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The EPMS form is sent in earlier, before the conversation.

Meeting in a room that is conducive, not in an open area.

Start the meeting by checking in and end the meeting on time, with targeted questions and provide opportunity for JH to speak and clarify.

Good body language and focus on the person during the conversation, show genuine interest.

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Book a meeting room before the conversation, ensure the place is conducive (for e.g. enclosed room, others can't hear the conversation)

The conversation should be about the JH and not about the RO

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1) Setting the tone and Establish Connection through brief check-in

2) Maintain and Role-model confidentiality

3) Practice Active Listening and Acknowledging Contributions

4) Using inclusive and growth-laden language

5) Inquiry-based approach. With the end in mind, ask questions to understand needs and facilitate towards the goal.

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(1) Check in. Made JH feels comfortable and safe to share.

RO asked questions instead of giving answers directly.

RO gave some suggestions and guidance to JH.

(2) Ask questions to lead JH to visualise the desired outcomes, chart her own progress and see what her AFGs. Perhaps focus on one AFG to work on, help her prioritise. RO should not give the answer or model plan directly.

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(1) She paraphrase and clarified what she understood from the conversation, which is good because it reduces assumptions.

The RO looks younger than the JH, but the RO was respectful towards his sharing.

In her words, she uses a lot of "we" to affirm the JH that they are working in a team.

(2) Affirm his strengths.

Then, ask questions to guide the JH to explore and discover his area that he can make a greater impact. Can also refer to the competencies - TL (Culture Building and People Devt AND Interpersonal Relationships and skills). For this JH, his strength is in interpersonal relationships. Perhaps, RO can explore opportunities to build on the culture building competencies.

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(1)

RO affirmed her contributions and created a conducive environment for the conversation

RO asked questions to probe her thinking instead of providing answers

(2)

Ask guiding questions to frame her thinking about competencies that she can develop in

Discuss about her aspirations and plans for the next semester/year and what are the actions she must take to achieve these targets

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1) The RO steered the conversation for Mr Cheng to reflect on the tasks that he has completed for the first semester.

Throughout the conversation, the RO picked out the target competencies that Mr Cheng had displayed and she affirmed his good work.

2) After affirming his good work, I would highlight some of the target competencies that he has displayed and steer the conversation to how these competencies can help develop the department.

I would ask his interest in becoming a Teacher Leader and talk about some of the competencies that he can develop in (for e.g. Culture Building and People Development - guiding the younger officers)

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Discussion Questions:

(1) What went well in this conversation?

(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?

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Key Contributions, Impact and Competencies

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Key Contributions, Impact and Competencies

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Discussion Questions:

(1) What went well in this conversation?

(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?

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Introduction and Preparation based on Revised EPMS Form

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Introduction and Preparation based on Revised EPMS Form

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Discussion Question: How do you create a safe and conducive space for your JHs to share openly?