved due to the personalised format of the revised Parents' Conferencing (due to Covid). There are now more opportunities to journey with the parents through conversations. To consider making time to continue such a format.
3. Consider activities to foster parent-child (father-daughter) bonding.

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Confusion over the deduction of money for payment due to differing "lines" and account number tagging that BO and Finance have.

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Finance processes and Operations management

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Finance processes and Operations management

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1)How can finance office create videos and tutorials to help teachers with finance procedures.

2) How can defects in the school environment be addressed in a timely manner. e.g. peeling paint in the canteen, faulty toilet in level 1. Is there an official platform for reporting on these issues?

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Resources - communication to students about use of student lockers

Is it necessary to highlight about training under Resources & Operations? Overlap with Criterion 2.2.

Training for students on taking care of PLDs, how to use the devices purposefully for lessons.

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1.3 Partnership:
- need to ensure that special Olympics continue to carry on yearly even after a change in CCA teacher IC.

-How does the school plan? This portion is not seen. Only what was done was presented.
How do we select the parents?
Is it aligned to the new strategy plan, are we meeting the outcomes or school values?
How to u decide which which parents do what? How is the partnership supporting students learning and development is not stated.
Suggestion:
Identify what we want to stretch and develop the students in first, then we identify partners to work with so that we stretch students in the areas that we have identified.
In terms of area of growth, for planning and alignment is more critical. The plan to be aligned to the new strategic plan and the processes implemented must be clear.

1.4:
Creating flow charts for finance processes or SOP for teachers to access.
Payment for flexi adjunct is not on time.
A need to review the finance jobscope so that if a finance staff is down, the duties are not delayed and can be carried out as usual.

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A more systematic approach is needed in deploying FTs to ensure parity.

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AFIs - for growth - very specific and customised

Training needs -have a selection of programmes for the teachers to choose from

Task force for tackling mental health - for all staff to be properly equipped to handle students with these issues

Courses and professional development for KPs could be improved

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1. TSNs are present in all IP departments. In FT deployment, there is intentional deployment of TSNs to classes with high needs.
2. To try and deploy teachers to journey with he class for at least 2 years.
3. To consider a 'differentiated approach' to Positive Ed training. Perhaps for it to be run concurrently for Lwr Sec and Upp Sec FTs. Currently, Lwr Sec FTs see many commonalities in the whole-school training. Some incoming Sec 1 teachers felt that one of the more beneficial aspects of the training was listening to the current Sec 1 teachers share about their strategies and experiences.

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1) How can learning for teachers adopt a more "hands on" approach?
2) How can we capture good practices from teachers who adopt new practices in their classrooms?
3) How do we level up teachers competencies when there is uneven-ness in said competencies amongst the teachers?
4) How can we move teachers from "survive" to "thrive"

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AFG:
EAS development will also need to be aligned to school’s direction. The trainings are ad-hoc currently, so there can be a more structured trainings for EAS. Is FGD conducted for EAS this year? So can find out more of what they would like to be developed in.

AFG 2.1
2nd point: is not applicable for all teachers. Be intentional to help those aspiring teachers to build portfolio. This point is for eg: GEO 5 to build portfolio for aspiring teachers guided by ST as they have gone for trainings. This is because we do not know how to build portfolios. What are the things to be included in the portfolio? Eh: Who is suitable to help to develop an officer’s writing skill? A suitable mentor must also to deployed to match the need of the officer.

2.2 AFG.
2nd point. We disagree. “There could be more platforms.” We feel that there are already a lot of platforms.

3rd point. May not be possible. Quite ambitious. Cos there is no plans yet for a more structured development for EAS.  And also transfer of learning is difficult to track.

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Should we also include EPMS as one of our systematic structures for Staff Reward and Recognition (ie: performance bonus, assigning CEP and roles for high performing officers)

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4.1 - Staff competencies and aspirations

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4.1 - Staff competencies and aspirations

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Question:
Since the staff surveys are conducted at a national level, and we have comparable schools' data, what is the rationale for setting "school target", vs a "national mean" or "MOE defined" target?

