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Create a sense of privacy, find a room that is suitable and quiet.

Might not want to sit too close with the JH as some may not be that comfortable.

Have ample time for JH to share, not in between lessons.

Take time to build up the relationship with your JHs throughout the year.

Have some snacks/drinks.

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Incorporate elements to create a safe space: diffuser, snacks, tissue paper, sit side-by-side in the MR, decide the location based on the JH's volume and by request. Start with a general check in (within and beyond school) and start with the good stuff. Provide ample time for a discussion and not schedule it before a lesson.

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Start off the conversation with topics that show an interest in and care for the officer's personal well-being.

Have the conversation in venues that provide privacy.

Be mindful of body language and facial expressions, and show those that convey openness.

Pace the conversation such that it doesn't appear that we are in a rush to end it.

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Choosing a room that is quiet and conducive for the personal conversations that will not be overheard by others.

Build and maintain a harmonious and regular interactions with the JH, so that no awkwardness between the two, conversations can flow easily. JH will then be more open to share.

Show willingness to listen, with eye contact and body gesture that shows interest in what to be discussed.

To be non-judgemental and professional and always seek to clarify.

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Physical space: A closed and comfortable environment (cooling + quiet) where conversations can only be heard by the RO and JH.

With regards to the video, we feel that, a safe space can be created through rapport and trust being established from the start itself and with regular check-ins and conversations along the way (work & non-work related). With that in place, we feel that the physical space arrangement may not be so structured as conversations will just naturally occur from the heart.

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Try to arrange for the session during curriculum time.

Choose a location with privacy.

Give undivided attention. Don't use phone.

Be prepared. Read through all documents and have questions ready.

Listen and be open. Don't jump to conclusion straight. Check and clarify.

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Find a suitable venue (privacy) and timing.

Give JH enough time to prepare, let JH choose their preferred day and timing.

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Strong Demonstration of Coaching Principles:

o   Ensured psychological safety throughout the conversation

o   Used questions effectively to facilitate JH's own reflection rather than to give the ‘correct’ answers

o   Allowed JH to have control over the conversation and take ownership of her own development

o   Tapped into positive emotions

o   Paid attention to both verbal and non-verbal cues

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Asking good questions - "Which one resonates with you" - allowing the officer to reflect on a high point/contribution. Follow up qn on impact of students to make that connection to outcomes and the qn and link to personal competencies targeting CDG.

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Genuine listening and giving feedback based on the responses.

Allowed the JH to do deeper thinking and self reflect on her own competencies.

Focus the discussion on the growth of the JH and not just asking her to list down the things that the JH has done.

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RO scaffolds the conversation in very structured manner in order to elicit the responses from the JH. JH is able to follow though the discussion and identify her strengths and AFGs. RO directed JH on resources for further support (eg. HOD partnership and literature review)

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Bring in comfort food that might ease in to the conversation.

Regular check-in with the JH to build relationship.

Structured discussion planned out - Affirmation followed by Aspiration.

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Being objective and providing specific examples to highlight areas for development. Also get the officer to share their perspective on what was shared to find a middle ground.

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Development Planning Using ARC Model:

o   Let JH take ownership of their development plan

§  Explored Assignment opportunities within school

§  Discussed Relationship building (mentoring with HOD partnerships)

§  Considered Courses and workshops

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There is trust and rapport between the RO and JH. JH is willing to share.

RO is well prepared and planned what she wants to ask and find out more based on the JH's EPMS.

RO acknowledged JH's effort and affirmed her strengths throughout the conversation.

RO asked questions that were open and reflective in nature.

RO provided constructive feedback how on JH can improve.

JH clarified when unsure.

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Use Active Listening and Affirmation:

o   Affirmed JH's contributions and growth

o   Showed genuine interest in JH's development (JH will know if you 'fake' it)

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It is important to adjust our conversation comments / questions according to the profile and readiness of the JH.

For this case, the JH had the capacity to think in depth and reach her own conclusions without being 'prescribed' the answers by the RO, and kudos to the RO for facilitating the conversation that way.

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Guide the JH to reflect on her contributions and what she has done well in.

Structured conversations - Affirmation followed by Aspiration

Positive and encouraging environment during the conversation

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Encourage the JH to voice out her current challenges and plans for the future.

Propose and discuss some possible assignments that the JH can consider taking up.

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Affirm JH for her good effort.

