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Handbook for BTS-TPA 20_220711_195750

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BTS TPA SMPDSM

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Handbook for BTS-TPA 20_220711_195750

50 3.1 3.2 4.1 a 4.1 b 4.2 4.3 5.1 5.2 6.1 6.2 6.3 Gred Grades Markah Diperolehi Marks Obtained Daripada Out of Peratus Percentage C5 Mengamalkan dan meningkatbaik amalan profesional Adopt and refine professional practice C6 Menunjukkan standard tatalaku peribadi dan profesional yang tinggi Demonstrate high standards of personal and professional conduct Mengembangkan Amalan Profesional Develop Professional Practice Mengamalkan Amalan Profesional Adopt Professional Practice Standard etika dan Moral yang Tinggi High Ethical and Moral Standards Standard Kehadiran dan Ketepatan Masa yang Tinggi High Standard of Attendance and Punctuality Sentiasa Maklum tentang Polisi, Peraturan dan Lain-Lain Keperluan Rasmi Well informed regarding official policies, regulations and other requirements Markah Diperolehi Marks Obtained Penglibatan Profesional / Professional Engagement Daripada Out of Peratus Percentage Gred Grades Bidang Fokus Focus Areas Observation 1 Grade Observation 2 Grade C4 Menggunakan penilaian dan pelaporan yang berkesan Use assessment and reporting effectively Membina dan Mengongsi sama Objektif Pembelajaran Establish and share learning objectives C3 Tugasan disesuaikan dengan keperluan individu pelajar Suit work to students’ individual needs Memperkembangkan konsep kefahaman dan kemahiran pelajar diselaraskan dengan keperluan individu Develop Students’ Conceptual Understanding and Skills in Accordance to Individual Needs Memastikan objektif pembelajaran yang jelas Ensure clear learning objectives Menyelaraskan pengajaran mereka dengan hasil / info penilaian dan maklum balas pelajar Adjust teaching in response to assessment information and feedback from students Mencabar (keupayaan) Pelajar berdasarkan keperluan mereka secara Individu Challenge Students in Accordance to Individual Needs Rancang penilaian Plan assessment Menilai untuk mendorong pembelajaran Assess to promote learning 51 Section A Section A Grade 25% Section B Section B Grade 25% Section C (1-4) 40% Section C (5-6) 10% Section A Section A Grade 25% Section B Section B Grade 25% Section C (1-4) 40% Section C (5-6) 10% Keseluruhan Overall Jumlah Peratus Total Percentage Gred Grades Observation 2 Weightage/ Wajaran Peratus Diperolehi Percentage Obtained Peratus Diperolehi Percentage Obtained Peratus Diperolehi Percentage Obtained Peratus Diperolehi Percentage Obtained Wajaran Weightage Peratus Percentage Wajaran Weightage Peratus Percentage Section C Grade Wajaran Weightage Peratus Percentage Wajaran Weightage Peratus Percentage Peratus Diperolehi Percentage Obtained Peratus Diperolehi Percentage Obtained Section C Grade Wajaran Weightage Peratus Percentage Wajaran Weightage Peratus Percentage Keseluruhan Overall Jumlah Peratus Total Percentage Gred Grades Peratus Diperolehi Percentage Obtained Peratus Diperolehi Percentage Obtained Sumbangan lain / Komen tambahan : Additional contribution / Comments : Sumbangan lain / Komen tambahan : Additional contribution / Comments : Observation 1 Weightage/ Wajaran Wajaran Weightage Peratus Percentage Wajaran Weightage Peratus Percentage Perkara untuk pembaikan : Points For Improvement : Observation 1 Kekuatan : Strengths : Observation 2 Kekuatan : Strengths : Perkara untuk pembaikan : Points For Improvement :

52 Tandatangan : Signature : Tarikh : Date : Nama Penilai : Moderator's Name : No. Kad Pintar Penilai : Moderator's IC No. : Tarikh : Date : OBSERVATION 1 Tarikh : Date : To be filled by Moderators if the Data is Moderated OBSERVATION 2 Nama Penilai : Moderator's Name : No. Kad Pintar Penilai : Moderator's IC No. : Tarikh : Date : Jawatan : Designation : Tandatangan : Signature : Jawatan : Designation : To be filled by Evaluators Jawatan : Designation : Tandatangan : Signature : To be filled by Teacher Evaluated Nama Guru : Teacher's Name : No. Kad Pintar Guru : Teacher's IC No. : Jawatan : Designation : Tandatangan : Signature : Jawatan : Designation : Tandatangan : Signature : Nama Penilai : Evaluator's Name : No. Kad Pintar Penilai : Evaluator's IC No. : Nama Penilai : Evaluator's Name : No. Kad Pintar Penilai : Evaluator's IC No. : To be filled by Evaluators Observation 1 To be filled by Teacher Evaluated Nama Guru : Teacher's Name : Tarikh : Date : No. Kad Pintar Guru : Teacher's IC No. : Jawatan : Designation : Tandatangan : Signature : Tarikh : Date : Observation 2 53 PREFACE Alhamdulillah, with the abundant blessings from Allah Subhanahu Wa Ta’ala, we have been able to publish this 2.0 edition of the Brunei Teachers’ Standards - Teacher Performance Appraisal (BTS -TPA) handbook containing detailed and concise explanations about the Teacher Performance Appraisal (TPA). To support the policy directions in the Education Strategy, Brunei Vision 2035, the Ministry of Education (MoE) has moved a step further by introducing the Brunei Teachers’ Standards (BTS) which was officially launched in August 2014. The aim of the teaching standards is to improve teacher’s professional growth which simultaneously ensure better learning outcomes for students and benefit Negara Brunei Darussalam in terms of its economic, scientific and technological development and advancement. The former BTS -TPA system has been largely developed from the original BTS framework and research on other international teacher performance appraisal documents. In 2019, the Department of Schools Inspectorate has reviewed the system for improvement in terms of the instruments as well as the processes and procedures. This BTS -TPA 2.0 system is the basis of quality learning and teaching, referring to the teaching standards and teachers’ core competencies that are described in the BTS -TPA 2.0 framework. The main purpose of this system is to assist School Management Teams (SMT), School Inspectors and other MoE officials to evaluate teachers’ performance systematically by using the BTS -TPA 2.0 form supported with other relevant documentations, e.g. Teacher Record File (TRF) and students’ written work. There are performance statements (rubric descriptors) for each of the focus areas and clear procedures to determine the overall teacher’s performance grade. The BTS -TPA 2.0 system, not only aims to measure and manage teaching performance, it is also a fair approach in reforming the current system of professional development and career progression. Subsequently, this will have a further, direct influence on achieving better outcomes for students. Moreover, it inculcates the employment of different lesson delivery methods and strategies which adapts to varying needs and circumstances. Department of Schools Inspectorate Ministry of Education Negara Brunei Darussalam October 2020 (2.0 Edition) COPYRIGHT OF DEPARTMENT OF SCHOOLS INSPECTORATE, MINISTRY OF EDUCATION, NEGARA BRUNEI DARUSSALAM 2020 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted or copied in any form or by any means, such as electronics, mechanical, photocopying, recording or otherwise without prior permission of the publisher. First Print (Revised 2.0 Edition) October 2020.

