Upload
izabella-wyse
View
267
Download
12
Tags:
Embed Size (px)
Citation preview
Performance Management System
Teacher Evaluation in Singapore
NATIONAL INSTITUTE OF EDUCATIONNANYANG TECHNOLOGICAL UNIVERSITY
SINGAPORE
Lee Ong Kim
• ALIGNED TO THE TEACHER CAREER TRACKS OF THE MINISTRY OF EDUCATION
• THE OVERALL PURPOSE OF THE PMS IS HUMAN CAPACITY BUILDING FOR A RESILIENT EDUCATION SYSTEM
• THE PMS IS A DEVELOPMENTAL TOOL, PROMOTING PROFESSIONAL DEVELOPMENT AND GROWTH
PREMISE AND PURPOSE
PERFORMANCE MANAGEMENT SYSTEM
QUALITY HUMAN RESOURCE(WORKFORCE)
QUALITY OUTPUT OF SCHOOLS
HIGHLY SKILLED AND EFFECTIVE TEACHERS
CAPABLE SCHOOL LEADERS
High QualityTeacher
Preparation
High QualityLeadership
Training
APPRAISAL AND ADEQUATE SYSTEM OF
REWARDS FOR QUALITY
PERFORMANCE
Professional Development and Support PMS
PERFORMANCE MANAGEMENT SYSTEM
PREMISE AND PURPOSE
TEACHERS’ CAREER TRACKS
TEACHING TRACK LEADERSHIP TRACK SENIOR SPECIALIST TRACK
Director-General of Education
Director and above (Super-scale E, E1, D)
Chief Specialist (Super-scale E1, D)
Principal/Deputy Director/Cluster Supt. (Super-scale G, F, E)
Principal Specialist (Super-scale F, E)
Principal (Super-scale H, G)
Lead Specialist (Super-scale H, G)
Master Teacher 2 (SEO 1A2)
Vice Principal (SEO 1A2)
Senior Specialist 2 (SEO 1A2)
Master Teacher 1 (SEO 1A1)
Head of Department (SEO1A1)
Senior Specialist 1 (SEO 1A1)
Senior Teacher (SEO 1)
Subject Head / Level Head (SEO1)
Teacher (GEO 1A3/2A3)
Teacher (GEO 1A1/2A1)
Teacher (GEO 1 / 2)
Beginning Teacher
EFFECTS AND CHARACTERISTICS OF THE PMS
PERFORMANCE MANAGEMENT SYSTEM
SYNERGISTIC FUNCTIONING BETWEEN THE VARIOUSDEPARTMENTS IN THE SCHOOLS
1.
GREATER OBJECTIVITY OF MEASUREMENT OF PERFORMANCE
3.
JOB HOLDERS WILL HAVE GREATER CLARITY OF TASKSAND JOB FUNCTIONS AND THE COMPETENCIES REQUIRED BY ALL JOB HOLDERS
2.
TOWARDS EQUITY, EFFECTIVENESS AND EFFICIENCY 4.
PERFORMANCE MANAGEMENT SYSTEM
EFFECTS AND CHARACTERISTICS OF THE PMS
PROFESSIONAL DEVELOPMENT IS AN ON-GOINGPROCESS TO SUSTAIN EXCELLENCE IN THE WORKFORCE
5.
IT APPLIES SIMULTANEOUSLY TO ALL ACADEMIC STAFF INSCHOOLS AND OFFICERS OF THE MINISTRY OF EDUCATION
6.
STAFF APPRAISAL INVOLVES PERFORMANCE PLANNING ANDAGREEMENT BETWEEN JOB HOLDER AND THE REPORTINGOFFICER, MID-TERM REVIEW AND FINAL APPRAISAL
7.
RAISES STAFF SKILLS IN WORKING TOWARDSEXCELLENCE BY FOSTERING A LEARNING CULTURE
8.
