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Q & A video

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1. RO is good listener, paraphrase, has ability to link his contributions to competencies.

2. Could spend more time to talk about Teacher Leader. Focus on T&L matters rather than on Aesthetic Fest.

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No concrete steps.

Coaching approach - Throwing the question back to the JH

Approach of session depends on relationship with JH, context, etc.

Start off the conversation with positive (e.g. strengths) which leads to reflections, development and aspiration.

For EOs, should focus on bread and butter.

If JH is not as reflective, will this approach work?

Questions of RO can be too generic, can be more targeted to lead the conversation.

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(HP, Phyllis, WD, YS, KF, Mike)

1. Agreed upon venue

2. Do not sit across officer

3. Possible venues: Level 3/4 Mtg room

4. Sit beside officer

5. If more than 2 ROs, ROs should not sit across officer.

6. RO and officer to sit not facing window for privacy and avoid distraction.

7. Be mindful of privacy when male and female are in the same room for work review

8. Silent phone

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Conversation Prompts for Work Review and Career Development(MOE HR Online)

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1. What went well in the conversation given the shift towards Competency-Driven Growth(CDG) and the implementation of revised EPMS form? (5 min)

2. 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? (10 min)

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1. What went well in this conversation? (5 min)

2. 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? (10 min)

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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 job holders to share openly? (5 min)

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EPMS Review Phase 1 Webinar(10 Mar)_not to be further circulated

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Mr Latif (GEO 5)

Guide him to plan out timeline or attend project management courses

provide networking opportunities, e.g. cluster schools, HOD partnerships

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Mr Latif (GEO 5)

to be mindful about the timeline e.g. need to monitor and review work progress so that will not slow the team's preparation for the event

to review past year's event to plan and identify new opportunity

can explore new opportunities e.g. work with parents

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Mr Latif (GEO 5)

Strength

develop work plan

able to adapt and managed to resolve conflicts within the team

promote inclusivity and invite participations, contribution from diverse views

builds relationship with Vibrant International School

Area for Growth

to be mindful about the timeline

to review past year's event to plan and identify new opportunity

can explore new opportunities e.g. work with parents

need to monitor and review work progress so that will not slow the team's preparation for the event

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DI for HA students

1. Attend relevant courses

2. Work with fellow cohort teachers to create DI materials

3. Class hopper - observe other colleagues who is able to implement DI methods

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DI for HA students

1. HA students results to determine value-addedness

2. T&L resources that can be differentiated for HA students

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Strength

1. Personalised support to students' needs and growth

2. Engagement with fellow colleagues

3. Ability to create range of assessment methods and learning checks

4. Professional sharing at dept level (culture building)

AFG

1. Differentiated Instructions for HA students

2. Pacing of lesson

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Mdm Pang

1. Student-Centric, Values-Driven Practice (Tr able to choose and apply different approaches and SEL competencies)

2. Interpersonal Relationships and Skills as Tr is able to engage fellow colleagues

3. Assessment and Evaluation as Tr uses a range of AfL and checks for understanding

4. Pedagogy and Instruction - Tr is not able to effectively enact lesson / assessment based on students' varied profiles

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Mr Latif (GEO 5)

• Contributes to the planning (which may include leading a team) and implementation of school initiatives and duties

=> organised ND for whole school

=> led the team and resolve conflicts and mediate differences

• Fosters partnership with stakeholders

=> worked with partner school Vibrant International School

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5. EPMS KRA Role Profiles for Teaching Track [Senior Teachers and Above]

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4. EPMS KRA Role Profiles for Teaching Track [GEO1- GEO5A]

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3. EPMS KRA Role Profiles for Leadership Track

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Based on the list of competencies you had identified for your JH earlier, choose one competency to focus on.

Qn 3. What avenues/opportunities can you tap on to develop your JH?

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Based on the list of competencies you had identified for your JH earlier, choose one competency to focus on.

Qn 2. What types of observations/information do you need?

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Based on the list of competencies you had identified for your JH earlier, choose one competency to focus on.

Qn 1. How can you determine whether the competency is an area of strength or area for growth?

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Qn 1. Imagine you are an RO preparing for an End-of-Year work with your JH.

Based on the observations, which competencies did your JH demonstrate? Discuss and share in pairs.