52 Tandatangan : Signature : Tarikh : Date : Nama Penilai : Moderator's Name : No. Kad Pintar Penilai : Moderator's IC No. : Tarikh : Date : OBSERVATION 1 Tarikh : Date : To be filled by Moderators if the Data is Moderated OBSERVATION 2 Nama Penilai : Moderator's Name : No. Kad Pintar Penilai : Moderator's IC No. : Tarikh : Date : Jawatan : Designation : Tandatangan : Signature : Jawatan : Designation : To be filled by Evaluators Jawatan : Designation : Tandatangan : Signature : To be filled by Teacher Evaluated Nama Guru : Teacher's Name : No. Kad Pintar Guru : Teacher's IC No. : Jawatan : Designation : Tandatangan : Signature : Jawatan : Designation : Tandatangan : Signature : Nama Penilai : Evaluator's Name : No. Kad Pintar Penilai : Evaluator's IC No. : Nama Penilai : Evaluator's Name : No. Kad Pintar Penilai : Evaluator's IC No. : To be filled by Evaluators Observation 1 To be filled by Teacher Evaluated Nama Guru : Teacher's Name : Tarikh : Date : No. Kad Pintar Guru : Teacher's IC No. : Jawatan : Designation : Tandatangan : Signature : Tarikh : Date : Observation 2 53 PREFACE Alhamdulillah, with the abundant blessings from Allah Subhanahu Wa Ta’ala, we have been able to publish this 2.0 edition of the Brunei Teachers’ StandardsTeacher Performance Appraisal (BTS-TPA) handbook containing detailed and concise explanations about the Teacher Performance Appraisal (TPA). To support the policy directions in the Education Strategy, Brunei Vision 2035, the Ministry of Education (MoE) has moved a step further by introducing the Brunei Teachers’ Standards (BTS) which was officially launched in August 2014. The aim of the teaching standards is to improve teacher’s professional growth which simultaneously ensure better learning outcomes for students and benefit Negara Brunei Darussalam in terms of its economic, scientific and technological development and advancement. The former BTS-TPA system has been largely developed from the original BTS framework and research on other international teacher performance appraisal documents. In 2019, the Department of Schools Inspectorate has reviewed the system for improvement in terms of the instruments as well as the processes and procedures. This BTS-TPA 2.0 system is the basis of quality learning and teaching, referring to the teaching standards and teachers’ core competencies that are described in the BTS-TPA 2.0 framework. The main purpose of this system is to assist School Management Teams (SMT), School Inspectors and other MoE officials to evaluate teachers’ performance systematically by using the BTS-TPA 2.0 form supported with other relevant documentations, e.g. Teacher Record File (TRF) and students’ written work. There are performance statements (rubric descriptors) for each of the focus areas and clear procedures to determine the overall teacher’s performance grade. The BTS-TPA 2.0 system, not only aims to measure and manage teaching performance, it is also a fair approach in reforming the current system of professional development and career progression. Subsequently, this will have a further, direct influence on achieving better outcomes for students. Moreover, it inculcates the employment of different lesson delivery methods and strategies which adapts to varying needs and circumstances. Department of Schools Inspectorate Ministry of Education Negara Brunei Darussalam October 2020 (2.0 Edition) COPYRIGHT OF DEPARTMENT OF SCHOOLS INSPECTORATE, MINISTRY OF EDUCATION, NEGARA BRUNEI DARUSSALAM 2020 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted or copied in any form or by any means, such as electronics, mechanical, photocopying, recording or otherwise without prior permission of the publisher. First Print (Revised 2.0 Edition) October 2020.

54 ACKNOWLEDGEMENT A sincere appreciation to all inspectors and colleagues for their total commitment and enduring efforts in the revision of this comprehensive the Brunei Teachers’ Standards-Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) handbook. Director Department of Schools Inspectorate The following are the names of the inspectors and contributors to the BTS-TPA 2.0 handbook redevelopment. 1. Dayang Hajah Rosney binti Haji Zainal 2. Awang Mohamad Riaz bin Haji Mohd Amin 3. Awang Abdul Azim bin Hamdani 4. Awang Ahmad Fadzillah bin Haji Hanafiah 5. Awang Chin Shao Meng 6. Awang Harrisman Ashady bin Haji Ali 7. Awang Hazarry bin Haji Ali Ahmad 8. Awang Haji Mohamad Rasidi bin Haji Sulaiman 9. Awang Haji Mohammad Hamdillah bin Haji Metali 10. Awang Khairol-Azri bin Haji Muhammad Kassim 11. Awang Khairul Ikhwan bin Mohd Salleh 12. Dr. Awang Mohammad Sofian bin Haji Radzuan 13. Awang Muhammad Husaini bin Haji Mat Yassin 14. Awang Soffian bin Haji Sharbini 15. Awang See Sin Tiong 16. Awang Zulhezan bin Haji Abdullah 17. Dayang Aidah binti Haji Jalin 18. Dayang Hajah Saimon binti Haji Lahid 19. Dayang Hajah Suraini binti Haji Shahir 20. Dayang Hajah Zahrah binti Abdullah 21. Dayang Koh Guat Gee 22. Dayang Noraini binti Haji Emran 23. Dayang Norazlinah binti Haji Hambali 24. Dayang Norbaini binti Haji Abdullah 25. Dayang Norhalizawati binti Haji Awang Matdaud 26. Dayang Norsidah binti Haji Masri 27. Dayang Nur Qistina binti Haji Nasir 28. Dayang Siti Azizah binti Haji Sharbawi 29. Dayang Tan Hui Kwang 30. Dayangku Fa'aezah Nordzaryah binti Pengiran Tajudin 31. Dayangku Hajah Hadijah binti Pengiran Haji Kamaluddin 32. Dayangku Salamah binti Pengiran Haji Ahmad 33. Pengiran Hajah Aminah binti Pengiran Haji Abas 55 TABLE OF CONTENTS PAGE NUMBER UNIT 1: BRUNEI TEACHERS’ STANDARDS-TEACHER PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) 1.2 1.1 Introduction 57 1.3 1.2 Rationale 57 UNIT 2: BRUNEI TEACHERS’ STANDARDS-TEACHER PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) AND CORE TEACHER COMPETENCIES 58 UNIT 3: BRUNEI TEACHERS’ STANDARDS-TEACHER PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) EVALUATION INSTRUMENTS 3.1 Section A : Students’ Achievements 61 3.2 Section B : Students’ Learning 62 3.3 Section C : Teaching 63 3.4 Quantifying Terms for BTS-TPA 2.0 Rubric Descriptors 64 3.5 BTS-TPA 2.0 Rubric Descriptors 65 UNIT 4: BRUNEI TEACHERS’ STANDARDS-TEACHER PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) PROCEDURE 4.1 Lesson Observations A. Phase 1: Pre-Lesson Observations 85 B. Phase 2: During Lesson Observations 86 C. Phase 3: Post-Lesson Observations 86 4.2 Professional Dialogues A. Pre-Observation Professional Dialogues 87 B. Post-Observation Professional Dialogues 88 4.3 Procedure For Awarding Of Overall Teachers’ Performance Grades 88

56 UNIT 5: SCHOOL MODERATION SYSTEM 5.1 Purpose of School Moderation System 89 5.2 Implementation of School Moderation System 89 5.3 Guidelines for Implementation of School Moderation System A. Procedures 91 B. Moderation Discussion 91 5.4 School-Based Moderators’ Skills 93 5.5 Terms of Reference of A School-Based Moderator 94 UNIT 6: GUIDELINES IN THE APPLICATION OF THE BRUNEI TEACHERS’ STANDARDS-TEACHER PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) SYSTEM 6.1 School Management Teams (SMT) 95 6.2 School Inspectors 96 6.3 Other Officers Within the Ministry of Education 96 APPENDICES 48 57 ϭ BRUNEI TEACHERS’ STANDARDS-TEACHER PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) 1.1 Introduction The BTS-TPA 2.0 system consists of a specific set of guidelines and instruments developed from the BTS-TPA 2.0 framework. The main instrument is aligned and linked to the two domains, six standards and 17 competencies which are the key components in conducting the teachers’ evaluations. The instrument has clear performance statements (rubric descriptors) for each of the focus areas to determine the overall teachers’ performance grade. It is emphasised that evaluators should refer to the rubric descriptors and employ “best fit” in their evaluation. BTS-TPA 2.0 system consists of the following elements: 1. BTS-TPA 2.0 Framework and Core Teacher Competencies. 2. BTS-TPA 2.0 evaluation instruments and procedures 3. Teacher professional development plan 4. School Moderation System. 1.2 Rationale The main objective of the BTS-TPA 2.0 system is to improve the quality of teaching and learning based on the BTS-TPA 2.0 framework. It is set in place to measure the skills and standards of teaching to ensure optimum learning outcomes for students, which in turn will have a direct impact on the quality of national education. This system also supports the Ministry of Education’s Strategic Plans and the Brunei’s Vision 2035 to become a developed nation widely recognised for the accomplishment of its educated and highly skilled people. By ensuring the provisions of quality education, the MoE has set a target of at least 90% teachers to achieve a BTS-TPA 2.0 grade 3 and above by the year 2035. The BTS-TPA 2.0 system acts as a performance-driven mechanism amongst stakeholders within the education institutions to support all teachers and School Management Team (SMT) all across the country. SMT’s skills in evaluation and providing post-observation professional dialogues after conducting lesson observations in order to support teachers’ professional developments will also be given due consideration at schools, clusters or national levels. It also incorporates a school-based moderation system which allows for consistent and fair evaluations of teaching and learning quality.

