SEF 2021

Lesson User Manual
Observation Data
This is the sheet that needs data input in regards to lesson observation. The data can be extract
Teacher PMS scoresheet (go to 'Dashboard' tab).

Extract this data and
put into "LO Data"

Programme This tab is PROTECTED allowing users only to go to ‘input cells’.
Standard Data
1. Click 'Y' OR 'N' for Mid-year and Year-end TSSP Status
TSSP Scorecard 2. School Evidence needs to be typed in manually
3. LO1 and LO2 data for PS 2 and PS 3 will be automatically fed in from LO Data
TSSP Progress
Summary This tab is PROTECTED allowing users only for their reference and no need data input.
TSSP status automatically feed in from the Programme Standards sheets.
MYR Progress &
YER Progress This tab is PROTECTED allowing users only for their reference and no need data input.
Chart Overall percentage of TSSP status for each indicators awarded automatically from the TSSP Scor

This tab is PROTECTED allowing users only for their reference and no need data input.

servation. The data can be extracted from

’.
fed in from LO Data
and no need data input.
rds sheets.
and no need data input.
automatically from the TSSP Scorecard.
and no need data input.

Cluster: _C2016_Manjung_Perak
School Name: SK Seri Bayu

Lesson Observation Data 1 2 3 4 5 6
96.0% 93.3% 98.7% 92.0% 96.0% 96.0%
MYR 2021 Establishing +
(LO 1) 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

YER 2021 Establishing +
(LO 2)

Competency 9 10 11 12 13 14 92.5%
78 90.7% 92.0% 92.0% 82.7% 82.7% 97.3%

93.3% 92.0%

0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%

School Name: There is high quality leadership an
Sekolah amanah mempunyai kepimpinan dan
Strategic Goal 1:

1.1 School improvement planning and self-evaluation is a continuous process that is effective
Perancangan penambahbaikan sekolah dan penilaian kendiri merupakan satu proses berterusan yang

Level Measures Descripti

17 An effective strategic committee, with representatives from a variety of Sebuah jawatankuasa strategik yang efektif bersama pelbagai wakil pihak • A Strategic Committee has established indepe
stakeholders, meets termly to inform, monitor & evaluate progress in order to raise berkepentingan mengadakan mesyuarat pada setiap penggal untuk melapor, activities.
standards in all aspects of the schools performance. memantau dan menilai perkembangan sekolah bagi meningkatkan standard dalam • Evidence of a framework (TSSP) in order to ev
semua aspek prestasi sekolah. positive impact

Model Trust School 16 Comparisons are made of school progress against local, national and/or global Perbandingan perkembangan sekolah dibuat berdasarkan trend tempatan, nasional • There is evidence that key staff in the school a
trends, including the Education Blueprint and the SLT demonstrate a commitment dan/atau global, termasuk Pelan Pembangunan Pendidikan serta Barisan external measurements (ie) IB, MEB, Internatio
to contributing to progress of the broader network of Trust Schools. Kepimpinan Kanan menunjukkan komitmen ke arah memberi sumbangan kepada confined to GB/SLT
kemajuan jaringan lebih luas Sekolah Amanah. • There is evidence of the SLT contributing to th

5 15 The school can demonstrate that it incorporates principles of continuous • Long term planning - Strategic Plan and/or 3-
improvement into its long, medium and short term planning processes. Sekolah mampu menunjukkan bahawa ia menggabungkan prinsip penambahbaikan • Medium planning includes - TSIP
berterusan dalam proses perancangan jangka pendek, sederhana & jangka panjang. • Short term planning including - TSIP action pl

• Independent analysis of CPD needs and priori

14 The annual SEF is an inclusive process that is understood by teachers, students and Kerangka Penilaian Kendiri (SEF) tahunan adalah suatu proses inklusif yang difahami • Stakeholders – Parents, PIBG, Teachers, stude
parents and is embedded in school culture. oleh para guru, murid dan ibu bapa serta diterapkan dalam budaya sekolah. • The feedback from surveys to stakeholders de
SEF and believe their contributions are valued

Systems are in place to analyse a range of school performance data to inform school Terdapat sistem yang tersedia untuk menganalisis pelbagai data prestasi sekolah • SLT routinely, lead the judgement of TSSP pro
• SLT can describe focus areas in order to achie
13 improvement strategies & processes with the school being able to demonstrate a yang digunakan untuk strategi & proses penambahbaikan sekolah yang
continuous impact on student outcomes. membolehkan sekolah menunjukkan impak terhadap keberhasilan murid.

