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

2. Canberra Primary School HEART Framework (Revised)
iCREST
Human
Resource
Planning
Advancement
Career
Development
Opportunities
Total Well-Being
Engaged
Staff
Recognition
& Rewards –
MOE &
School-Based
Awards H
Human Resource Planning
(Staff allocation and deployment for optimal outcomes) E
Engaged Staff through active involvement in school improvement works to improve school’s learning outcomes A
Advancement 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

3. Canberra Primary School HEART Framework (Revised)
iCREST
Human
Resource
Planning
Advancement
Career
Development
Opportunities
Total Well-Being
Engaged
Staff
Recognition
& Rewards –
MOE &
School-Based
Awards
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.

4. How does the school allocate teachers’ work and duties?
iCREST
Human
Resource
Planning
Advancement
Career
Development
Opportunities
Total Well-Being
Engaged
Staff
Recognition
& Rewards –
MOE &
School-Based
Awards
How does the school allocate teachers’ work and duties?

5. Human Resource Planning
School Vision, Mission and Values
Strategic Thrusts
Short Term Goals
Future School Developments
1:1 Learning using iPad
3Dhive
PERI HA (Assessment for Learning
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
Short Term Plan (1 year)

6. Human Resource Planning
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

7. Human Resource Planning
School Vision, Mission and Values
Strategic Thrusts
Succession Plan for key appointments
(Leadership & ST-ship)
Groom officers with high potential
Development Plan
Coaching by Key Personnel
(SLs, MMs, STs)
Provide support to prepare portfolio & interviews
Leadership opportunities
School-Wide Committees or Special programmes
Deployment
Long Term Plan (3-5 years)

8. Human Resource Planning
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)

9. iCREST
Human
Resource
Planning
Advancement
Career
Development
Opportunities
Total Well-Being
Engaged
Staff
Recognition
& Rewards –
MOE &
School-Based
Awards
How does the school support individual staff and team efforts for school improvement and innovation?

10. Engaged Staff Mechanisms to encourage suggestions: MECHANISMS
OBJECTIVES
PARTICIPANTS
MOE 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

11. Engaged Staff Mechanisms to encourage suggestions: MECHANISMS
OBJECTIVES
PARTICIPANTS
Action 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

12. Stop and Think !
As Beginning Teachers, which mechanisms will you be engaged in to provide your suggestions for school improvement?

13. How does the school identify staff learning and development needs?
iCREST
Human
Resource
Planning
Advancement
Career
Development
Opportunities
Total Well-Being
Engaged
Staff
Recognition
& Rewards –
MOE &
School-Based
Awards
How does the school identify staff learning and development needs?

14. Advancement How do I identify my learning needs? 4 Key Steps:
The school leaders determined the learning and development needs of all staff based on the strategic themes and strategic objectives.
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.
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.
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.

15. 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

16. Advancement How am I supported professionally in CPS?
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)

17. Education Officers Career Pathways

18. Links to EOs Career Tracks
Career Development: Teaching Track
Career Development: Leadership Track
Career Development: Senior Specialist Track
Must Activate SSOE VPN to gain access to these links

19. Key Result Areas ( Beginning Teachers )
Levels in the teaching field
Key Result Areas
Holistic development of pupils through:
Quality Learning of Pupils
Teachers 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 Pupils
Teachers provide a culture of care, trust and
friendliness that enhances the well being and character development of pupils. Teachers usea variety of methods to determine current and future pupil needs and expectations, and
provide necessary guidance and support.
Co-Curricular Activities
Teachers 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 School
Teachers participate actively in school initiatives and duties, which will bring about school effectiveness and
development.
Collaboration with Parents
Teachers work in collaboration and partnership with
parents to maximise the learning objectives of pupils.
Professional Development
Teachers 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.
Beginning Teacher
•Draw up lesson plans with
appropriate class activities and
materials
Deliver valid and effective
lessons
Maintain discipline and order in
class
• Design appropriate assessment
• Monitor the performance of pupils and provide feedback to
pupils of their performance
• Maintain discipline and organise class activities and materials
appropriately
• Provide guidance to pupils and intervene where necessary
• Conduct CCA with guidance from
supervisor
• Show interest and willingness to
contribute
• Contribute (with guidance from supervisor) to the implementation of
school wide initiatives and duties which will bring about school
effectiveness
• Keep parents informed on pupil
progress and school activities
• Establish regular communication
with parents
• Show interest and initiative to develop
deeper understanding of own subject area
and teaching expertise

20. Which 3 Key Result Areas will you focus on as a Beginning Teacher?
Stop and Think !
Which 3 Key Result Areas will you focus on as a Beginning Teacher?

21. How the school manages staff performance appraisal & recognition?
iCREST
Human
Resource
Planning
Advancement
Career
Development
Opportunities
Total Well-Being
Engaged
Staff
Recognition
& Rewards –
MOE &
School-Based
Awards
How the school manages staff performance appraisal & recognition?

22. 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 :
(you need to access SSOE VPN to log onto this webiste)

23. Performance 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.

24. Performance The definitions of the various performance grades are:
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.

25. 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.

26. Appraisal Process

27. Teaching Competency Model

28. Key Result Areas Holistic Development of Pupils through:
Quality Learning of Pupils Teachers 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 Pupils Teachers 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 Activities Teachers 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 School
Teachers participate actively in school initiatives and duties, which will bring about school effectiveness and development.
Collaboration with Parents
Teachers work in collaboration and partnership with parents to maximise the learning objectives of pupils.
Professional Development
Teachers 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.

29. 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:
Contact Session

30. Stop and Think !
Who can help you when you are not sure how to use the Enhance Performance Management System (EPMS) Forms?

31. How the school determines and promotes staff health and satisfaction?
iCREST
Human
Resource
Planning
Advancement
Career
Development
Opportunities
Total Well-Being
Engaged
Staff
Recognition
& Rewards –
MOE &
School-Based
Awards
How the school determines and promotes staff health and satisfaction?

32. Total Well-Being Staff Well-Being Needs Feedback from MIB
Focus Group Discussion
Informal Interaction
Exco/Contact/ Level /
Departmental Meeting
Chit-chat session
Staff Well-Being Needs
Work Review
Staff Satisfaction Survey
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

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

34. Contact Lilian for any clarification: aw_lilian@moe.edu.sg