EDUCATION SERVICE

Delivering Holistic Education | Upholding Professional Ethos

WORK REVIEW FORM

(TEACHING TRACK)

Name of Officer: ________________________________

Guiding Philosophy
(a) Inspiring meaningful contributions towards common aspirations
(b) Developing officers as professionals to achieve organisational goals
(c) Guiding individual and collective action through strategic priorities

Key Principles
(a) An integrated model that serves both appraisal and development functions
(b) A deep understanding of officers’ work that considers multiple perspectives
(c) A mentoring journey that is built on trust and relationships
(d) A two-way interaction that engages officers meaningfully and considers their
views and concerns
(e) A continuous process that lasts throughout the year
PERSONAL PARTICULARS

Name: Job Title: Substantive Grade:

NRIC: School: Length of Service in Current

Substantive Grade:

Key Appointments / Duties:

Class:
CCA:
Committee:
Others (e.g. cluster, ministry or national duties etc):

SECTION 1: KEY RESULT AREAS

▪ Key Result Areas (KRAs) are core duties you perform to achieve MOE’s mission and vision. This section identifies three KRA clusters and
five KRAs that are important in helping you deliver a student-centric, values-driven education. You should refer to the Individualised
Profile for the KRA Role Profile which explains the work expectations of your substantive grade.
▪ Indicate your key work plans and progress in this section to facilitate on-going discussions with your Reporting Officer (RO). Focus on
the impact and value created through your various duties (e.g. classroom teaching, CCA, committee work). Keep to a limit of three
pages for this section – there is no need to provide excessive details.

Progress & Outcomes

Key Plans
Mid-Year Year-End
1. Student Outcomes

(a) Quality Learning of Students

(b) Character Development of Students

2. Professional Outcomes
(a) Professional Development of Self
• Show interest/Take
Target Setting
initiative/ownership in seeking
Individual Learning Needs Analysis
learning opportunities and setting
• Take Reference from previous
stretch-goals to develop oneself
year’s EPMS form “Plans for
holistically
next year”
• To select focus of PD from
School Total Learning Plan
PPCR and LNA within EPMS
Mid Term Review Year End Review
• Based on Individual learning Needs • Share on learning for the year and
analysis, what are the learning how it has impacted on your work
opportunities ( courses/ school-
• Discuss with RO on focus for the
based project/ internal appointed
coming year (based on School’s
roles e.g team leader, AYH) you
Learning Direction Map) and
have taken up to develop oneself.
indicate plans in Section 3 of form.
• To refer to CARE Framework on
possible deliverables
• After discussion, indicate plans for
Semester 2 in Section 3 of form

(b) Professional Development of Others

3. Organisational Outcomes

(a) Contributions to Projects / Committee

Work

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SECTION 2: COMPETENCIES

▪ Competencies are underlying characteristics that help drive effective performance in your job. This section identifies four competency
clusters and 13 competencies that are key in enabling you to achieve the work plans detailed in Section 1. You should refer to the
Individualised Profile for a list of Competency Behavioural Indicators which explains how each competency could be demonstrated.
▪ Go through each of the 13 competencies and assess your relative areas of strength and areas for improvement with your RO in the
context of work performed. Through the discussion with your RO, identify your key areas of strength and areas for improvement by
indicating ‘S’ or ‘I’ in the respective columns (e.g. you could select one ‘S’ and one ‘I’ across each of the clusters as one possible
approach). You should then discuss how your strengths can be leveraged for future duties and how your areas for improvement could
be strengthened through learning and development plans (Section 3).

