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Performance Management System. Teacher Evaluation in Singapore. Lee Ong Kim. NATIONAL INSTITUTE OF EDUCATION NANYANG TECHNOLOGICAL UNIVERSITY SINGAPORE. PERFORMANCE MANAGEMENT SYSTEM. PREMISE AND PURPOSE . THE PMS IS A DEVELOPMENTAL TOOL, PROMOTING

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Performance Management System

Teacher Evaluation in Singapore

Lee Ong Kim

NATIONAL INSTITUTE OF EDUCATION

NANYANG TECHNOLOGICAL UNIVERSITY

SINGAPORE


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PERFORMANCE MANAGEMENT SYSTEM

PREMISE AND PURPOSE

  • THE PMS IS A DEVELOPMENTAL TOOL, PROMOTING

    PROFESSIONAL DEVELOPMENT AND GROWTH

  • 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


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QUALITY HUMAN RESOURCE

(WORKFORCE)

QUALITY OUTPUT OF SCHOOLS

HIGHLY SKILLED AND

EFFECTIVE TEACHERS

CAPABLE SCHOOL LEADERS

PERFORMANCE MANAGEMENT SYSTEM

PREMISE AND PURPOSE

High Quality

Teacher

Preparation

Professional Development and Support

APPRAISAL AND ADEQUATE SYSTEM OF REWARDS FOR QUALITY PERFORMANCE

PMS

High Quality

Leadership

Training


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TEACHERS’ CAREER TRACKS


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PERFORMANCE MANAGEMENT SYSTEM

EFFECTS AND CHARACTERISTICS OF THE PMS

1.

SYNERGISTIC FUNCTIONING BETWEEN THE VARIOUS

DEPARTMENTS IN THE SCHOOLS

GREATER OBJECTIVITY OF MEASUREMENT OF PERFORMANCE

3.

2.

JOB HOLDERS WILL HAVE GREATER CLARITY OF TASKS

AND JOB FUNCTIONS AND THE COMPETENCIES REQUIRED

BY ALL JOB HOLDERS

TOWARDS EQUITY, EFFECTIVENESS AND EFFICIENCY

4.


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PERFORMANCE MANAGEMENT SYSTEM

EFFECTS AND CHARACTERISTICS OF THE PMS

PROFESSIONAL DEVELOPMENT IS AN ON-GOING

PROCESS TO SUSTAIN EXCELLENCE IN THE WORKFORCE

5.

IT APPLIES SIMULTANEOUSLY TO ALL ACADEMIC STAFF IN

SCHOOLS AND OFFICERS OF THE MINISTRY OF EDUCATION

6.

7.

STAFF APPRAISAL INVOLVES PERFORMANCE PLANNING AND

AGREEMENT BETWEEN JOB HOLDER AND THE REPORTING

OFFICER, MID-TERM REVIEW AND FINAL APPRAISAL

RAISES STAFF SKILLS IN WORKING TOWARDS

EXCELLENCE BY FOSTERING A LEARNING CULTURE

8.


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PERFORMANCE MANAGEMENT SYSTEM

COMPONENTS OF PMS

ROLES AND FUNCTIONS

PROFESSIONAL DEVELOPMENT

COMPETENCIES

WORK REVIEW

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 officer

Knowledge, ability and skills required for the excellent performance of roles and functions

Appraisal and ratings of performance

Taking responsibility for self-development

  • Identification of areas of:

  • Excellence

  • Required improvement

Professional development for capacity building

It 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


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PERFORMANCE MANAGEMENT SYSTEM

TEACHING TRACK

AREAS OF ROLES AND FUNCTIONS – KEY RESULTS AREAS


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PERFORMANCE MANAGEMENT SYSTEM

TEACHING TRACK

COMPETENCIES - KNOWLEDGE AND SKILLS


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PERFORMANCE MANAGEMENT SYSTEM

LEADERSHIP TRACK

AREAS OF ROLES AND FUNCTIONS – KEY RESULTS AREAS


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PERFORMANCE MANAGEMENT SYSTEM

LEADERSHIP TRACK

COMPETENCIES – KNOWLEDGE AND SKILLS


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PERFORMANCE MANAGEMENT SYSTEM


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PERFORMANCE MANAGEMENT SYSTEM

COMPETENCIES FOR SPECIALISTS

There are nine areas of competencies for Specialists.

For each area, there are different levels of competencies targeted at the different levels of Specialists.

  • Professional Mastery: A drive to find out more and provide thought leadership

  • in one’s field of expertise.

  • Drive for Improvement: A concern for proactively working well and taking action

  • to surpass a standard of excellence.

  • Stakeholder Focus: The ability to provide professional advice and input

  • relevant to the concerns of stakeholders.

4. Intellectual Integrity: Acts with professional objectivity.


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PERFORMANCE MANAGEMENT SYSTEM

COMPETENCIES FOR SPECIALISTS

There are nine areas of competencies for Specialists.

For each area, there are different levels of competencies targeted at the different levels of Specialists.

5. Flexibility: The ability to adapt and work effectively with various

individuals or groups in a variety of situations.

  • Analytical Thinking: The ability to think logically break things down and

  • recognize cause and effect.

  • Conceptual Thinking: The ability to see patterns, make connections and see

  • the big picture.

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.


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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


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PERFORMANCE MANAGEMENT SYSTEM

WORK REVIEW

  • There are two sets of forms for teachers:

  • Work Review Form

  • Development Form


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SECTION 1: KEY RESULT AREAS (KRA)

INSTRUCTIONS:

(Instructions are given here on setting targets thorugh discussion with Reporting Officer).

PERFORMANCE MANAGEMENT SYSTEM

WORK REVIEW


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PERFORMANCE MANAGEMENT SYSTEM


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PERFORMANCE MANAGEMENT SYSTEM

DEVELOPMENT FORM

SECTION 1: PERFORMANCE ASSESSMENT

  • 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.

  • 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)


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PERFORMANCE MANAGEMENT SYSTEM

DEVELOPMENT FORM

SECTION 2: Career Management

  • Competencies: Ratings of highest observed competency.

  • Long-Term Development Possibilities: Possible change of tracks.

  • Potential: Possibility of position by age of 45 years.

  • Key Appointment Likelihood: Probability of becoming a Master Teacher or Principal.

  • Senior Specialist Potential: (If applicable).

  • 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


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PERFORMANCE MANAGEMENT SYSTEM

Assignment of Current Estimated Potential


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PERFORMANCE MANAGEMENT SYSTEM

PERFORMANCE GRADING AND CEP

  • 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


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PERFORMANCE MANAGEMENT SYSTEM

PERFORMANCE GRADING AND CEP

  • 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

  • Annual Performance bonus is tied to the grade.


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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.


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PERFORMANCE MANAGEMENT SYSTEM

PROMOTION CRITERIA

  • 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.


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Thank you


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