58 Ϯ BRUNEI TEACHERS’ STANDARDS-TEACHER PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) & CORE TEACHER COMPETENCIES The Brunei Teachers’ Standards-Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) Framework has two domains, six standards and 17 core teacher competencies. These are used as a reference to implement the Brunei Teachers’ Standards-Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) evaluation as outlined in Table 1 and Diagram 1. DOMAIN 1: PROFESSIONAL KNOWLEDGE & SKILLS DOMAIN 2: PROFESSIONAL ENGAGEMENT Standard 1: Engage Students in Intellectually Challenging Learning Standard 2: Base Learning on Well-designed Contents & Methods Standard 3: Suit Work to Students’ Individual Needs Standard 4: Use Assessment & Reporting Effectively Standard 5: Adopt & Refine Professional Practice Standard 6: Demonstrate High Standards of Personal & Professional Conduct STANDARD 1 STANDARD 2 STANDARD 3 STANDARD 4 STANDARD 5 STANDARD 6 • Ability to Determine Student’s Capabilities (C1.1) • Ability to Set High Expectations (C1.2) • Ability to Promote Learning Through a Questioning and Reflective Attitude (C1.3a, b, c & d) • Teacher Subject Knowledge (C2.1) • Lesson Planning (C2.2) • Classroom Management (C2.3a, b & c) • Use of Learning Resources (C2.4) • Challenge Students in Accordance to Individual Needs (C3.1) • Develop Students’ Conceptual Understanding & Skills in Accordance to Individual Needs (C3.2) • Establish & Share Lesson Objectives (C4.1a & b) • Ability to Plan Assessment (C4.2) • Ability to Use Assessment to Promote Learning (C4.3) • Develop Professional Practice (C5.1) • Adopt Professional Practice (C5.2) • High Ethical & Moral Standards (C6.1) • High Standard of Attendance & Punctuality (C6.2) • Well Informed on Official Policies, Regulations & Other Requirements (C6.3) Table 1: Brunei Teachers’ Standards-Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) and Teacher Core Competencies 59 Diagram 1: Brunei Teachers’ Standards Teachers’ Standards-Teacher Performance Appraisal 2.0 Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) and (BTS TPA 2.0) and Core Teacher Competencies Core Teacher Competencies • Challenge Students in accordance to Individual Needs • Develop Students’ Conceptual Understanding & Skills in accordance to Individual Needs • Ability to Determine Student’s Capabilities • Ability to Set High Expectations • Ability to Promote Learning Through Questioning And Reflective Attitude • Teacher Subject Knowledge • Lesson Planning • Classroom Management • Use of Learning Resources • Establish and Share Lesson Objectives • Ability to Plan Assessment • Ability to Use Assessment to Promote Learning • Develop Professional Practice • Adopt Professional Practice • High Ethical and Moral Standards • High Standard of Attendance & Punctuality • Well Informed on Official Policies, Regulations & Other Requirements • Ability to Determine Student’s Capabilities • Ability to Set High • Ability to Promote Learning Through • Lesson Planning • Classroom Management Lesson Objectives • Ability to Plan Assessment • Ability to Use Assessment to Promote Learning • Develop Professional Practice • Adopt Professional 59 Diagram 1: Brunei Teachers’ Standards-Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) and Core Teacher Competencies

60 ϯ BRUNEI TEACHERS’ STANDARDS-TEACHER PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) EVALUATION INSTRUMENTS BTS-TPA 2.0 evaluation form is an instrument to evaluate the teachers’ competencies through lesson observations. SMT, school inspectors and officers from the MoE use the form to record their evaluations and award of grades on the quality of students’ achievement, learning and teaching. The focus areas within the form according to the 3 sections are outlined in Diagram 2. SECTIONS A STUDENTS’ ACHIEVEMENTS 1 Subject Knowledge 2 Subject Understanding 3 Subject Application 4 Analysis and Evaluation 5 Creativity in Learning B STUDENTS’ LEARNING 1 Communication 2 Organisation 3 Engagement 4 Application of Subject Skills 5 Independence / Initiative 6 ICT Skills 7 Collaboration 8 Use of Resources 9 Ability to Complete Work C TEACHING 1 Engage Students in Intellectually Challenging Learning 2 Base Learning on Well Designed Content and Methods 3 Suit Work to Students’ Individual Needs 4 Use Assessment and Reporting Effectively 5 Adopt and Refine Professional Practice 6 Demonstrate High Standards of Personal and Professional Conduct Diagram 2: Focus Areas in the Brunei Teachers’ Standards-Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) Evaluation Form The focus areas are evaluated using a five scale bandings, i.e. Grade 1 (Unsatisfactory), Grade 2 (Satisfactory), Grade 3 (Good), Grade 4 (Very Good) and Grade 5 (Excellent), referring to the BTS-TPA 2.0 rubric descriptors. The grades acquired from all three sections A, B and C are used to generate the final overall grade.

62 3.2 Section B: Students’ Learning This section refers to the skills and elements of the 21st Century students’ learning to cater to the development and comply with a dynamic global needs. To accommodate this, BTS-TPA 2.0 has embedded a system that will prepare our students with a multitude of knowledge, skills, values and attitudes which are relevant to the needs of a competitive, robust and dynamic economy. Apart from that, this system acts as a responsive mechanism to feed into the needs of the relevant stakeholders. In this section, students’ learning are evaluated based on the 9 focus areas as outlined in Table 2. FOCUS AREA DESCRIPTIONS B1 Communication Demonstrate communication skills; articulating thoughts and ideas clearly through speaking and / or writing B2 Organisation Demonstrate readiness to learn; equipped with good mindset and learning materials B3 Engagement Demonstrate positive attitude, engaged and focused B4 Application of subject skills Apply good subject skills which promote critical thinking as well as creativity in learning B5 Independence/Initiative Complete work independently and asking for help when necessary B6 ICT skills Apply digital global connectivity, technology and communication tools or networks appropriately to access, manage, integrate and create information B7 Collaboration Collaborate by having shared responsibility, making rational decisions and working interdependently B8 Use of Resources Utilise resources provided by teacher to promote creativity B9 Ability to Complete Work Able to produce good work within intended timeframe and amount Table 2: Focus Areas and Descriptions in Section B 63 3.3 Section C: Teaching This section refers to the 17 core teacher competencies incorporated within the six standards are outlined in Table 3. COMPETENCY STANDARD 1 Determine students’ capabilities 1 Engage students in intellectually challenging learning 2 Set high expectations 3 Promote learning through a questioning and reflective attitude 4 Teacher subject knowledge 2 Base learning on well-designed content and methods 5 Lesson planning 6 Use of learning resources 7 Classroom management 8 Challenge students in accordance to individual needs 3 Suit work to students’ individual needs 9 Develop students’ conceptual understanding and skills in accordance to individual needs 10 Establish and share learning objectives 4 Use assessment and reporting effectively 11 Ability to plan assessment 12 Ability to use assessment to promote learning 13 Develop professional practice 5 Adopt and refine professional practice 14 Adopt professional practice 15 High ethical and moral standards 6 Demonstrate high standards of personal and professional conduct 16 High standard of attendance and punctuality 17 Well informed regarding official policies, regulations and other requirements Table 3: Core Teacher Competencies According to Standards in Section C

64 3.4 Quantifying Terms for Brunei Teachers’ Standards-Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) Rubric Descriptors Quantifying terms are used in the BTS-TPA 2.0 evaluation system, as stated in the rubric descriptors, to describe the level of achievement and performance of the learning and teaching process. The quantifying terms used and their estimated quantity in percentage are outlined in Table 4. Terms Estimated Quantity in Percentage (%) All 100 Nearly all 90- 99 Majority 55 – 89 Some 45 – 54 Few 25 – 44 Little 1 – 24 None 0 Table 4: Quantifying Terms and Estimated Quantity in Percentage for BTS-TPA 2.0 Rubric Descriptors 65 3.5 Brunei Teachers’ Standards-Teacher Performance Appraisal 2.0 (BTS-TPA 2.0) Rubric Descriptors Section A: Students’ Achievements Note: Take into consideration students’ age, stage and ability in making the evaluation. Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 A1 Subject Knowledge To what extent are students able to recall information, facts and figures, concepts and terminology? None or few students demonstrate knowledge of subject matter by demonstrating ability to observe and recall information such as dates, events, places and major ideas. Some students demonstrate knowledge of subject matter by demonstrating ability to observe and recall information such as dates, events, places and major ideas. Majority students demonstrate knowledge of subject matter by demonstrating ability to observe and recall information such as dates, events, places and major ideas. Majority students are highly capable at observing and recalling information such as dates, events, places and major ideas. Students show mastery of the subject by showing, telling, listing, labelling, collecting, describing, tabulating, identifying, defining, examining, etc. Majority students are highly capable, with some beyond their level range, at observing and recalling information such as dates, events, places and major ideas, showing mastery of the subject by showing, telling, listing, labelling, collecting, describing, tabulating, identifying, defining, examining, etc.