Mid- Year-
Competency End
Competencies & Definitions Year
Clusters
(S / I) (S / I)
1. Individual (a) Professional Values and Ethics
Attributes Upholds high standards of integrity, professionalism and expectations of behaviour as
outlined in the Ethos of the Teaching Profession and Code of Professional Conduct for
Aligned with Educators
(b) Self-Management and Development
TGM “The
Pursues self-development in order to maximise one’s capacity to achieve individual goals and
Ethical work plans
Educator” (c) Analytical Thinking and Intellectual Flexibility
Sees the big picture, recognises how issues are linked and analyses issues logically to
understand implications and generate possible solutions
2. Professional (a) Student-Centric, Values-Driven Practice
Mastery Delivers holistic education by adopting a student-centric approach and centring on values
education in one’s work
Aligned with (b) Curriculum and Content
TGM “The Has knowledge and constantly updates one’s understanding of the curriculum (including the
Competent co-curriculum) to improve teaching and learning
Professional” (c) Pedagogy and Instruction
Demonstrates and applies pedagogical knowledge by leveraging a range of teaching models,
and “The
instructional strategies, activities and resources to deliver effective and engaging lessons
Collaborative (d) Assessment and Evaluation
Learner” Obtains information on students’ progress through various assessment modes to enhance
learning, pedagogy, curriculum and educational policy
3. Organisational (a) Visioning and Planning
Excellence Has a clear sense of MOE’s / the school’s purpose and goals and contributes to long term
strategic plans to achieve the vision
Aligned with (b) Action Management and Implementation
TGM “The Develops action plans that organise resources, oneself and others to achieve work outcomes
Transformatio in a timely manner; monitors work progress and adapts work plans when necessary
nal Leader” (c) Culture Building and People Development
Contributes to a culture that rallies towards a common vision with a focus on staff learning
and staff well-being
4. Effective (a) Interpersonal Relationships and Skills
Collaboration Builds strong relationships and communicates effectively and persuasively with others,
valuing their views and resolving differences amicably to achieve win-win outcomes
Aligned with TGM
(b) Teamwork and Team-Building
“The Community
Displays a sense of team spirit by collaborating effectively with others, leveraging the
Builder” and “The
strengths of team members and overcoming obstacles in achieving common goals
Collaborative
Learner” (c) Internal and External Partnerships
Builds and sustains purposeful relationships with the fraternity, stakeholders and the larger
community in working together to achieve a student-centric, values-driven education

Reflection on Areas of Strength & Areas for Improvement

Note down key points of discussion on any of the above competencies and / or additional areas of strength and / or areas for improvement.
Mid-Year Year-End
Areas of
Strength
Areas for
Improvement

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 SECTION 3: LEARNING & DEVELOPMENT PLANS
▪ Use this section to draw up learning and development plans that will enable you to:
✓ Acquire skills to help you achieve work plans indicated in Section 1;
✓ Build on your strengths or meet the areas for improvement indicated in Section 2.

Learning & Development Plans

Note down broad areas of courses, seminars, workshops or other forms of developmental opportunities such as mentoring duties or
internal leadership appointments - there is no need to provide excessive details.
Plans for Semester 1
Based on last year’s end of year discussion with RO, indicate plans for the personal learning needs identified
based on School’s Total Learning Plan.
Example:
• Differentiated Instructions for Higher Ability Students
• Coaching and Mentoring

Plans for Semester 2

After mid-year review, indicate focus of personal learning needs identified based on School’s Total Learning Plan
Example:
• Differentiated Instructions for Higher Ability Students
• ICT that enables deep learning

Plans for Next Year

Identify Personal Learning Needs based on School’s Total Learning Plan for the following year.
Replaces Learning Needs Example: Assessment for Learning Strategies to encourage student self-directed Learning
Analysis
SECTION 4: REVIEW & COMMENTS
▪ Use this section to include any additional points that came up during your discussion with your RO. These could include:
✓ Aspirations for the future (e.g. the career track that you are keen to pursue);
✓ Personal factors which may influence career development.

Mid-Year Review: Officer’s Comments

Signature & Date

Mid-Year Review: Reporting Officer’s Comments

Name Designation Substantive Grade Signature & Date

Year-End Review: Officer’s Comments

Signature & Date

Year-End Review: Reporting Officer’s Comments

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 Name Designation Substantive Grade Signature & Date

SECTION 5: COUNTERSIGNING OFFICER’S REVIEW & COMMENTS

Name Designation Substantive Grade Signature & Date