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Staff Management Department HEART Framework Prepared by Mrs Aw Lilian (SSD) Canberra Primary School HEART Framework (Revised) Human Resource Planning Engaged Staff 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 Total Well-Being Recognition iCREST Advancement Career Development Opportunities & Rewards – MOE & School-Based Awards Canberra Primary School HEART Framework (Revised) Human Resource Planning Engaged Staff Total Well-Being Recognition iCREST Advancement Career Development Opportunities & 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. Human Resource Planning Total Well-Being Recognition Engaged Staff iCREST & Rewards – MOE & School-Based Awards Advancement Career Development Opportunities How does the school allocate teachers’ work and duties? Human Resource Planning • Future School Developments 1:1 Learning using iPad 3Dhive • PERI HA (Assessment for Learning • Staff Preference Survey ( subjects specialization, CCA preference, personal concerns etc) • Staff’s substantive grades • Staff’s aspiration, performance, • competencies & potential School Vision, Mission and Values Strategic Thrusts Short Term Goals Staff Resource Planning by Executive Committee Members Staff Resource Allocation Teaching Duties CCA Duties Support Committees School-Wide Committees Short Term Plan (1 year) 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 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 Deployment Long Term Plan (3-5 years) Leadership opportunities School-Wide Committees or Special programmes 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) Human Resource Planning Total Well-Being Recognition Engaged Staff iCREST & Rewards – MOE & School-Based Awards Advancement Career Development Opportunities How does the school support individual staff and team efforts for school improvement and innovation? 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 EOs and AEDs good practices In-House PD Sharing Seminar School-Wide sharing and learning EOs and AEDs 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 EOs with subgrades GEO1A2, GEO2A2 and higher Stop and Think ! As Beginning Teachers, which mechanisms will you be engaged in to provide your suggestions for school improvement? Human Resource Planning Total Well-Being Recognition Engaged Staff iCREST & Rewards – MOE & School-Based Awards Advancement Career Development Opportunities How does the school identify staff learning and development needs? 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 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) Coaching by Reporting Officer Mentoring & Coaching by Senior KPs and SLs Education Officers Career Pathways Links to EOs Career Tracks • Career Development: Teaching Track • http://uat.intranet.moe.gov.sg/hr_online/EO/careerDe velopment/careerPathway/TeachingFields.htm • Career Development: Leadership Track • http://uat.intranet.moe.gov.sg/hr_online/EO/careerDe velopment/careerPathway/LeadershipFields.htm • Career Development: Senior Specialist Track • http://uat.intranet.moe.gov.sg/hr_online/EO/careerDe velopment/careerPathway/SeniorSpecialist.htm Must Activate SSOE VPN to gain access to these links Key Result Areas ( Beginning Teachers ) Key Result Areas Levels in the teaching field 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. 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 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. • 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 Stop and Think ! Which 3 Key Result Areas will you focus on as a Beginning Teacher? Human Resource Planning Total Well-Being Recognition Engaged Staff iCREST & Rewards – MOE & School-Based Awards Advancement Career Development Opportunities How the school manages staff performance appraisal & recognition? 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) 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. Performance The definitions of the various performance grades are: A B 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. 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 C areas of his work. COfficer is barely able to meet the requirements of his current substantive grade in his D work. The officer is unable to meet the requirements of his current substantive grade in his E 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. 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 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. 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 Stop and Think ! Who can help you when you are not sure how to use the Enhance Performance Management System (EPMS) Forms? Human Resource Planning Total Well-Being Recognition Engaged Staff iCREST & Rewards – MOE & School-Based Awards Advancement Career Development Opportunities How the school determines and promotes staff health and satisfaction? Total Well-Being Feedback from MIB Focus Group Discussion Informal Interaction Exco/Contact/ Level / Departmental Meeting Chit-chat session Staff Well-Being Needs Work Review Staff Well-Being Committee Staff Satisfaction Survey Collegiality Health & Fitness Work Environment & Family Friendly • • • • • • • • Promote Health Lifestyle • • Flexible Work Schemes Use of School Facilities for staff activities Security of environment • • EXCO • Celebrations Staff Dinner Staff Local RetreatTeam Building Interest-based overseas trips Staff CIP KP Retreat-Team Building Health Screening Games & Sports Eat Fruit Day MOE Olive Run • 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]