66 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 A2 Subject Understanding To what extent are students able to demonstrate understanding of the subject? None or few students demonstrate ability to understand knowledge and meaning by either translating knowledge into new context, interpreting facts, making comparisons, contrasting, sequencing, grouping, predicting and inferring causes and consequences. Some students demonstrate ability to understand knowledge and meaning by either translating knowledge into new context, interpreting facts, making comparisons, contrasting, sequencing, grouping, predicting and inferring causes and consequences. Majority students demonstrate ability to understand knowledge and meaning by either translating knowledge into new context, interpreting facts, making comparisons, contrasting, sequencing, grouping, predicting and inferring causes and consequences. Majority students are highly capable at understanding knowledge and meaning by demonstrating strong ability to translate knowledge into new context, interpret facts, make comparisons, contrast, sequence, group predicting and inferring causes and consequences. Majority students are highly capable, with some beyond their level range, at understanding knowledge and meaning by demonstrating strong ability to translate knowledge into new context, interpret facts, and make comparisons, contrast, sequence, group, predicting and inferring causes and consequences. A3 Subject Application To what extent are students demonstrating their ability to apply what they have learned? None or few students demonstrate the ability to apply subject information, ideas, methods, and skills, concepts/theories in different contexts or for problem-solving. Some students demonstrate the ability to apply subject information, ideas, methods, skills, concepts or theories in different contexts or for problem-solving. Majority students demonstrate the ability to apply subject information, ideas, methods, skills, concepts or theories in different contexts or for problem-solving. Majority students are able to apply what they have learned in increasingly complex ways. They are highly capable at applying subject information, ideas, methods, skills, concepts or theories in different contexts or for problem-solving. Majority students are capable, with some beyond their level range, in applying what they have learned in highly complex ways. They are highly capable, with some beyond expected level of competency, in applying subject information, ideas, methods, skills, concepts or theories in different contexts or for problem-solving. 67 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 A4 Analysis and Evaluation To what extent are students competent at analysing and evaluating? None or few students are competent at analysing (compare, contrast, differentiate, distinguish, etc) and evaluating (assess, measure, justify, review, etc). Some students are competent at analysing (compare, contrast, differentiate, distinguish, etc) and evaluating (assess, measure, justify, review, etc). Majority students are competent at analysing (compare, contrast, differentiate, distinguish, etc) and evaluating (assess, measure, justify, review, etc). Majority students are highly competent at analysing (compare, contrast, differentiate, distinguish, etc) and evaluating (assess, measure, justify, review, etc). Majority students are highly competent, with some beyond their level range, at analysing (compare, contrast, differentiate, distinguish, etc) and evaluating (assess, measure, justify, review, etc). A5 Creativity in Learning To what extent are students creative at building on the learning developed through the other aspects (A1-A4), and independently innovate? None or few students are competent at putting together ideas or elements to develop new views and learning outcomes. Some students are competent at putting together ideas or elements to develop new views and learning outcomes. Majority students are competent at putting together ideas or elements to develop new views and learning outcomes. Majority students are highly competent at putting together ideas or elements to develop new views and learning outcomes. Majority students are highly competent, with some beyond their level range, at putting together ideas or elements to develop new views and learning outcomes.

68 Section B: Students’ Learning Note: Take into consideration students’ age, stage and ability in making the evaluation. Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 B1 Communication To what extent do students demonstrate communication skills which comply with the learning expectations? None or few students demonstrate good communication skills according to learning expectations by articulating thoughts and ideas clearly and effectively through speaking and/or writing. Some students demonstrate good communication skills according to learning expectations by articulating thoughts and ideas clearly and effectively through speaking and/or writing. Majority students demonstrate good communication skills according to learning expectations by articulating thoughts and ideas clearly and effectively through speaking and/or writing. Majority students demonstrate strong communication skills according to learning expectations by articulating thoughts and ideas clearly and effectively through speaking and/or writing. Majority students demonstrate strong communication skills, with some exceeding learning expectations, by articulating thoughts and ideas clearly and effectively through speaking and/or writing. B2 Organisation To what extent do students demonstrate good levels of readiness to learn? None or few students demonstrate readiness to learn with the right mindset and adequate learning materials (notes in order, written work organised, ready with pens and textbooks, etc). Some students demonstrate readiness to learn equipped with the right mindset and adequate learning materials (notes in order, written work organised, ready with pens and textbooks, etc). Majority students demonstrate readiness to learn equipped with a good mindset and learning materials according to their needs (notes in order, written work organised, ready with pens and textbooks, etc). Majority students demonstrate readiness to learn with ease, equipped with a very good mindset and learning materials according to their needs (notes in order, written work organised, ready with pens and textbooks, etc). Majority students demonstrate readiness to learn with ease, with some beyond their level range of readiness. They are equipped with a very good mindset and complete with up-todate learning materials (notes in order, written work organised, ready with pens and textbooks, etc). 69 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 B3 Engagement How are students’ attitude, involvements and concentration in their learning? None or few students demonstrate positive attitude, are actively engaged and focused in their learning. Some students demonstrate positive attitude, are actively engaged and focused in their learning. Majority students demonstrate positive attitude, are actively engaged and focused in their learning. Majority students demonstrate very good attitude, motivated, are actively engaged and focused in their learning. Majority students demonstrate very good attitudes, highly motivated, are actively engaged and focused in their learning, with some students inspiring and motivating others to learn. B4 Application of Subject Skills To what extent do students apply subject skills e.g. numeracy, practical, analytical, life skills which comply with the learning expectations? None or few students apply good subject skills according to the learning expectations. Some students apply good subject skills according to the learning expectations. Majority students apply good subject skills according to the learning expectations. Majority students apply very good subject skills according to the learning expectations. Majority students apply very good subject skills with some showing exceptional skills at high order processes such as analysing, evaluating and creating. B5 Independence / Initiative To what extent do students learn independently? None or few students complete work independently, asking for help when necessary. Some students complete work independently, asking for help when necessary. Majority students complete work independently, asking for help when necessary. Majority students independently complete work on time or earlier with occasional request for clarification. Majority students independently complete work on time or earlier with occasional requests for clarification, with some demonstrating excellent initiatives by seeking feedback for improvement.

70 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 B6 ICT Skills To what extent can students apply their knowledge and ICT skills in order to meet the learning expectations? None or few students can apply digital technology, communication tools or networks appropriately to access, manage, integrate and create information. Some students can apply digital technology, communication tools or networks appropriately to access, manage, integrate and create information. Majority students can apply digital technology, communication tools or networks appropriately to access, manage, integrate and create information. Majority students are highly skilled at using digital technology, communication tools or networks appropriately to access, manage, integrate and create information. Majority students are highly skilled at using digital technology, communication tools or networks appropriately to access, manage, integrate and create information, with some exceeding the learning expectations. B7 Collaboration To what extent are students learning collaboratively during group work? None or few students collaborate by having shared responsibility, making rational decisions and working interdependently. Some students collaborate by having shared responsibility, making rational decisions about their work and working interdependently. Majority students collaborate by having shared responsibility, making rational decisions about their work and working interdependently. Majority students collaborate by having shared responsibility, making rational decisions effectively by producing quality work. Majority students collaborate by having shared responsibility, making rational decisions effectively with some beyond their expected level. They negotiate in producing quality work. B8 Use of Resources How do students utilise resources in their learning? None or few students utilise the resources provided by their teacher well. Some students utilise the resources provided by their teacher well. Majority students utilise the resources provided by their teacher well. Majority students effectively utilise the resources provided by their teacher. Majority students effectively utilise the resources provided by their teacher, with some innovatively utilising the resources provided in creative and innovative ways. 71 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 B9 Ability to Complete Work To what extent are the students progressing in their learning, based on the amount, type and quality of work given? None or few students are able to produce good work within the intended amount and timeframe. Some students are able to produce good work within the intended timeframe and amount. Majority students are able to produce good work within the intended timeframe and amount. Majority students are able to produce very good work within the intended timeframe and amount. Majority students are able to produce excellent work within the intended timeframe, amount and quality, with some employing diverse methods with creative, innovative ideas to produce high quality work that exceeds the learning expectations.

72 Section C: Teaching Note: Take into consideration students’ age, stage and ability in making the evaluation. Standard 1: Engage Students in Intellectually Challenging Learning Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C1.1 Determine Students’ Capabilities To what extent do teachers utilise students’ existing knowledge, skills, linguistic competence, interests and needs into the learning process to improve their attainment and progress? Teachers identify students’ existing knowledge, skills, linguistic competence, interests and needs into the learning process. Teachers identify and utilise students’ existing knowledge, skills, linguistic competence, interests and needs into the learning process. Teachers identify and utilise students’ existing knowledge, skills, linguistic competence, interests and needs using some strategies to connect new information into the learning process. Teachers identify and utilise students’ existing knowledge, skills, linguistic competence, interests and needs by using a range of strategies to successfully connect new information and construct new understanding into the learning process. Teachers enrich students’ existing knowledge, skills, linguistic competence, interests and needs throughout the learning process to generate the elaboration and interrogation of the learnt concept. C1.2 Set High Expectations Do teachers set high expectations on students’ learning outcomes? Teachers do not set challenging goals and give students minimal encouragements to work productively and accept responsibility for their own learning. Teachers set some challenging goals and encourage students to be aware of learning goals, as an initial stage towards students’ taking responsibility for their own learning. Teachers set challenging goals and cater for different abilities where students are motivated towards achieving learning goals. Teachers set challenging goals to cater for different abilities where students are highly motivated towards achieving learning goals and take responsibility for their own learning. Teachers set challenging goals for individual students where students are self-regulators and independent learners in achieving success. 73 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C1.3a Promote Learning through a Questioning and Reflective Attitude Teaching content dialogically: how do teachers question students? Teachers encourage chorusing by asking mostly untargeted questions for students in the class to shout out answers. Although teachers occasionally encourage chorusing, they increasingly target questions using one strategy, such as encouraging students to volunteer answers individually. Teachers discourage chorusing. They use a range of strategies, such as asking students to volunteer answers or asking specific questions of targeted students. Teachers target questions effectively using the full range of strategies: asking students to volunteer answers; asking specific questions of targeted students; using mini whiteboards, etc. Teachers target questions effectively using the full range of strategies. Their choice of strategy is based on the purpose of the question they are asking and students’ prior achievements. C1.3b Promote Learning through a Questioning and Reflective Attitude Teaching content dialogically: what questions do teachers ask? Teachers predominantly ask closed testing questions. They often ask ineffective questions, such as leading, rhetorical or guess-what’s-in mymind questions. Answers are mostly short utterances. Teachers ask closed and open testing questions as well as focusing questions. They infrequently ask ineffective questions. Students’ answers are sometimes short utterances and sometimes sentences. Teachers ask a range of questions, including testing, focusing and genuine enquiry questions. Their questions encourage students to give answers that are more than short utterances. Teachers ask testing and focusing questions but predominantly genuine-enquiry questions. Their questions encourage students to discuss their ideas. Teachers use statements and ask a range of predominantly genuine-enquiry questions that encourage students to exemplify, compare, conjecture and generalise.