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"I am adept in implementing..."
This is currently a self-perception survey.
Will you have future plans to include more comprehensive assess of staff's actual competency in implementing the various new skillsets? eg: using Rubric, peer observation + ST/RO lesson observation

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KPs are taking more roles to help teachers to manage workload. Owners are mindful in deployment so tt teachers are not overly taxed. So this could be a reason for Teachers' positive feedback.

Main concern seems to be more on FTship load.

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Protestant staff may not have the same baseline expectations on meeting their spiritual needs.
Perhaps to include this survey only for Catholic Staff

SMM did negatively affect the Faith Formation activities for staff ie: fewer mass, retreat is limited

Suggestion:
Whole school Canossian Retreat? Pitch it to build up overall staff spirituality/connectedness

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FT ship:
- need to guide FTs what to record into phone logs what are important to record, what are not so to reduce work load. Workload generally for FT has increased.

- how to give teachers ample time to do planning. Do not give FTs last minute instructions so that they have enough time to react.

-White space for teachers to have. (Weeks without staff meeting so that teachers have time to reflect, finish up admin, so it’s so teachers to use wisely)

-meditation during white space for spiritual staff wellbeing

-school is already providing a lot of family support for staff that requires.

- promote staff metal well-being: staff needs to know how to step away with increasing communication with WhatsApp groups. Set boundaries not to text colleagues after work hours.

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For EAS the feedback given could be due to the different work dynamics (team is separated) restricting the usual social interactions they may have had previously.
It could also be because of lesser interactions / insufficient interactions between EOs and EAS

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Suggestions:
1. Virtual Exercise by department
2. PE Dept can provide links to virtual fitness prog
3. Bring back Walk for Rice in 2022?
4. Maintain collaboration with Special Olympics - to include staff
5. Meditation to destress

Feedback on Workload
1. To be clarified by school leader job scope expected of FT/CCD Committee members
2. Level Meetings may be better used - more productive to share what has been done - effective strategies instead of surfacing problems faced by every class.
3. Suggestion:
a) 1-1 conversation between Year Head with FT since this is now a key component for ranking (focus on their work as FTs & well being).
b) Google form to collate confidential feedback from teacher on their CCA & FTship (platform to surface any concerns/issues/well-being/working relationship with other FT).

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Weave in affirmation as part of school culture 

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Weave in affirmation as part of school culture 

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How can we leverage on existing structures to help increase feelings of gratitude through actions of affirmation spread throughout the year?

E.g

1) use of reading period to write letters/notes of affirmation.

2) Termly structured time for students and teachers to affirm each other so that words of gratitude is spread throughout the year and not just at one event ie. teachers day. This builds a positive environment as teachers are also encourages to write letters of affirmation to students and colleagues.

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Many teachers do not see FT-ship as a priority hence they do find crucial tasks labourious despite reduced admin work, lesser level meetings, workshops to increase PD.
YHs will need to look into ways that FTs are more comfortable in documenting students' updates that is less taxing for them. BUT need to still emphasise that it is important to do regular update and monitoring so that no child is left behind.

Perhaps one way is set the tone right at the start, and a 'reminder' during staff meeting by SSD for teachers to prioritise pastoral care of students

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The dip in results in 2020 and 2019 is expected as we affected by Covid. But given tt national examinations is based on bell-curve, it may also indicate tt our 4E5N students are not well adjusted to the new norm in learning. They may not be used to "online" learning/support and lacks SDL skills & discipline.  They lack competence and time managing skills, cannot complete papers in time.

Staff are also new to e-Ped, Zoom in 2020, which may also affect the students' learning. While we cover content "faster" in zoom lesson, the effectiveness of learning may not be there. Application of skills and transference in learning is diff via zoom

There is a need to look at how we leverage ICT effectively without sacrificing skills (Actual writing, time management, annotation)

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If FTship is considered a key component in the ranking process, then conversations with individual FTs by YH/AYH is crucial to capture their views and to better guide them as FTs for areas of growth. The focus of the conversation is on the development of the teacher as an FT, not about the class. Current practice is very much perception based and what FTs share with RO.

