Performance Management System Teacher Evaluation in Singapore Lee Ong Kim NATIONAL INSTITUTE OF EDUCATION NANYANG TECHNOLOGICAL UNIVERSITY SINGAPORE

PREMISE AND PURPOSE THE PMS IS A DEVELOPMENTAL TOOL, PROMOTING 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

PMS PREMISE AND PURPOSE PERFORMANCE MANAGEMENT SYSTEM QUALITY HUMAN RESOURCE (WORKFORCE) QUALITY OUTPUT OF SCHOOLS HIGHLY SKILLED AND EFFECTIVE TEACHERS CAPABLE SCHOOL LEADERS High Quality Teacher Preparation Leadership Training APPRAISAL AND ADEQUATE SYSTEM OF REWARDS FOR QUALITY PERFORMANCE Professional Development and Support PMS

TEACHERS’ CAREER TRACKS

EFFECTS AND CHARACTERISTICS OF THE PMS PERFORMANCE MANAGEMENT SYSTEM EFFECTS AND CHARACTERISTICS OF THE PMS SYNERGISTIC FUNCTIONING BETWEEN THE VARIOUS DEPARTMENTS IN THE SCHOOLS 1. JOB HOLDERS WILL HAVE GREATER CLARITY OF TASKS AND JOB FUNCTIONS AND THE COMPETENCIES REQUIRED BY ALL JOB HOLDERS 2. GREATER OBJECTIVITY OF MEASUREMENT OF PERFORMANCE 3. TOWARDS EQUITY, EFFECTIVENESS AND EFFICIENCY 4.

EFFECTS AND CHARACTERISTICS OF THE PMS 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. STAFF APPRAISAL INVOLVES PERFORMANCE PLANNING AND AGREEMENT BETWEEN JOB HOLDER AND THE REPORTING OFFICER, MID-TERM REVIEW AND FINAL APPRAISAL 7. RAISES STAFF SKILLS IN WORKING TOWARDS EXCELLENCE BY FOSTERING A LEARNING CULTURE 8.

COMPONENTS OF PMS PERFORMANCE MANAGEMENT SYSTEM 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

AREAS OF ROLES AND FUNCTIONS – KEY RESULTS AREAS PERFORMANCE MANAGEMENT SYSTEM TEACHING TRACK AREAS OF ROLES AND FUNCTIONS – KEY RESULTS AREAS

COMPETENCIES - KNOWLEDGE AND SKILLS PERFORMANCE MANAGEMENT SYSTEM TEACHING TRACK COMPETENCIES - KNOWLEDGE AND SKILLS

AREAS OF ROLES AND FUNCTIONS – KEY RESULTS AREAS PERFORMANCE MANAGEMENT SYSTEM LEADERSHIP TRACK AREAS OF ROLES AND FUNCTIONS – KEY RESULTS AREAS

COMPETENCIES – KNOWLEDGE AND SKILLS PERFORMANCE MANAGEMENT SYSTEM LEADERSHIP TRACK COMPETENCIES – KNOWLEDGE AND SKILLS

PERFORMANCE MANAGEMENT SYSTEM

COMPETENCIES FOR SPECIALISTS 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.

COMPETENCIES FOR SPECIALISTS 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.

WORK REVIEW INVOLVES: PERFORMANCE MANAGEMENT SYSTEM 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

WORK REVIEW PERFORMANCE MANAGEMENT SYSTEM There are two sets of forms for teachers: Work Review Form Development Form

WORK REVIEW PERFORMANCE MANAGEMENT SYSTEM SECTION 1: KEY RESULT AREAS (KRA) INSTRUCTIONS: (Instructions are given here on setting targets thorugh discussion with Reporting Officer). PERFORMANCE MANAGEMENT SYSTEM WORK REVIEW

PERFORMANCE MANAGEMENT SYSTEM

DEVELOPMENT FORM PERFORMANCE MANAGEMENT SYSTEM 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)

DEVELOPMENT FORM PERFORMANCE MANAGEMENT SYSTEM 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

Assignment of Current Estimated Potential PERFORMANCE MANAGEMENT SYSTEM Assignment of Current Estimated Potential 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 VP Snr Sp2 SEO1A1 Master Tr 1 P7 SEO1 Snr Tr HOD Snr Sp1 Snr Hd/ L Hd P8 GEO1A3/2A3 Tr GEO1A2/2A2 P9 GEO1A1/2A1 GEO1/2

PERFORMANCE GRADING AND CEP 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

PERFORMANCE GRADING AND CEP 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.

PERFOMANCE RANKING FOR FINAL GRADES 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.

PROMOTION CRITERIA 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.

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