COMPONENTS OF PMS
ROLES AND FUNCTIONS
COMPETENCIES WORK REVIEW PROFESSIONAL DEVELOPMENT
PERFORMANCE MANAGEMENT SYSTEM
This documents what roles each officer is expected to play so that they are clearly spelt out to be in the knowledge of both the officer and his or her reporting officerIt is a reference material for the officer to make constant reference to in order to set realistic target on what to achieve for the year
Knowledge, ability and skills required for the excellent performance of roles and functions
Appraisal and ratings of performance
Identification of areas of:1.Excellence2.Required improvement
Taking responsibility for self-development
Professional development for capacity building
TEACHING TRACK
AREAS OF ROLES AND FUNCTIONS – KEY RESULTS AREAS
PERFORMANCE MANAGEMENT SYSTEM
HOLISTIC DEVELOPMENT OF STUDENTS THROUGH:
Quality Learning of Students
1. Create positive classroom
environment. 2. Use innovative teaching
techniques.
Pastoral-Care & Well-Being of
Students 1. Provide care, build trust and
show friendliness. 2. Determine current and
future student-needs. 3. Provide necessary guidance
and support.
Co-curricular Activities
1. Inculcate positive values and
attitudes through intellectual, physical, moral, emotional and social development.
2. Use CCA as opportunities to maximize students’ potential.
Contribution to School
1. Participate actively in school initiatives and duties.
Collaboration with Parents
1. Work with parents to
maximize their children’s learning.
Professional Development
1. Engage in continual
learning. 2. Guide colleagues in
knowledge and skills
TEACHING TRACK
COMPETENCIES - KNOWLEDGE AND SKILLS
PERFORMANCE MANAGEMENT SYSTEM
KNOWLEDGE IN TEACHING AREAS
Knowledge of Subject Content and Curriculum.
KNOWLEDGE IN PSYCHOLOGY
Knowledge of child development in the cognitive, affective and physical domains.
KNOWLEDGE OF
DEVELOPMENTS IN EDUCATION Knowledge in other areas of education to be a complete educator.
KNOWLEDGE IN EDUCATION POLICIES
Knowledge of rationale and philosophy behind policies.
SKILLS – PEDAGOGY
Ability in various teaching techniques and approaches.
LEADERSHIP TRACK
PERFORMANCE MANAGEMENT SYSTEM
AREAS OF ROLES AND FUNCTIONS – KEY RESULTS AREAS
Charting Organizational Directions through:
Leadership / Vision Exercise visionary leadership, looking beyond the present, consider views of others, build teams, set directions for others.
Strategic Planning and Administration Develop action plans, work with teams, set strategic directions, plan and track performance, anticipate changes and prepare contingencies.
Developing People through:
Development and Management of Staff Motivate and inspire staff, develop and utilize staff potential.
Professional Development Demonstrate commitment to professional growth of self and others.
Management of Processes
Ensure development and implementation of key processes (teaching and learning processes) are in line with provision of a holistic education.
Management of Resources Manage internal resources (physical, financial, educational materials, time) and the partnership with the larger community, effectively.
COMPETENCIES – KNOWLEDGE AND SKILLS
PERFORMANCE MANAGEMENT SYSTEM
LEADERSHIP TRACK
EDUCATION POLICIES Have knowledge and understanding of the rationale and philosophy of education policies and skills for their implementation.
DEVELOPMENTS IN FIELD OF EDUCATION
Have up-to-date knowledge of developments in education and the skills to lead others in utilizing them where appropriate.
LEADERSHIP AND SCHOOL MANAGEMENT Knowledge and skills in management and leadership relevant to leading a school.
PEOPLE MANAGEMENT
Knowledge and skills in human relations and people management.
PERFORMANCE MANAGEMENT SYSTEM
ROLE PROFILE OF SENIOR SPECIALISTS
Senior Specialist Track has four clusters:
1. Curriculum and Instructional Design Cluster a. Curriculum and Instructional Design Specialist Track
2. Educational Psychology and Guidance Cluster a. Educational Psychologist Track b. Guidance Specialist Track
3. Educational Testing and Measurement Cluster a. Educational Assessment Specialist Track b. Educational Psychometrician Track
4. Educational Research and Statistics Cluster a. Educational Research and Statistics Specialist Track
PERFORMANCE MANAGEMENT SYSTEM
COMPETENCIES FOR SPECIALISTS
There are nine areas of competencies for Specialists.
1. Professional Mastery: A drive to find out more and provide thought leadership
in one’s field of expertise.
2. Drive for Improvement: A concern for proactively working well and taking action
to surpass a standard of excellence.
For each area, there are different levels of competencies targeted at the different levels of Specialists.
