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

2. 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

3. 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

4. TEACHERS’ CAREER TRACKS

5. 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.

6. 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.

7. 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

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

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

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

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

12. PERFORMANCE MANAGEMENT SYSTEM

13. 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.

14. 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.

15. 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

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

17. 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

18. PERFORMANCE MANAGEMENT SYSTEM

19. 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)

20. 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

21. 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

22. 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

23. 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.

24. 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.

25. 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.

26. Thank you