74 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C1.3c Promote Learning through a Questioning and Reflective Attitude Teaching content dialogically: how do teachers respond to students’ answers? Teachers only acknowledge correct or incorrect answers (e.g. they respond using ‘yes’ or ‘no’). They sometimes ignore incorrect answers. Students’ answers are not followed up or probed. Teachers always acknowledge students’ answers. They occasionally follow up incorrect and correct answers, asking students to explain their answers. Teachers nearly always follow up students’ answers to encourage them to explain their ideas or to compare different answers. Teachers use the full range of strategies to respond to students’ answers: comparing; reasoning; adding to; revoicing; rephrasing. Their responses facilitate discussion between students, Teachers respond to students’ answers reflectively. They choose their responses based on students’ answers in order to identify and address misconceptions, challenge thinking and deepen understanding. C1.3d Promote Learning through a Questioning and Reflective Attitude Teaching content dialogically: how do teachers engage the whole class? Teachers don’t ensure that all students participate actively in whole class work. Some students dominate whilst others remain quiet or join in chorusing by repeating what other students are shouting out. Teachers notice students who are not participating actively in whole class work. They target questions and provide support to encourage disengaged students to participate. Teachers encourage all students to engage in whole class work, anticipating which students may be disengaged. They use ‘wait-time’ effectively to provide students with time to think. Teachers use a range of strategies to ensure that all students participate actively. They provide opportunities for students to discuss their ideas in pairs or small groups during whole class work. Teachers intertwine discussion in pairs, small groups and the whole class seamlessly. They build on what they hear during paired and small group discussion to facilitate productive whole class discussion. 75 Standard 2: Base Learning on Well Designed Content and Methods Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C2.1 Teacher Subject Knowledge To what extent do teachers’ show good command of subject content knowledge? Teachers’ explanations lack clarity and/or contain errors, showing obvious gaps in teachers’ subject content knowledge. Teachers have adequate subject content knowledge e.g. to address and rectify students’ misconceptions. Teachers have good subject content knowledge and use this to capture students’ interest. The teachers are updated on the trends and issues on the subject areas. Teachers have in-depth subject content knowledge and use this effectively to capture and stimulate students’ interest. The teachers have sound understanding of the trends and issues within and across subjects. Teachers successfully integrate meaningful content knowledge within and across subjects to deepen students’ knowledge, understanding and skills. C2.2 Lesson Planning How do teachers plan for progress in learning? *NOTE: Based on evidence in lesson planning Lessons are not planned carefully and exist in isolation. Teachers mostly just work through the textbook. The learning objectives for lessons are not clear. There are obvious gaps in teachers’ subject knowledge*. Individual lessons are planned and the tasks that students will work on are clearly identified. Learning objectives are identified but are not always clear. Teachers demonstrate adequate subject knowledge*. Lessons are planned as part of a sequence. Learning objectives are clear and provide appropriate challenge for the students. The different episodes in a lesson support clear progression in learning. Teachers demonstrate good subject knowledge*. Teachers use the first lesson in a sequence to find out what students already know and then build on this. Learning objectives are welldefined. Teachers identify expected learning outcomes that focus on developing skills, knowledge* and conceptual understanding. Lessons are part of a coherent sequence that progressively develops learning. Learning objectives and expected outcomes are well-defined. Teachers address vocabulary, common mistakes and misconceptions. Teachers demonstrate excellent pedagogical content knowledge*.

76 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C2.3a Classroom management How do teachers manage students in learning activities? Teachers’ directions are unclear, student’s behaviour are not managed properly, causing time to be wasted. Many students are disengaged in the learning activities. Teachers’ directions are clearly understood by some students. Teachers’ authority is exercised appropriately. Some students are on task and engaged in learning activities. Teachers’ directions are clearly understood by majority of the students. Appropriate authority are systematically exercised, praises are merited, and rewards well chosen to reinforce the desired outcomes. Majority students are on task and engaged in learning activities. Teachers’ directions are clearly understood by nearly all students. Students are well informed of teachers’ expectations of behaviour. Nearly all students are on task and engaged in all learning activities. Teachers successfully instil a culture where the expectations of behaviour are well established. Nearly all students independently proactive in all learning activities. C2.3b Classroom management How do teachers structure and use time in lessons? Lessons are unstructured. They start slowly and the pace of learning remains slow. Time is wasted, either by unnecessary repetition or by teachers spending too long on administrative tasks. Many students spend time in lessons not engaged. Lessons begin with a short starter activity that engages most students. The main parts of lessons are structured into episodes that include whole class teaching and individual or group tasks. Teachers bring lessons to a clear end. Lessons begin promptly with a short starter activity. The main parts of lessons are structured into timed episodes that involve a variety of activity. Teachers use final plenaries to encourage students to summarise key ideas and reflect on their learning. Lessons begin with a short starter activity that engage all students. Episodes of interactive whole-class teaching are balanced with a variety of interesting and engaging individual and/or group tasks. Final plenaries are interactive and help to consolidate learning. Teachers use a variety of short, interactive starters that engage all students immediately. Main parts of lessons are episodic and use time effectively. Teachers use final plenaries to assess and extend learning, discuss and address common mistakes and misconceptions. 77 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C2.3c Classroom management Designing effective learning tasks: how do teachers organise and group students? Teachers usually teach students as a whole class, sometimes for long periods of time. Students then work individually to practise and consolidate what they have been taught. There are limited opportunities for students to work in pairs or in small groups. Teachers sometimes require students to work on learning tasks in pairs and small groups as well as a whole class and individually. Teachers use a balance of whole class, small group, paired and individual work in lessons. They sometimes organise students so that they can provide targeted support to specific groups of students, such as lower-attainers. Teachers provide opportunities for students to talk in pairs or small groups during whole class work. They organise and group students based on the learning objectives, the nature of the learning tasks and student needs. They sometimes use collaborative tasks. Teachers use flexible approaches to organise and group students based on learning objectives and tasks, and student needs. They routinely use collaborative learning tasks that require all students to contribute using a range of strategies (e.g. snowball, jigsaw, envoy, and fishbowl). C2.4 Learning Resources Designing effective learning tasks: how do teachers use textbooks and other resources? Teachers rely solely on the textbook as the source of learning tasks. Completing textbook exercises is the main activity in lessons. Teachers sometimes ask students to copy from the textbook. Textbook use is not complemented by the use of other resources. Teachers sometimes use other resources in addition to the textbook, including practical materials and ICT, to: - complement the learning tasks in the textbook; - provide support, particularly for lowerattaining students. Teachers routinely adapt the textbook tasks or sometimes design alternative tasks to meet the needs of both lowerand higher-attaining students. They use a range of resources, including practical materials and ICT, to complement the textbook. Teachers choose carefully which resources, including the textbook, to use based on: - the concepts and skills being taught; - the different needs of students. They routinely use a wide range of resources and practical materials. Teachers design and use a rich variety of stimulus materials, learning tasks and resources including ICT that complement the textbook. They choose and adapt the textbook and other resources to match learning objectives and the different needs of individual students.