Ask her what is an AFG/challenge that she has been facing in her T&L. Let her think and reflect and share first.

Build on her responses and check what strategies and pedagogies have she tried out and ask her if these strategies meet the needs of her students and the impact on her students.

If JH feels that there's no AFG, RO can ask specifically how can she value add in this area and provide a concrete example.

Guide JH to come up with an action plan - identify the topic based on SOW to try out certain strategies on.

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Possible structure:

elicit the aspirations of the JH

what are the possible challenges of the JH

Discussion on whether the strengths of the JH is able to overcome those challenges, identify AFGs that may hinder JH from achieving what he/she intends to

RO/JH to work together to identify available resources and opportunities for JH to grow and develop (to co-create an action plan).

Eventually the JH should be able to achieve his/her aspiration with guidance from the RO

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Strong Focus on Competencies:

·       Helped JH identify relevant competencies (Action Management and Implementation, Culture Building and People Development)

·       Used concrete examples from JH's work to illustrate competency demonstration

·       Connected competencies to actual impact and outcomes

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Development-Focused Approach:

·       Offered multiple modes of development (70-20-10 model):

o   Assignment: PLT leadership role

o   Relationships: Mentoring with Senior Teacher

o   Courses: Gamification workshop

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Starting off by emphasizing that this a safe space. Bringing the focus of the conversation back to the competency as opposed to just what was done. Making a concerted effort to use the competency phrases in the conversation. "Help me understand..." and "What I'm hearing..." shows the aspect of seeking to understand as well as active listening skills.

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Seeking clarification and understanding.

Paraphrasing to ensure correct interpretation of the context.

Guide the JH to identify his own competency areas.

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RO links JHs strengths & AFGs to the specific competency to establish a common understanding of the terms used.

RO asks about the challenges JH faced and how he would do differently the next year.

RO also asks if additional support is needed (RO must also take this feedback in and work on it. If the additional support requested by JH cannot be provided, RO needs to go back and communicate the rationale to the JH to close the loop).

RO provided suggestions on how he could use his strength competencies to value add his team.

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Ask the officer what his aspirations are and how we can work towards it.

When the officer highlights the strengths for a specific event done yearly, how can we translate this to a different event/platform to exhibit said competencies again to confirm that it is indeed a strength. Provide alternative assignments for this.

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Guided the JH to identify his competencies through questions like "what was the feedback? ", "what competencies did you tap on to achieve this? "

Then guided the JH to identify his strength and Areas for growth through question like "How would u do differently?"

This leads the discussions to look at the A, R , C for this year and next year to develop his competencies.

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Focus on Teaching Track Leadership Competencies

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Focus on Teaching Track Leadership Competencies

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Focus on deepening CPA and culture building, as they are critical in raising teachers' standards and driving pedagogical innovations.

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RO asked JH about his competency that helped him planned and implement the Aesthetic fair.

JH is able to identify his own AFG and monitor timeline more closely.

RO is able to steer the conversations towards identifying strengths and AFGs making connections towards the competencies.

RO asked his JH regarding his opinion and comfort level on leading a PD opportunity.

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Explore JH’s career aspirations (Goals)

·       Where would you like to see yourself professionally in the next 3 to 5 years? Which career directions have you been considering?

·       When did you feel most energised or in your element this year? What do you think were your strengths/competencies that you used well in these moments?

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Acknowledge the JH key competencies

Check in with him on his aspirations

Recommend competencies to be developed for career progression.

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elicit JH's career aspirations

affirm JH's strength competencies that was exhibited through his work done

RO highlights that JH has the potential to contribute in a larger role (TL) that has wider impact in the school

RO shares some key areas of work as a TL in the school and beyond.

RO checks JH's interest of this job scope and offers opportunities to try out before he actually commits

RO scaffolds what else can be done to help JH to move towards the role of a TL

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Summarise the competencies that the officer has shown and then share our own opinion that the officer has the potential to become a teacher leader. This will give the officer a positive feeling in knowing that their RO sees their potential.

From there, ask if the officer has aspirations in that track.

Depending on the officer's reply, we can share what the role entails and how to work towards it. An important note would be to help the officer realise the realistic expectations of the role but at the same time reassure how it is manageable for them.

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Linking contribution to impact and getting officers to talk about it get them to reflect on clarity and purpose of work.

Through the conversation, the RO led the JH to identify his own strengths and areas for growth which foster ownership.