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

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?

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?

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

• 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.

• 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?”

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.

• 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

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)

• 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

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

• 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).

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.

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?"