78 Standard 3: Suit Work to Students’ Individual Needs Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C3.1 Challenge Students in Accordance to Individual Needs Designing effective learning tasks: how do teachers ensure that tasks are appropriately challenging for all students? Teachers have low expectations of most students. All students are provided with the same learning tasks regardless of their prior achievements and needs. There is not enough challenge and support for significant groups of students, such as lower- or higherattaining students. Teachers have appropriately high expectations of the majority of students. They sometimes provide alternative learning tasks, particularly for lowerattaining students, or adapt learning tasks by providing extra support or scaffolding. Teachers have appropriately high expectations of all students. They routinely adapt tasks to meet the needs of both lower- and higher-attaining students. They provide all students with opportunities to apply their learning in both familiar and unfamiliar contexts. Teachers have appropriately high expectations of all students. They provide learning tasks that challenge them to work at a level that is just beyond what they can do independently. They present tasks thoughtfully, and do not always start with simpler tasks. Teachers share their high expectations with all students. They adapt learning tasks to challenge all students appropriately through: changing the: level of technical difficulty; level of higher-order thinking involved; degree of scaffolding; amount of student independence. C3.2 Develop Students’ Conceptual Understanding and Skills in Accordance to Individual Needs Designing effective learning tasks: how do teachers use tasks to engage students and develop both their understanding and skills? There is little variation in the learning tasks that teachers provide for students. They are predominantly textbook exercises that require students to practise routine skills and memorise facts. Learning tasks are highly repetitive and do not engage or motivate students. Learning tasks are appropriate for the learning objectives. Each task exposes students to something new and/or extends their learning. There is some variation in the nature of the learning tasks. Many students are engaged, but some are off-task and/or passive. Teachers provide both open and closed differentiated learning tasks that not only develop skills and knowledge but also develop higher order thinking and conceptual understanding. The range and variety of learning tasks engage all students. Teachers provide a balance of open and closed differentiated learning tasks that involve higher-order thinking. They provide a range of learning tasks that focus in depth on the concept or ideas being taught. They ensure all students have mastered key skills before moving on to the next topic. Teachers provide a wide variety and range of differentiated learning tasks that develop conceptual understanding together with skills and knowledge. They provide tasks that encourage students to make connections between different concepts and ideas. 79 Standard 4: Use Assessment and Reporting Effectively Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C4.1a Establish and Share Learning Objectives Assessing learning continuously: how do teachers ensure that what students are expected to learn is made clear to them? Learning objectives for lessons are not clear. Teachers sometimes talk about the learning tasks that students will work on. They do not explain to students what they are expected to learn using vocabulary that they understand. Teachers share learning objectives with students near the beginning of most lessons to help them know what they are aiming for. They generally use vocabulary that the students understand. Teachers routinely discuss learning objectives with students near the beginning of lessons. They use final plenaries to refer back to the learning objectives and encourage students to reflect on the progress they have made towards achieving them. Teachers discuss learning objectives with students and are beginning to share expected learning outcomes. They use final plenaries to refer back to these and to encourage students to reflect on their progress. Teachers use self-assessment to help students think about their learning. Teachers routinely discuss learning objectives and expected outcomes with students at key points of lessons, including beginnings and final plenaries. They use peer- and self-assessment to help students think about and take responsibility for their learning. C4.1b Establish and Share Learning Objectives Assessing learning continuously: how do teachers adjust their teaching in response to assessment information and feedback from students? Teachers take little account of students’ answers to oral and written questions. Consequently, all students are provided with the same learning tasks. Differentiation is only through speed of working. Teachers sometimes use their assessments to provide alternative learning tasks, particularly for lowerattaining students. They sometimes use their assessments or to adapt learning tasks by providing extra support or scaffolding. Teachers routinely use their assessments to adapt tasks so that they offer appropriate challenge to higherattaining students. They also use their assessments to ensure that students who find an aspect of the work difficult are provided with greater scaffolding and support. Teachers use their assessments to provide learning tasks that challenge all students to work at a level that is just beyond what they can do independently. They ensure that all students have mastered key skills before they move on to the next topic. Teachers adapt learning tasks based on their assessments to ensure that all students are challenged appropriately. They intervene quickly through providing oneto-one and small group support during lessons to students who are struggling.

80 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C4.2 Plan assessment Assessing learning continuously: how do teachers assess students’ learning in lessons? Teachers do not assess what individual students are learning. They only assess whether students’ answers to oral and written questions are correct or incorrect. They do not assess whether students understand what they are learning. Teachers use open as well as closed testing questions to assess what students are learning. They target questions to assess the learning of individual students. They occasionally probe students’ answers, particularly incorrect answers, to assess understanding. Teachers assess students through asking them testing and genuine enquiry questions. They listen carefully to students’ answers. They assess students’ oral and written work for understanding rather than just answers, by routinely probing both correct and incorrect answers. Teachers assess students through effective questioning, listening and by observing them as they work. They assess students’ understanding and identify possible reasons for errors. They identify quickly any students who fail to master a key skill or procedure. Teachers assess students through carefully targeted questioning, listening and observing. They expose common mistakes and misconceptions. They identify quickly any students who fail to understand a concept. C4.3 Assess to Promote Learning Assessing learning continuously: how do teachers use feedback to students to support their learning? Teachers only acknowledge whether students’ answers to oral and written questions are correct or incorrect. Incorrect answers are sometimes criticised in a way that undermines students’ confidence. Teachers provide no feedback to students on what they need to do to improve. Teachers acknowledge positively what students have learned and the effort that they have made. They respond to incorrect answers sympathetically and encourage students by scaffolding and supporting their next steps. Teachers identify good aspects of students’ work. They explain clearly what makes it good and discuss with students how to improve it. They routinely encourage the correction of errors or improvement of a piece of work. They avoid comparisons between students. Teachers help students to recognise their next steps in learning. They often help them to understand what they need to do to get there. Their feedback causes students to think, reflect, correct mistakes and make improvements. Teachers routinely provide constructive feedback, both orally and in writing, to students whether they are working in small groups, individually or as a whole class. They identify what students do well, but also focus on what they need to learn next and what steps they should take to get there. 81 Standard 5: Adopt and Refine Professional Practice Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C5.1 Develop Professional Practice Development of Professional Practice: To what extent do teachers self-reflect on their professional practise, update their knowledge through professional development and contribute towards curriculum development? Teachers do not self-reflect on their professional practise. Teachers make minimal initiative to update existing knowledge through professional development as well as little contribution in curriculum development. Teachers periodically selfreflect on their professional practise and make minimal initiative to update knowledge through professional development. Teachers develop and design teachinglearning activities for their own use. Teachers frequently self-reflect on professional practise, update and search for new knowledge through professional development. Teachers share best practises towards professional and curriculum development to support emerging educational initiatives. Teachers consistently self-reflect on professional practise, update and search for new knowledge through professional development. Teachers initiate and collaborate towards professional and curriculum development to support emerging educational initiatives. Teachers embed selfreflection as professional practice lead others in designing and promoting professional exchange with other teachers within and outside school. C5.2 Adopt Professional Practice Adopt professional practice: To what extent do teachers contribute towards aims and ethos of the school, uphold high professional boundaries, and appreciate different views, vigilant in safeguarding students’ wellbeing? Teachers make minimal efforts to support the school’s vision and mission in daily work. Teachers lack initiative to establish rapport with the students, instil MIB values and vigilant in safeguarding students’ well-being. Teachers make some efforts to support the school’s vision and mission in daily work. Teachers have some initiative to establish rapport and mutual respect with the students, instil MIB values and vigilant in safeguarding students’ well-being. Teachers clearly support the school’s vision and mission in daily work. Teachers have good rapport and mutual respect with the students, instil MIB values and vigilant in safeguarding students’ well-being. Teachers prioritise aims and demonstrate accountability to achieve the school’s vision and mission in daily work. Teachers establish good rapport and mutual respect with the students, instil MIB values and vigilant in safeguarding students’ well-being. Teachers take leadership roles and exert positive influence in actualisation of the school vision and mission. Teachers establish a mutually trusting and respectful environment. MIB values are embedded as a culture in students.

82 Standard 6: Demonstrate High Standards of Personal and Professional Conduct Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C6.1 High Ethical and Moral Standards How do teachers demonstrate high ethical, moral standards and sensitivity (e.g. social background, ethnic and cultural and other differences) in their teaching profession to create an inclusive learning environment? Teachers show limited understanding and application of ethical standards existing code of ethics, policies and regulations (MIB) that apply towards their professional engagements with colleagues, students’ families or the wider community. Teachers show minimal awareness of students’ personal backgrounds. Teachers understand and apply some ethical standards as outlined in the existing code of ethics, policies and regulations (MIB) that apply towards their professional engagements with colleagues, students’ families or the wider community. Teachers show awareness of students’ personal backgrounds. Teachers meet all ethical standards as outlined in existing code of ethics, policies and regulations (MIB) that apply towards their professional engagements with colleagues, students’ families or the wider community. Teachers show concern and take consideration of students’ personal backgrounds. Teachers maintain high ethical standards as outlined in existing code of ethics, policies and regulations (MIB) that apply towards their professional engagements with colleagues, students’ families or the wider community. Teachers respect students as individuals and embrace their diverse backgrounds. Teachers model exemplary ethical behaviour and exercise judgements as outlined in existing code of ethics, policies and regulations (MIB) that apply towards their professional engagements with colleagues, students’ families or the wider community. Teachers successfully create an inclusive learning environment. C6.2 High Standard of Attendance and Punctuality How do teachers display attendance and punctuality in school related commitments i.e. students’ curriculum learning time, school assemblies, class registrations, meetings etc.)? Teachers only show minimum compliance to school’s policy on attendance and punctuality in school related commitments. Teachers consistently adhere to the school’s policy on attendance and punctuality in some school related commitments. Teachers consistently adhere to the school’s policy on attendance and punctuality in majority of school related commitments. Teachers maintain an excellent track record of attendance and punctuality in adherence to school’s policy. They prioritise very good time management in conducting nearly all school related commitments. Teachers maintain an excellent track record of attendance and punctuality in adherence to school’s policy. They display exemplary standards of professionalism in prioritising and optimising time management in conducting nearly all of school related commitments. 83 Focus Area Guiding Questions Unsatisfactory 1 Satisfactory 2 Good 3 Very Good 4 Excellent 5 C6.3 Well informed regarding official policies, regulations and other requirements How do teachers demonstrate their knowledge of current education policies, regulations and other requirements? Teachers show limited understanding and application of current education policies, regulations and other requirements. Teachers understand and apply some of current education policies, regulations and other requirements. Teachers comply and apply the current education policies, regulations and other requirements. Teachers comply and apply to current education policies, regulations and other requirements. Teachers serve as a referral to others. Teachers comply to and maintain updated knowledge on current education policies, regulations and other requirements. Teachers always serve as a referral to others.

