# data[].attributes.body
Video 1 showcases some small but meaningful actions ROs take when preparing for work review conversations.

How do you create a safe and comfortable space for your JHs to share openly??

# data[].attributes.body
Video 2 showcases a conversation between Ms Annie and her JH, Ms Wong, a Teacher (less than 5 years in service) who reflects on her role as a subject teacher.

i. Given the shift towards CDG and the implementation of the revised EPMS form, discuss in groups/pairs: What went well in this conversation?

ii. If you, as Ms Wong’s RO, observed areas for development in her teaching through student feedback and lesson observations, how would you structure your conversation to help her identify these growth areas and develop an action plan?

# data[].attributes.body
Video 3 showcases a conversation between Ms Xiang Pin and her JH, Mr Cheng, an experienced teacher who reflects about his contribution as a member of the school’s Aesthetics committee.

i. Given the shift towards CDG and the implementation of revised EPMS form, What went well in this conversation?

ii. If you are Mr Cheng’s RO and see that he has the potential to become a Teacher Leader, how would you transit into a career development conversation and guide him to develop the competencies needed to advance his career?

# data[].attributes.headline
Video 1: At the start of the Conversation

# data[].attributes.subject
Video 1: At the start of the Conversation

# data[].attributes.body
Choose a warm, welcoming setting – perhaps a quiet corner of the staffroom or a cosy meeting room with natural light.

Show personal care – ask if there’s a time that works best for them, especially considering their teaching load.

Prepare with words of affirmation and encouragement – bring examples of their strengths and successes first, not just areas for growth.

# data[].attributes.body
Start with genuine appreciation – acknowledge specific contributions (“Your patience with that challenging class has really made a difference”).

Use a listening-first approach – let them share how they’re feeling about their workload, students, and personal wellbeing before diving into feedback.

Affirm their emotions – phrases like “I hear you” or “That must have been tough” show empathy.

Use collaborative language – instead of “You need to…”, use “How might we…” or “What support would help you…”

Balance feedback with encouragement – pair each suggestion for growth with recognition of what’s already going well.

# data[].attributes.body
Identify a comfortable space, private space

Positioning of chairs (don't sit opposite officer, sit side by side in an angled position)

Ground yourself before starting the conversation (e.g. arrive early for work review)

Postpone the work review if either party is not emotionally ready

Start with a check in (e.g. casual matter, something positive)

Be prepared to clarify with JH if needed

Find out how we can support JH (e.g. How else can I help you? How else can we do things differently?)

End on a positive note

Timebox the session (e.g. check in with officer on the amount of time we have together)

# data[].attributes.body
1) Respecting each other's time, ensure that the session is not ended abruptly, and there is a conclusion to the session.

2) Ensure the conversation cannot be heard by others

3) Setup the room before the start of the conversation, ensuring it is clean and comfortable

4) ROs to read the EPMS form and gather feedback from other teachers first to have better understanding

5) Invite JH to share first in the conversation

# data[].attributes.body
1. Find a private space (eg meeting room, not shared place-work spaces, Hod room)

2. Set a appropriate time (eg. buffer before and after a meeting) and a expected duration which RO shld try to adhere to.

3. To receive EPMS forms prior to meeting . RO to have read through and surface areas for clarifications during meeting.

4. Check in with officer's well-being before discussion

5. Be ready to reschedule if observed that officer is not ready to discuss

6. Set the agenda of discussion prior

# data[].attributes.body
Offer concrete support – agree on small, doable next steps and let them know you’ll check in again.

Leave on an affirming note – “I’m proud of how you’ve handled this term” or “Your dedication to your students doesn’t go unnoticed.”

# data[].attributes.body
1) Questions promote self-reflection

Many of the questions (e.g., “What have you learnt about yourself?”) encourage the JH to think deeply about their own practice, not just report on tasks done.

2) Questions are connected to student impact

Asking “What is the impact on the students’ development?” anchors the conversation in the core purpose of teaching, which helps keep it meaningful.

3) Focused on strengths before growth areas

The sequence starts with positive contributions (“Which one resonated most with you?”) before moving to areas for growth, which helps create psychological safety.

By tying reflection to competencies, the questions ensure the conversation is aligned with EPMS expectations while keeping it personalised.

4) Promoted ownership of development

Questions like “Which competency would be most useful for you to develop?” allow the JH to identify priorities instead of having them imposed.

# data[].attributes.headline
Question 2 - how to bring up AFG that were not brought up by JH

# data[].attributes.subject
Question 2 - how to bring up AFG that were not brought up by JH

# data[].attributes.body
Use Student Outcomes as a Bridge (Safe Entry Point)

Purpose: Shift focus from “what you lack” to “what could help students more.”