12 The SLT meets monthly to track progress towards its stated goals as identified in the Barisan Kepimpinan Kanan (SLT) mengadakan mesyuarat bulanan untuk menjejaki • The TSIP tracker process is an independent, m
TSIP and appropriate actions are taken. perkembangan sekolah ke arah pencapaian matlamat yang disasarkan, seperti yang • Evidence in the tracker is presented to identif
termaktub di dalam Pelan Penambahbaikan Sekolah Amanah (TSIP). • Advisors monitor and may train new SLT

Accreditation The school can show that it facilitates the successful adoption of the TSIP in line Sekolah dapat membuktikan bahawa ia telah berjaya mengadaptasikan Pelan • Stakeholders: Parents, PIBG, Teachers, PPD, J
11 with the school vision and communicates annual priorities and progress to key Penambahbaikan Sekolah Amanah (TSIP) dan melaporkan keutamaan dan preparation and communicating to stakeholder
perkembangan kepada pihak berkepentingan. • SLT ensure a range of staff lead/participate in
stakeholders. • Advisors monitor and may train new SLT

4 10 Key priorities and SMART actions are successfully identified and actioned to achieve Kepentingan utama dan tindakan SMART berjaya dikenal pasti dan digerakkan untuk • TSIP writing is an independent, routine activit
TSIP/KPT targets. mencapai sasaran Pelan Penambahbaikan Sekolah Amanah/Sasaran Prestasi Utama • The schools are experienced in successfully im
(TSIP/KPT) • Advisors monitor, may train new SLT and pro
version

The annual SEF involves a range of stakeholders, including SLT, teachers, parents Penilaian Kendiri Sekolah (SEF) tahunan melibatkan pelbagai pihak berkepentingan, • Stakeholders – Parents, PIBG, Teachers, Stude
and students and their contributions are included in the SEF.
9 termasuk Barisan Kepimpinan Kanan (SLT), guru, ibu bapa dan murid serta • Independent implementation of surveys and

sumbangan mereka disertakan dalam SEF. • LE staff monitor, may train new SLT

It is evident that the school collects, analyses and uses a comprehensive set of data Terbukti bahawa sekolah mengumpul , menganalisis dan menggunakan set data • SLT assess TSSP progress at least 3 times per

8 effectively towards achievement of TS Programme Standards and Key Performance yang komprehensif untuk mencapai Standard Program Sekolah Amanah dan Sasaran • SLT can describe focus areas in order to achie
Targets. Prestasi Utama (KPT) • LE staff monitor

7 The SLT is tracking progress towards its stated goals as identified in the TSIP. Barisan Kepimpinan Kanan (SLT) mengesan perkembangan untuk memenuhi • TSIP Tracking is being led by the SLT with incr
matlamat yang telah dikenal pasti melalui Pelan Penambahbaikan Sekolah Amanah • Tracking meetings occur regularly and there i
(TSIP). prepared.
• Advisors support

36 The school can show that it facilitates the successful adoption of the SEF and TSIP Sekolah dapat menunjukkan bahawa ia telah berjaya mengadaptasikan proses • The school is experienced in successfully impl
process.
Kerangka Penilaian Kendiri (SEF) dan Pelan Penambahbaikan Sekolah Amanah (TSIP). support. SEF provides evidence of wider input i

5 Some key priorities and actions are identified to achieve TSIP/KPT targets. Beberapa keutamaan penting dan tindakan dikenal pasti bagi mencapai sasaran • SLT are able to co-author the TSIP with Adviso
Sasaran Prestasi Utama/Pelan Penambahbaikan Sekolah Amanah (KPT/TSIP) identified next steps and priorities are decided

Foundation 4 The school shows some collaborative development of the Trust School Sekolah membuktikan terdapat beberapa pembangunan kolaboratif Pelan • Stakeholders include teachers, parents and st
Improvement Plan with a few stakeholders. Penambahbaikan Sekolah Amanah dengan penglibatan kecil pihak berkepentingan.

2

SK Seri Bayu

nd management.
n pengurusan berkualiti tinggi.

ely monitored and implemented to ensure the transformation process is sequenced and effective.
g dipantau dan dilaksanakan bagi memastikan proses transformasi dilaksanakan secara berterusan dan efektif.