85 4.1 Lesson Observations Lesson observations are mandatory to be conducted for all teachers during every academic year. The main objective is to improve the quality of teaching to ensure optimum students’ learning and achievement. Duration and frequency of the lesson observations are as follows: • One curriculum period, preferably two consecutive curriculum periods. • Minimum two times for teachers by SMT; pre-evaluation period (beginning of the academic year) and post-evaluation period (towards the end of the academic year). • Extra lesson observations can be conducted if necessary. The lesson observations follow a 3 phases process: A. Phase 1: Pre-Lesson Observations a) Be familiar with and understand the BTS-TPA 2.0 form. b) Know the purpose of the observation for: • Professional growth / development. • Recognition and awards. • Annual appraisal. • Career progression. • Affirmation of appointment. • Contract renewal. c) Conduct pre-observation professional dialogue. Note: For all teachers under CfBT contract, their lessons should be co-observed by one SMT and an Education Project Manager (EPM) from CfBT.

86 B. Phase 2: During Lesson Observations a) Focus on teaching and impact on students’ learning. b) Get an overview of students’ learning activities and work quality. c) Interact with students by asking some questions without disrupting the learning process. d) Make evaluative notes. e) Conduct documents review for triangulation purposes. • Teachers’ record files (TRF) Teachers to make available their TRFs which include their lesson plans, lesson notes and any relevant documents related to the teaching, i.e. teachers’ evaluations of their lessons, students’ assessment tasks and record of students’ marks etc. • Students’ written work or written work scrutiny Students’ written work scrutiny is to be carried out ideally after a lesson has been observed. These include notes, exercise books, workbooks, individual journals, assessment papers or project work documentations. These would also be useful to support the lesson observation evaluation process. The evaluation on the students’ written work includes suitability of work given to the groups of students; taking into consideration age groups and individual abilities, the quantity, quality (depth) and diversity of the work given in relation to the prescribed curriculum, syllabus and schemes of work. The following procedure is for written work scrutiny: • Collect students’ work (i.e. classwork, homework, files, workbook, etc.). • Quantity of students’ work to be collected and submitted: 20 and below students - ALL books. 21 and above students - minimum 50% of the books. • Cross-reference all work done with the lesson plans, schemes of work, syllabus, curriculum and recording of students’ marks in the TRF. • Additional documentations Some relevant documents are required to be used as reference to support the evaluation of competencies under the teachers’ professional engagements for Standards 5 and 6 respectively. For examples, teachers’ roles and responsibilities, professional developments’ records, daily attendance records, co-curriculum involvements, TRF submission logs etc. C. Phase 3: Post-Lesson Observations a) Complete the BTS-TPA 2.0 form using the template provided. b) Conduct a post-observation professional dialogue session to discuss the outcome of the lesson observation. c) Develop the teacher professional development plan. 87 4.2 Professional Dialogues The term professional dialogues can be defined as formal and informal discussions that occur among educational practitioners, e.g. teachers, mentors, coaches, SMT, relevant MoE officers, CfBT EPM etc. These dialogue sessions encourage and support teachers to self-reflect on their professional practise as well as gain new knowledge and skills. For the BTS-TPA 2.0 lesson evaluation procedure, professional dialogues are conducted before the lesson observations (i.e. pre- observation professional dialogues) and after the lesson observations (i.e. post-observation professional dialogues). A. Pre-Observation Professional Dialogues Pre-observation professional dialogues are carried out between the evaluators and the teachers concerned prior to the lessons to be observed. This procedure is more relevant for SMT. The dialogue sessions are prearranged to discuss the expectations of the observations, e.g. topic to be covered according to syllabus and scheme of work, students’ ability levels, assessment strategies, learning outcomes which incorporate some or all six levels of students’ cognitive skills as outlined according to the Blooms’ Taxonomy etc. Below are some general guidelines for the contents of the pre-observation professional dialogue: • Set the time frames for the lesson observations. • Decide the lesson delivery method, i.e. study at school, study at school with social distancing, online learning and home learning packs. Guide to Home-Based Learning (HBL) can be downloaded from this link; https://tinyurl.com/BTS-TPA-V-TWO • Establish expectations of the students’ learning outcomes. • Discuss the overviews of the lessons to be observed. • Gather background information of the classes to be observed. Note: EPM from CfBT are encouraged to be present during these sessions for teachers under CfBT contracts.

88 B. Post-Observation Professional Dialogues Post-observation professional dialogues are provided by SMT, school inspectors and relevant officers from MOE who have conducted the lesson observations for any particular purposes. External evaluators may or may not choose to conduct the post-observation professional dialogues depending on the natures and contexts of the lesson observations. For teachers under CfBT contracts, the EPM are required to be present during this post-observation professional dialogue sessions with SMT. This practice can supplement support for schools from external agencies, while also gaining a better understanding of the quality of teaching and learning in the classroom. When post-observation professional dialogues take place, below are some general guidelines to be followed: • Set the dates and times after lesson observations for post-observation professional dialogues i.e. no later than five working days. • Encourage the teachers to reflect on the lessons (strengths and areas for improvement). • Be concise, clear and specific (key points) in giving post-observation professional dialogue. • Be tactful when discussing areas for improvement. • Emphasise on the teachings not the teachers. • Relate comments to the learning impacts (students’ achievements) including written work scrutiny. • Develop teachers’ professional development plans. 4.3 Procedure for Awarding of Overall Teachers’ Performance Grades The overall teachers’ performance grades for every lesson observation depend on the evaluation outcomes on each of the sections A, B and C. The overall grades are automatically calculated using the softcopy version of the evaluation form. The percentage breakdown for the Grades 1 to 5 are outlined in Table 5. Grade Percentage (%) 5 (Excellent) 91 above 4 (Very Good) 71-90 3 (Good) 51-70 2 (Satisfactory) 40-50 1 (Not Satisfactory) Below 40 Table 5: Evaluation Grades and Percentage Breakdown 89 5 SCHOOL MODERATION SYSTEM Moderation system is a mechanism which involves SMT and school-based moderators within the schools through a series of standardised procedure to coordinate lesson evaluations. This system is crucial in order to maintain a high level of quality, accuracy, and reliability of teacher evaluations in schools across the nation. 5.1 Purpose of School Moderation System • Ensure the evaluations in schools are accurate, consistent and fair on the quality of learning and teaching. • Promote capacity building and professional development in evaluations as well as strengthens the standards of evaluation procedures for quality assurance. • Encourage the involvements of SMT the review of the BTS-TPA 2.0 evaluation process through discussions. • Create a sense of trust, acknowledges viewpoints, and enhances skills and experience as well as understanding in conducting evaluations. • Assure validity of data prior to being shared to relevant stakeholders. 5.2 Implementation of School Moderation System Moderation process is conducted by an appointed school-based moderator with two identified SMT throughout one academic year. Every SMT have to carry out a minimum of two lesson evaluations on two different teachers. If the SMT do not demonstrate strong evaluations skills after the series of lesson observations, more lesson observations should be done involving different teachers. The outcome of the lesson evaluations for every teacher co-observed by the SMT with the school moderator have to be moderated accordingly after discussion has been done. The implementation matrix of the school moderation system for one academic year is shown in Diagram 5.

