Staff Management Department HEART Framework Prepared by Mrs Aw Lilian (SSD)

Staff Management DepartmentHEART Framework

Prepared by Mrs Aw Lilian (SSD)

iCREST

Human Resource Planning

AdvancementCareerDevelopmentOpportunities

Total Well-Being

EngagedStaff

Recognition& Rewards –MOE & School-Based Awards

Canberra Primary SchoolHEART Framework (Revised)

HHuman Resource Planning(Staff allocation and deployment for optimal outcomes)

EEngaged Staff through active involvement in school improvement works to improve school’s learning outcomes

AAdvancement in Personal and Professional Development through Structured Staff Learning & Development programmes

R Recognition of staff performance

T Total Well-being of staff in terms of health and satisfaction

iCREST



Total Well-Being

EngagedStaff


Canberra Primary SchoolHEART Framework (Revised)

Canberra Primary School believes that in our approach, deployment and execution of any plans or decisions, we must have a Heart for our People. Hence, the school values, iCREST is the underpinning guide in whatever we do.

How does the school allocate teachers’ work and duties?

iCREST



Total Well-Being

EngagedStaff



Short Term Plan (1 year)

Staff Resource Planning by Executive Committee Members

• Staff Preference Survey ( subjects specialization, CCA preference, personal concerns etc)• Staff’s substantive grades• Staff’s aspiration, performance, • competencies & potential

Staff Resource Allocation

Teaching Duties CCA Duties Support Committees

School-Wide Committees

School Vision, Mission and ValuesStrategic ThrustsShort Term Goals

• Future School Developments 1:1 Learning using iPad 3Dhive

• PERI HA (Assessment for Learning


Short Term Staff Resource Plan:• Involve Middle Management in planning & deploying• Involve Staff through Staff Preference Survey • Feedback from staff through EPMS work review sessions• Value-added indices:

– subject-teaching competency of teachers based on data (e.g. track records in upper/ lower pri, student abilities, subjects)

• Specialization of subjects / training & development attended (e.g. training during NIE)• Co-teaching (2 teachers presence):

– Specialized trained teacher: teaching the class– The co-teacher: assisting in classroom management and learning from the specialized trained

teacher• Deployment of key staff to key committees that support Flagship programmes, eg. PERI Holistic

Assessment, Future School Development, Mentoring• School Talent Management Process:

– Identification of potential staff for talent development– Talent development and mentoring


Long Term Plan (3-5 years)

Succession Plan for key appointments

(Leadership & ST-ship)

Development Plan

Coaching by Key Personnel (SLs, MMs, STs)

Provide support to prepare portfolio & interviews

Leadership opportunitiesSchool-Wide Committees or Special programmes

Deployment

School Vision, Mission and ValuesStrategic Thrusts

Groom officers with high potential


Long Term Staff Resource Plan:• Succession plan for key positions through

identifying and developing suitable staff (Leadership Track)

• Help was offered to selected staff (ST position) to prepare for their portfolios and interview

Long Term Plan (3-5 years)

How does the school support individual staff and team efforts for school improvement and innovation?

iCREST



Total Well-Being

EngagedStaff


Engaged Staff Mechanisms to encourage suggestions:

MECHANISMS OBJECTIVES PARTICIPANTSMOE Ideas Bank For staff to put up

suggestions that will improve work processes or working environment

All Staff

Coyote Fund For staff suggestions that require financial funding

Staff with accepted proposal

Focus Group Discussions Gathering Feedback & suggestions

All staff

Time Table Time Levels sharing and learning of good practices

EOs and AEDs

In-House PD Sharing Seminar School-Wide sharing and learning

EOs and AEDs

Engaged Staff Mechanisms to encourage suggestions:

MECHANISMS OBJECTIVES PARTICIPANTSAction Research To bring together

action and reflection, theory and practice, in participation with others, in the pursuit of practical solutions to T&L issues

EOs with subgrades GEO1A2, GEO2A2 and higher

Lesson Study To improve T&L through development of a shared professional knowledge based on teaching

EOs with subgrades GEO1A2, GEO2A2 and higher

As Beginning Teachers, which mechanisms will you be engaged in

to provide your suggestions for school improvement?

Stop and Think !

How does the school identify staff learning and development needs?

iCREST



Total Well-Being

EngagedStaff


Advancement

How do I identify my learning needs?

4 Key Steps:1. The school leaders determined the learning and development

needs of all staff based on the strategic themes and strategic objectives.

2. Based on the staff resource plan that are aligned to the school strategic thrusts, our school determines the learning needs of target staff in key committees.

3. Staff are required to self-assessed their strengths and weaknesses using the EPMS forms and proposed suitable courses to address the gaps by creating the LNA in the TRAISI.