3. Stakeholder Focus: The ability to provide professional advice and input relevant to the concerns of stakeholders.
4. Intellectual Integrity: Acts with professional objectivity.
PERFORMANCE MANAGEMENT SYSTEM
COMPETENCIES FOR SPECIALISTS
There are nine areas of competencies for Specialists.
5. Flexibility: The ability to adapt and work effectively with various
individuals or groups in a variety of situations.
6. Analytical Thinking: The ability to think logically break things down and recognize cause and effect.
For each area, there are different levels of competencies targeted at the different levels of Specialists.
8. Impact and Influence: The drive and ability to produce positive outcomes by
persuading, convincing and influencing others.
9. Developing Others: The drive to develop the capabilities of others and help them
realize their full potential.
7. Conceptual Thinking: The ability to see patterns, make connections and see
the big picture.
PERFORMANCE MANAGEMENT SYSTEM
WORK REVIEW
INVOLVES:
• SETTING OF WORK TARGETS AGREED TO BY STAFF AND REPORTING OFFICER• MID-TERM REVIEW AND POSSIBE ADJUSTMENTS TO TARGETS
• END-OF-YEAR APPRAISAL ON KEY COMPETENCY DOMAINS
• RECOMMENDATION FOR PROFESSIONAL DEVELOPMENT
PERFORMANCE MANAGEMENT SYSTEM
WORK REVIEWThere are two sets of forms for teachers:
1.Work Review Form2.Development Form
CONFIDENTIAL SERVICE PARTICULARS
Name: Period of Assessment:
NRIC: Age:
Substantive Grade:
Date to Grade:
Job Title:
Length of Service: National Service Rank:
National Service Appointment:
Job Description 1. State the purpose of the job. 2. State major additional jobs (if any)
WORK REVIEW
PERFORMANCE MANAGEMENT SYSTEM
SECTION 1: KEY RESULT AREAS (KRA)INSTRUCTIONS: (Instructions are given here on setting targets thorugh discussion with Reporting Officer).
SECTION 1: KEY RESULT AREAS (KRA) INSTRUCTIONS: (Instructions are given here on setting targets thorugh discussion with Reporting Officer).
Targets Achievement and Progress
Mid-Year Year-End 1. Holistic Development of
Students through: Quality Learning of
Students
Pastoral Care & Well-being of Students
Co-curricular Activities
2. Contribution to School
3. Collaboration with Parents
4. Professional Development
5. Others
PERFORMANCE MANAGEMENT SYSTEM
SECTION 2: TEACHING COMPETENCIES CORE COMPETENCY
NURTURING THE WHOLE CHILD: The passion and commitment to nurture the whole child. Target Level
Competency Rating Mid-Year Year-End
1. Shares values Shares values with the child through advice,
feedback and discussions with the intent to nurture the whole child.
□ Not Observed □ Developing □ Competent □ Exceeding
□ Not Observed □ Developing □ Competent □ Exceeding
2. Takes actions Sees the possibilities in each child and takes
appropriate actions to convince him of values, and improve his self-confidence.
GEO 1 / 2 1A1 / 2A1 1A2 / 2A2
□ Not Observed □ Developing □ Competent □ Exceeding
□ Not Observed □ Developing □ Competent □ Exceeding
3. Strives for the best possible provision Acts consistently in the interest of the child and
persists in working for the best possible outcomes. ST
□ Not Observed □ Developing □ Competent □ Exceeding
□ Not Observed □ Developing □ Competent □ Exceeding
etc. MTT
CULTIVATING KNOWLEDGE SUBJECT MASTERY: The drive to find out more and stay abreast of developments in one’s field of excellence.
Target Level Competency Rating
Mid-Year Year-End
1. Has knowledge in subject area and awareness of educational issues
Shows keen interest in own subject area and related educational issues within subject area.
GEO 1 / 2
□ Not Observed □ Developing □ Competent □ Exceeding
□ Not Observed □ Developing □ Competent □ Exceeding
2. Keeps abreast with trends and developments in own subject area
Takes initiative to stay current and expand content knowledge of own subject area..