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Move towards a mapping of objectives for both IP and co-IP areas.

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Many new roles and projects implemented this year - the roles of heads and members need to be more specific. There is also a concern of the pace of which new initiatives/projects are introduced. Hard to find time for spirituality if everyone feels stressed by unclear communication and speedy implementation of new projects and responsibilities.

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Suggestions
1. More structured & integrated process for customization of prog across departments
2. To look into more effective DI for FSBB curriculum to ensure that the top band is stretched & tail end not left behind

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Physical - zoom workout by dept (PE dept has ready videos for sharing), VIA by dept eg. Walk for Rice.

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Achivement part is hard to track.
During covid time, competitions sometimes get cancelled. So some dept may not be able to participate in the usual competition they sign up for.

There are also long term competition targetting the HA students nationally tt we participate but never/seldom win anything. Is there a need then to track/set targets?

Suggestion: to identify key competition to track strategically

To look into exposure and opportunities for competitions for our students (HA, MA, LA). But track results only for key ones.
For NFTE, we have an strategic advantage as our NT students are usually the better students in comparison to national cohort.

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1. More structured & integrated process for customization of prog across departments

2. To look into more effective DI for FSBB curriculum to ensure that the top band is stretched & tail end not left behind

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1) When I do not understand something in class, my teacher explains the concept in a different way

2) My teacher assigns class work and activities that are suited to my current level of knowledge.

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Purpose of survey needs to be considered carefully - we must ensure that the questions are accessible to the students and they understand them clearly eg assessing usage of DI or how E- pedagogy assist them in their learning/ enhances their learning. This is to ensure accuracy of feedback
There should be usage of common lingo across all lessons so the students understand that these tools are being used.
Possibly creating a control - close analysis of lessons not using theses tools vs lessons that do use them.

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-21 cc skills. How are these skills Progressively met? How do we evaluate and assess or what indicators to show that students have achieved these skills (because these may exhibit only years later) ? Suggestion: FGD for students, to have conversations to find out. Are you able to do the work in class? Are the groups that u are in always fixed?

-eg digital literacy: are the skills met for each level deepen as students move up the level?

- each department can also look at the skills they want to develop for each level so that skills can be progressively met as students level up.
- what are the digital literacy skills (direction for the whole sch) students/teachers need to have to embark on PDLP next year.

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1. More structured & integrated process for customization of prog across departments

2. To look into more effective DI for FSBB curriculum to ensure that the top band is stretched & tail end not left behind

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Not clear how to translate students rubrics into IP areas. Who is leading this? Is there a bridge to connect the CCE and IP? Blueprint is for student outcome, where is the voices from the IP heads (there should be alignment with IP side)? How are we integrating the blueprint into the IP area? How to do the mapping?everyone should have an Understanding of the blueprint so that we have a common goal.

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Purpose meaning and alignment of blueprint must be clear and put to good use.
Implementation must show meaning (how it fits under the strat thrust it belongs to) we have to review it regularly and not add on to it without proper review.

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While there is a grand master plan to map for integration and alignment, hope to manage the communication so tt staff will not be feelunf overwhelmed.

Such document is for the planning alignment. Everyone else play a part in the grand plan. Also hope tt it will not be required to be replicated across all areas.

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When will dissemination of the blueprint be made available to all? So that we can have an integrated  approach.

How will implementation be done? Through phases?

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1. Very impressive and detailed plans. Must consider communication/cascading information down, and implementation timeline when it is being rolled out.
2. Integrating VIA and CCA as key components of CCE.
3. Streamline VIA activities such that a student does not have to perform multiple projects in a certain year - or to have teachers planning to integrate the various VIAs.

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Many KPIs and data seems to be new. There are also some data tt is invalid due to implementation/phrasing. May need to look into the formulation /conduct of survey