4. The captured LNAs of all staff will be surfaced to EXCO to finalise the Total Learning Plan and Budget for implementing the Total Learning Plan.

Advancement

How does school support my course application?Financial Support:

Training Grant of $200 per staff per year Application of sponsorship from N7 Cluster/AST/ MOE

Support in terms of Time and Space: Internal Arrangement by Level Managers Relief Teacher Staff Deployment Peer Support

Advancement

• Beginning Teachers: Induction Programme Structured Mentoring Programme Buddy System

• Teaching Track ( Potential STs) Coaching by Reporting Officer Mentoring by STs Mentoring & Coaching by Senior KPs and SLs

• Leadership Track ( Covering KPs) Coaching by Reporting Officer Mentoring & Coaching by Senior KPs and SLs

How am I supported professionally in CPS?

Education Officers Career Pathways

Links to EOs Career Tracks

• Career Development: Teaching Track • http://

uat.intranet.moe.gov.sg/hr_online/EO/careerDevelopment/careerPathway/TeachingFields.htm

• Career Development: Leadership Track• http://

uat.intranet.moe.gov.sg/hr_online/EO/careerDevelopment/careerPathway/LeadershipFields.htm

• Career Development: Senior Specialist Track• http://

uat.intranet.moe.gov.sg/hr_online/EO/careerDevelopment/careerPathway/SeniorSpecialist.htm

Must Activate SSOE VPN to gain access to these links

http://uat.intranet.moe.gov.sg/hr_online/EO/careerDevelopment/careerPathway/TeachingFields.htm




http://uat.intranet.moe.gov.sg/hr_online/EO/careerDevelopment/careerPathway/LeadershipFields.htm




http://uat.intranet.moe.gov.sg/hr_online/EO/careerDevelopment/careerPathway/SeniorSpecialist.htm



Levels in the teaching field

Key Result Areas

Holistic development of pupils through:

Quality Learning of PupilsTeachers create a classroom environment thatis positive for the learning and involvement of pupils. Teachers employ innovative and creative teaching techniques/strategies andcater to pupils of different abilities.

Pastoral Care &Well-Being of PupilsTeachers provide a culture of care, trust andfriendliness that enhances the well being and character development of pupils. Teachers usea variety of methods to determine current and future pupil needs and expectations, andprovide necessary guidance and support.

Co-Curricular ActivitiesTeachers inculcate in pupils desirable valuesand attitudes by providing for intellectual,physical, emotional, moral and socialdevelopment of pupils. Teachers use CCA toprovide opportunities for pupils to maximise theirpotential.

Contribution to SchoolTeachers participate actively in school initiatives and duties, which will bring about school effectiveness anddevelopment.

Collaboration with ParentsTeachers work in collaboration and partnership withparents to maximise the learning objectives of pupils.

Professional DevelopmentTeachers engage in continual learning through sharing,innovation and research.Teachers provide necessary guidance and training to fellowTeachers to enhance the skills, knowledge and expertise ofthe teaching profession.

Beginning Teacher •Draw up lesson plans withappropriate class activities andmaterialsDeliver valid and effectivelessonsMaintain discipline and order inclass• Design appropriate assessment• Monitor the performance of pupils and provide feedback topupils of their performance

• Maintain discipline and organise class activities and materialsappropriately• Provide guidance to pupils and intervene where necessary

• Conduct CCA with guidance fromsupervisor

• Show interest and willingness tocontribute• Contribute (with guidance from supervisor) to the implementation ofschool wide initiatives and duties which will bring about schooleffectiveness

• Keep parents informed on pupilprogress and school activities• Establish regular communicationwith parents

• Show interest and initiative to developdeeper understanding of own subject areaand teaching expertise

Key Result Areas ( Beginning Teachers )

Which 3 Key Result Areas will you focus on as a Beginning Teacher?

Stop and Think !

How the school manages staff performance appraisal & recognition?

iCREST



Total Well-Being

EngagedStaff


Recognition and Appraisal

• The Appraisal System (Performance and Potential)

• Enhanced Performance Management System (EPMS) is a competency-based tool, to help officers improve their work performance and professional expertise.

• The EPMS aims to: Provide greater clarity in terms of expectations and behaviours as well as

career progression along the different career tracks Help officers improve themselves and better their performance Align learning and development opportunities with the career tracks

Through EPMS, officers will be aware of the competencies which are essential for success in each career track and will thus be able to work towards developing themselves along their desired career paths and realise their potential.