Prompt:

“Looking at your students’ progress this year, is there an area where you wish you could have had even greater impact?”

“Is there a group of students you feel could have benefited from something extra?”

Connect to Competencies Gently (Guided Reflection)

Purpose: Help them self-identify without feeling defensive.

Prompt:

“Here are the competencies we’ve discussed. Which ones do you feel you use the most? Which ones do you think you’ve had fewer chances to apply?”

“If you had to choose one area to stretch yourself professionally next term, which would it be?”

# data[].attributes.body
i) Ms Annie affirmed JH's strengths and contributions. She was prepared, and very clear with what JH is doing.

It would good to link JH's contributions to the key competencies

ii) After JH responded to Ms Annie's qn on what areas she would like to continue working on, she could go deeper into the conversation linking to T&L, which is an area for development.

Affirm JH's strengths, and tactfully linking it to areas of development.

After identifying areas of growth, in the next lesson observation, Ms Annie could just focus on identifying the focus area.

# data[].attributes.body
What went well

Affirming her contributions and success

Did not prescribe solutions but tried to ask probing questions to guide the discussion

Focus on aspirations

How to structure conversation for AFG

Start to talk about AFG by asking officer to reflect on the LO or previous post-LO discussion on T&L. "Do you remember what were the areas discussed during the post-LO?" and start from there to guide the discussion on identify AFG and developmental plans

Check in on AFG since last conversation

Ask what kind of support she might need / elicit response from JH on the competencies she might want to work on in terms of T&L (e.g classroom mangement, pedagogy & instruction)

If JH is unaware, RO will need to advise on possible action plan to address AFG and connect to competencies

# data[].attributes.body
(i)1.Focus on contribution and then to the related competency.

1. Qn gets JH to reflect on her performance and impact

2. Leads JH to reflect on her strengths and AFG

3. Allow JH to prioritize her competencies to focus on

4. The conversation is centered on the JH, her well-being and development

(ii) 1. Get JH to share how has she grown in her T&L (eg strategies that went well, areas that need more support in)

2. Discuss action plan and support required to meet her needs (ARC)

# data[].attributes.body
What went well:

Paraphrasing JH to check for understanding and help JH to link to competencies

Check updates on the following year --> gives JH assurance that he is being supported

How to transit conversation:

Clearer link from mentoring examples to being proficient in pedagogies to being PLT leader to guide the other teachers in T&L

# data[].attributes.body
(i)1. Recognise the challenges he faced

2. Directing his contribution towards the competency and specifying the competency.

3. Ask questions on what the main purpose of the programme was -->used his answers to link back to student outcome and professional outcomes - others.

4. Re-directing his responses on challenges to competency. Getting him to offer his own solutions as part of the reflective process.

5. Hypothetical question on reframing - how would you do this differntly if you were to run this programme again.

6. Offering suggestions for ARC and asking for his views

7. Asking for support he might need from the school - affirms his contribution and updates him on what the current plans are at mgt level

(ii)1. Get JH to share on how he leads the team, to reflect on his strengths/AFG

2. Propose an assignment to give him opportunity to develop his competencies needed to advance his career

# data[].attributes.body
What went well

A natural, open conversation that highlighted the JH’s strengths through reflective questioning.

RO asked JH what went well for him and what he was proud of.

JH shared that he was proud of Aesthetics Week as a project.

Reflective questions from RO

1. Have you received any feedback from teachers and students?

2. What competencies did you tap on to achieve this success?

Project goals and discussion

Objectives of the project (focusing on student outcomes and the professional development of colleagues).

Discussion of the project process.

Recognition of colleagues’ strengths, promoting collaboration, people development, and culture building.

Challenges encountered (handled by the team, with the leader monitoring and checking progress).

One thing to do differently next time to enhance the programme (developmental discussion).

# data[].attributes.body
i) RO was consistently able to affirm JH's strength and link to key competencies that was displayed

ii) RO was able to get JH to illicit his mentoring roles that he has done. She could also show the role profile to affirm her JH.

# data[].attributes.body
How to transit into a career development conversation:

1. Bridge from current work "I've noticed your strong work on [specific project]. It made me curious about where you'd like to develop your expertise further."

2. Use recent achievements as a springboard "You handled [specific situation] really well. I'd love to understand what aspects of the work you found most engaging and where you see yourself growing."

3. Link to their expressed interests "You mentioned being interested in [topic/skill] during our last meeting. Shall we explore how we could develop that further?"