90 One academic year School-based Moderator SMT 1 Teacher A Lesson Evaluation 1 Lesson Evaluation 2 Teacher B Lesson Evaluation 1 Lesson Evaluation 2 SMT 2 Teacher C Lesson Evaluation 1 Lesson Evaluation 2 Teacher D Lesson Evaluation 1 Lesson Evaluation 2 Diagram 5: Implementation Matrix of School Moderation Syste Two SMT involved in the School Moderation System Minimum of two teachers evaluated with each SMT Minimum of two moderated lesson evaluation outcomes for each teacher Minimum of four lesson evaluations with each SMT 91 5.3 Guidelines for Implementation of School Moderation System A. PROCEDURES a) School-based moderators and SMT conduct a pre-observation professional dialogue with the teacher to be evaluated. b) School-based moderators and SMT co-observe the evaluated teacher on an agreed date. c) School-based moderators and SMT conduct document reviews for triangulation purposes; check the TRF and some samples of students’ written work of the evaluated teacher for triangulation purposes. d) School-based moderators and SMT complete the BTS-TPA 2.0 form separately on the co-observed lesson. e) SMT email the completed BTS-TPA 2.0 form to the school-based moderator to be reviewed within two days after the co-observed lesson evaluation. f) School-based moderators and SMT conduct discussions (refer to 5.3B) to moderate the evaluation outcomes, after the completed forms are received. Ensure the school moderator complete the section for the moderation process in the BTS-TPA 2.0 form accordingly. g) SMT conduct the post-observation professional dialogue sessions to the evaluated teachers within three to five days after the co-observed lesson evaluations. School-based moderators need to be present during this session in order to evaluate the SMT’s feedback skills. h) School-based moderator interview the evaluated teacher to evaluate the SMT’s skills (refer 5.4 in Table 6) in conducting the BTS-TPA 2.0 evaluation procedure after the post-observation professional dialogue session. i) The SMT is provided the opportunity to enhance their capability in carrying out teacher performance appraisal by conducting a follow up professional dialogue session. Ensure the BTS-TPA procedures are adhered to, skills in evaluation and provision of quality post-observation professional dialogue for further improvement and actions to undertake. B. Moderation Discussion a) A moderation discussion aims to ensure the SMT applies the same evaluation standard based on the BTS-TPA rubric descriptors. This discussion allows to alleviate any misconceptions amongst other SMT and help SMT identify any measures that need to be undertaken in order to enhance their skills in awarding an accurate and fair performance appraisal grade. School-based moderators conduct moderation discussion before SMT gives post-observation professional dialogue to the evaluated teacher. b) Preparation for a moderation discussion: • SMT complete the BTS-TPA 2.0 form as precisely as expected and prepares to discuss any evidence gathered. • School-based moderators schedule a meeting with SMT to set the dates for the moderation procedure (refer to Diagram 6: School-based Moderation System Procedure Flow Chart). c) Amongst the talking points during the moderation discussion: • Supporting evidence for the evaluation for each grade awarded based on the descriptors. • Deliberation to reach an agreed consensus of the grades for all the focus areas

93 5.4 School-Based Moderators’ Skills The following skills are used to guide school-based moderators to assess the SMT’s skills in conducting the BTS-TPA 2.0 lesson evaluations during the implementation of the school-based moderation system. SKILLS CHARACTERISTICS 1. Communication Being an effective active listener and making the speaker being heard. Responding confidently during discussions. Giving non-verbal cues (e.g. nodding and maintaining eye contact) to build trust. Respecting their ideas and allowing a two-way communication. 2. Leadership Able to motivate, encourage and / or inspire to achieve success. Able to put views across, or defend the views of others, in a professional and tactful way. Demonstrate effective conflict management by employing positive reinforcement, diplomacy, negotiation, assertiveness and tolerance. 3. Application Comply to BTS-TPA 2.0 procedures as per explained in Unit 4 of this handbook. 4. Lesson Observation Observe with an open mind. Check on students’ engagement in their learning. Identify whether the teaching strategies have positive impact on the learning. 5. Documents Review Ability to determine the quality of the lesson objectives, the lesson structure, the scaffolding approaches, the differentiation strategies, the planned assessments and teacher’s lesson evaluation. Ability to evaluate the quality of students’ written work; students’ achievement; feedback strategies to respond and plan future lessons, all of which are aimed to support learning according to students’ need ϲ͘ Feedback Provides oral and written feedback in a timely manner with sensitivity, honesty and transparency. Feedback is evidence-based, constructive / developmental and action-focused. ϳ͘ Support Ability to generate a discussion with the teacher and come up with ideas for teacher improvement based on good practice and teacher’s needs analysis. Table 6: School-Based Moderator’s Skills

94 5.5 Terms of Reference of A School-Based Moderator a) Highly knowledgeable with the BTS-TPA 2.0 Framework, teacher’s core competencies and the BTS-TPA 2.0 procedures. b) Equipped with skills required as a school moderator c) Conduct the moderation system with competence and dedication. d) Identify potential SMT to be trained and appointed as school moderator. e) Coordinate the quality of the teacher appraisal system for the coached SMT. f) Share any new developments in the teacher appraisal system. g) Submit supporting reports for the SMT to be coached as a school-based moderator along with completed BTS-TPA 2.0 forms and any relevant documents to Department of Schools Inspectorate. 95 6 GUIDELINES IN THE APPLICATION OF THE BTS-TPA SYSTEM The terms of reference of the evaluators are job-specific and can vary according to the individual department’s core functions. This unit entails the roles and responsibilities of three groups of evaluators: School Management Team (SMT), School Inspectors and other officers within the MOE. 6.1 School Management Team (SMT) • Responsible for conducting appraisal of all teachers in their schools. • Responsible for clearly communicating the BTS-TPA 2.0 instrument at a common sharing session so that teachers are fully aware of observation expectations. • Prepare scheduled performance appraisals for every teacher. • Meet with the teacher individually for a pre-observation meeting to discuss the time frame for the lesson observation, preparation of materials, such as TRF, students’ written work or portfolios. • Conduct a classroom observation using the BTS-TPA 2.0 form to appraise the teacher in accordance with the BTS-TPA 2.0 framework. • Conduct at least two lesson observations for each teacher within one academic year. • Conduct a post-observation professional dialogue session to discuss the strengths and areas for improvement by referring to the BTS-TPA rubric descriptors not more than five days after the lesson observation. • After each lesson observation the completed BTS-TPA 2.0 form should go into the individual teacher’s portfolio which is kept by the school. • All BTS-TPA 2.0 forms of individual teachers should be filed systematically, using the school’s own effective data bank management system and treated confidentially with limited access only by SMT. • All completed copies of BTS-TPA 2.0 forms using the template provided should be submitted to DI within the specified time interval reporting to higher authority. • To develop a teacher professional development plan for all teachers from the BTS-TPA 2.0 evaluations.

96 6.2 School Inspectors • Responsible for conducting BTS-TPA 2.0 as directed and as specified under The Education Order 2003 Part X. Examples: whole school inspections, unannounced inspection, teacher’s day nominations and any other special case. • Identify himself/herself and designation to the school leader and the teacher concerned before a lesson observation begins. • Conduct a post-observation professional dialogue session to discuss the quality of learning and teaching depending on the nature of the appraisal. However, the post-observation professional dialogue session is encouraged to bring about improvements in teaching and learning. • Give opportunity to the teacher to reflect on the teaching, whenever post-observation professional dialogue session takes place. • Examine the BTS-TPA 2.0 form and teacher professional development plan of the evaluated teacher. • Return TRF or students’ written work and other relevant documents after inspection in their original condition. • Report immediately to any relevant authority, supported by detailed evidence, if any inappropriate incidents occur during the visit to the school or classroom which need urgent attention. • File all BTS-TPA 2.0 forms of individual teachers using the department’s own effective data management system and to be treated with confidentially and limited access by only those who are directly concerned. 6.3 Other Officers Within the Ministry of Education • Conduct BTS-TPA 2.0 evaluation under any MOE’s directive or as per required to fulfil certain tasks as specified by the director of each respective department. • Follow the Code of Conduct at all times as set by their own respective departments but in general, these should be similar to those of the Department of Schools Inspectorate. • Identify himself/herself and designation clearly to the school leader and the teacher concerned before a lesson observation begins. • Conduct a post-observation professional dialogue session to discuss the quality of teaching and learning depending on the nature of the appraisal. Note: EPM for teachers under CfBT contracts are required to conduct co-lesson observations and provide post-observation professional dialogues with SMT to the evaluated teachers. • Give opportunity to the teachers to reflect on the teaching during the post-observation professional dialogue session. • Examine the BTS-TPA 2.0 form and the professional development plan of the evaluated teacher. Note: For EPM reference, they are to be provided with completed and updated photocopies of the documents for teachers under CfBT contracts. • Return TRF or students’ written work and any relevant documents in the original condition. • Report immediately to a relevant authority, supported by detailed evidence, if he or she observes any inappropriate incidents during his/her visit to the school or classroom which need urgent attention. • File all BTS-TPA 2.0 forms of individual teachers using the department’s own effective data management system, although it is encouraged that the outcomes of the appraisal should be transparent between the appraisal team and that particular teacher, the data should be treated confidentially with limited access by only those who are directly involved.

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