GEO 1A1 / 2A1 /1A2 /
2A2
□ Not Observed □ Developing □ Competent □ Exceeding
□ Not Observed □ Developing □ Competent □ Exceeding
etc. MTT
□ Not Observed □ Developing □ Competent □ Exceeding
□ Not Observed □ Developing □ Competent □ Exceeding
etc.
DEVELOPMENT FORM
PERFORMANCE MANAGEMENT SYSTEM
SECTION 1: PERFORMANCE ASSESSMENT
A. The officer far exceeds requirements of his/her current grade in all areas of his/her work,
and makes positive contributions in areas beyond his/her immediate responsibility.
B. The officer exceeds requirements of his/her current grade in most areas of his/her work.
C. The officer exceeds requirements of his/her current grade in some areas of his/her work.
(Additional contributions are more than shortcomings)
D. The officer is just able to meet requirements of his/her current grade in his/her work.
(Additional contributions are balanced by shortcomings)
E. The officer is unable to meet requirements of his/her current grade in his/her work.
(Shortcomings are more than additional contributions)
DEVELOPMENT FORM
PERFORMANCE MANAGEMENT SYSTEM
SECTION 2: Career Management
(a) Competencies: Ratings of highest observed competency.(b) Long-Term Development Possibilities: Possible change of tracks.(c) Potential: Possibility of position by age of 45 years. (d) Key Appointment Likelihood: Probability of becoming a Master
Teacher or Principal.(e) Senior Specialist Potential: (If applicable).(f) Career Development Recommendations: Recommendations of
possible long or short-term career development directions (e.g. possible assignments, posting, etc.)
SECTION 3: Recommendation for Promotion / Confirmation
PERFORMANCE MANAGEMENT SYSTEM
CEP Grade Teaching Leadership Specialist
P3 C, B DGE
P4 E, E1, D Dir Snr Sp5
P5 G, F, E P/DD/Supt Snr Sp4
P6A SEO1A2, H, G P Snr Sp3
P6B SEO1A2 Master Tr 2 VPSnr Sp2
P6B SEO1A1 Master Tr 1 VP
P7SEO1 Snr Tr
HODSnr Sp1
P7 Snr Hd/ L Hd
P8 GEO1A3/2A3 Tr
P8 GEO1A2/2A2 Tr
P9 GEO1A1/2A1 Tr
P9 GEO1/2 Tr
Assignment of Current Estimated Potential
PERFORMANCE MANAGEMENT SYSTEM
Rules for Performance Grading
SEO1 and above, A grade are given only if the CEP is at least 2 levels above present substantive grade while B grade is given only if the CEP is at least 1 level above
Grade higher than C for those promoted in the previous year requires justification
If substantive grade = CEP, maximum grade is C
PERFORMANCE GRADING AND CEP
PERFORMANCE MANAGEMENT SYSTEM
Rules for Performance Grading
- Top 25% of C graders for SEO1A2 and below can be promoted subject to the promoted grade being either the same as the job grade or lower
- For consideration on the Senior Specialist Track, B grade is a minimum requirement for the year of assessment
- Quotas: 5% A, 30% B, 60% C and 5% D
- Promotion rate depends on lower of the last 3 years’ CEP
- No adjustment to CEP after 45 years old
PERFORMANCE GRADING AND CEP
Annual Performance bonus is tied to the grade.
PERFORMANCE MANAGEMENT SYSTEM
PERFOMANCE RANKING FOR FINAL GRADES
All Officers on all three tracks of the Teaching Workforce are ranked.
First level of ranking of teachers is done at the department level.
Second level is at the meeting between Heads of Departments and the Principal and Vice-Principal.
Third level is at the Cluster level, done by Principals and the Cluster Superintendents.
Final Grades are awarded after the ranking at all levels.
Grades can be vetoed by the superintendent if teacher is know to have bad record of behavior.
PERFORMANCE MANAGEMENT SYSTEM
Consistently Good Performance Minimum “2Bs and 1C” including “B” for latest year Delay of 1 to 2 years for “C” graders GEO1 cohort promotion to GEO1A1 – Need 3 “Cs” “D/E” graders not eligible for promotion
CEP is higher than officer’s current substantive grade
Meet time norms – year in service and year in grade
Those with high CEPs of greater than or equal to P6A will be tracked. CEPs below P6A will not be tracked.
CEP can be increased only one level at a time.
PROMOTION CRITERIA
Thank you