Soft copies of EPMS and Development Forms can be found in : http://uat.intranet.moe.gov.sg/hr_online/EO/form.htm(you need to access SSOE VPN to log onto this webiste)

http://uat.intranet.moe.gov.sg/hr_online/EO/form.htm

http://uat.intranet.moe.gov.sg/hr_online/EO/form.htm

Performance is assessed based on the following factors: • Achievements of work targets set based on the EPMS Key Result

Areas• EPMS Competencies• Substantive grade versus the expected role of the officer

When assessing performance, an officer at a higher grade will most likely perform better than an officer at a lower grade due to more knowledge and experience.

To be fair to all officers, performance is therefore assessed relative to an officer’s substantive grade. This means that for an officer at a higher grade, he will be measured against the higher performance standard expected of that grade.

Performance

Performance

A Officer far exceeds the normal requirements of his current substantive grade in all areas of his work and makes positive contributions in areas beyond his immediate responsibility.

B Officer exceeds the normal requirements of his current substantive grade in most areas of his work.

C+Officer exceeds the normal requirements of his current substantive grade in some areas of his work. C

C-

D Officer is barely able to meet the requirements of his current substantive grade in his work.

E The officer is unable to meet the requirements of his current substantive grade in his work

When a performance grading of ‘D’ is assigned, it means that the officer is barely meeting the requirements of his substantive grade.

A performance grading of ‘E’ is an adverse rating. Officers who receive an ‘E’ rating in the annual appraisal report must be informed about it in writing.

The definitions of the various performance grades are:

Current Estimated Potential (CEP) MOE is committed to helping our officers develop themselves in the Education Service. Officers are given relevant training, exposure and development opportunities to help them realise their potential.

Current Estimated Potential (CEP) is used to assess an officer’s potential .The CEP is an estimation of the highest appointment or level of work an officer can handle competently before his retirement.

Based on the competencies demonstrated by the officer, his Reporting Officer will be able to assess the career track that the officer shows the greatest aptitude for and the highest appointment the officer is capable of handling on that career track and thus his CEP.

The CEP of an officer should not be constrained by his age, the apex grade of his scheme of service or the availability of higher level posts. Although an officer’s CEP is expected to stabilise after some years in service, it is still possible for his CEP to rise subsequently if he were to demonstrate qualities previously not seen. On the other hand, an officer’s CEP could fall in later years if he were to lose interest and motivation in his work.

Appraisal Process

Teaching Competency Model

Key Result AreasHolistic Development of Pupils through: Quality Learning of PupilsTeachers create a classroom environment that is positive for the learning and involvement of pupils. Teachers employ innovative and creative teaching techniques/strategies and cater to pupils of different abilities. Pastoral Care & Well-Being of PupilsTeachers provide a culture of care, trust and friendliness that enhances the well being and character development of pupils. Teachers use a variety of methods to determine current and future pupil needs and expectations, and provide necessary guidance and support. Co-Curricular ActivitiesTeachers inculcate in pupils desirable values and attitudes by providing for intellectual, physical, emotional, moral and social development of pupils. Teachers use CCA to provide opportunities for pupils to maximise their potential. Contribution to SchoolTeachers participate actively in school initiatives and duties, which will bring about school effectiveness and development.Collaboration with ParentsTeachers work in collaboration and partnership with parents to maximise the learning objectives of pupils. Professional DevelopmentTeachers engage in continual learning through sharing, innovation and research.Teachers provide necessary guidance and training to fellow Teachers to enhance the skills, knowledge and expertise of the teaching profession.

Recognition

Types of Recognitions: External Awards Nominations

President Teachers Award Excellence Service Award EL Inspiring Awards

School-based Awards Nomination Outstanding Contribution Awards

Overseas Learning Opportunities: School Sponsorship Cluster Sponsorship MOE Sponsorship

Informal Recognition by KPs: Email Contact Session

Who can help you when you are not sure how to use the Enhance

Performance Management System (EPMS) Forms?

Stop and Think !

How the school determines and promotes staff health and satisfaction?

iCREST



Total Well-Being

EngagedStaff


Total Well-Being

Chit-chat session

Feedback from MIB Informal InteractionFocus Group Discussion

Work Review

Exco/Contact/ Level /Departmental Meeting

Staff Satisfaction SurveyStaff Well-Being Needs

Collegiality Health & Fitness Work Environment & Family Friendly

Staff Well-Being Committee

• Celebrations• Staff Dinner• Staff Local Retreat-

Team Building• Interest-based

overseas trips• Staff CIP

• Health Screening• Games & Sports• Eat Fruit Day• MOE Olive Run

• Promote Health Lifestyle

EXCO • KP Retreat-Team Building

• Flexible Work Schemes• Use of School Facilities

for staff activities• Security of environment

Are there avenues for you to bring up concerns or issues on the areas of staff well-being?

Contact Lilian for any clarification:[email protected]

Staff Management Department HEART Framework Prepared by Mrs Aw Lilian (SSD)

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