ion Mid Year Year End Examples of Evidence School Evidence

endent, routine (at least 1 per term) TSIP, TSSP and Tracker SLT interviews
valuate progress There is evidence of Minutes of meetings

are comparing their progress to SLT PMS Action Research projects
onal research, partner schools Not TSIP SLT interviews
Minutes of Network meetings LE staff judgement
he TS network
• Strategic Plan &/or 3-5 Year Road Map
-5 year Road Map • CPD calendar
• TSIP
lans • SLT interviews
ities are clearly matched to planning

ents SEF SLT interviews
emonstrate that they are included in SEF supporting documents LE staff judgement
Surveys
ogress with Advisory Team Y
eve TSSP Model School status • TSSP Accreditation Documentation
• TSSP tracker
• SLT interviews

monthly activity. Y TSIP SLT interviews
fy progress TSIP Tracker

JPN, SLT are independent in Y • Stakeholder reporting: SLT interviews
rs Y • TSIP noticeboard/Presentations
n TSIP Action Plans • Meeting minutes, log of attendance, school calendar

ty. TSIP SLT interviews
mplementing a TSIP SEF
ovide assistance in refining English

ents. Y SEF SLT interviews
stakeholder feedback SEF Stakeholder supporting documents

year Y TSSP support documentation SLT interviews
eve TSSP Accreditation Y TSSP audit tool
SLT interviews
reasing independence. TSIP and TSIP Trackers, LE staff judgement
is evidence that participants are School Calendar

lementing a SEF/TSIP cycle with Y SEF Evidence Files SLT interviews
into the TSIP development TSIP LE staff judgement
TSIP Tracker
or support. There is evidence that Y SLT meeting minutes
d by SLT TSIP SLT interviews
TSIP Action Plans LE staff judgement

tudents Y Staff meeting minutes from SEF/TSIP workshops
Parent/teacher/student survey data

Foundation 2

3 The school uses basic data to help inform development priorities in the school self- Sekolah hanya menggunakan data asas untuk melaporkan keperluan keutamaan • Basic data is defined as LO/LW data and surve
• SEF process led by LE staff
evaluation process. pembangunan bagi proses penilaian kendiri sekolah.

2 The school develops a yearly plan. Sekolah membangunkan pelan tahunan. • MoE processes
Pengumpulan dan analisis data sebagai evidens. • MoE School Strategic Plan & Annual Plan crea
1 inform decisions made.

1 Collection and basic analysis of data is evident. • Range of school data (curriculum, co-curricul
collected according to MoE requirements with

ey information Y LO/LW data SEF
Parent/teacher/student surveys TSIP
ated. Minimal use of academic data to Y TSIP tracker SLT interviews
LE staff judgement
lum, discipline, attendance etc) Y MoE School Strategic Plan
minimal analysis MoE Annual Plan SLT interviews
PIBG Strategic Plan LE staff judgement

MoE school data SLT interviews
LE staff judgement

1.2 There is effective, values driven, school-wide distributed leadership at every level, and
Wujudnya pengagihan kepimpinan yang efektif berteraskan nilai yang meluas di sekolah di setiap perin

Level Measures Descripti

5 19 90% or more of middle leaders are effective leaders of learning who use Sekurang-kurangnya 90% pemimpin pertengahan adalah pemimpin pembelajaran • HODs and Panel Heads independently monitor use o
collaborative principles & practices to manage their departments. efektif, yang menggunakan amalan & prinsip kolaboratif dalam menguruskan departments. Systems are embedded and evidenced t
jabatan mereka judgements and monitoring teacher's lesson plans, us
• They lead and introduce new approaches to improv
meetings in which student progress is discussed
• They promote effective collaboration amongst their
opportunities for peer challenge and action research
their planning, assessment documentation and appro

• SLT takes ownership of this process and plans beyon

Model Trust School 18 Talent development, knowledge transfer and capacity building processes are embedded across Perkembangan staf, anjakan ilmu pengetahuan dan proses pembentukan keupayaan diterapkan talent plan.
all areas of the school and are evident in a pool of talent that drives continuous growth in the sepenuhnya di semua bahagian di sekolah dan merupakan evidens pada semua staf yang terus • Identified talent have robust talent development pl
school. Prevailing talent processes such as Workforce Planning, Performance Management, memacu kemajuan di sekolah. Proses-proses terkini seperti Perancangan Tenaga Kerja, development opportunities
Talent Management and Succession Planning are evident. Pengurusan Prestasi, Pengurusan Bakat dan Perancangan Penggantian jelas kelihatan. • An annual survey is conducted and at least 85% of s
own areas of development

• The school is able to promote its own talent and su

• Leadership styles may include Affiliative, Dem
School leaders model a wide range of appropriate leadership styles on a Pemimpin sekolah mempamerkan pelbagai jenis gaya kepimpinan yang bersesuaian Pacesetting, Coaching (Daniel Goleman)
17
daily basis in all aspects of running of their school. setiap hari dalam semua aspek pengendalian sekolah mereka. • LE judgement utilised as the primary assessm

16 Embedded distributed leadership principles & practices extend beyond Prinsip & amalan pengagihan kepimpinan yang diterapkan bukan sekadar kepada • Systems are embedded for participation of te
GPKs, Middle leaders and Advisory Teachers, to include teachers, GPK, Pemimpin Pertengahan dan Guru Penasihat, malahan juga kepada guru, murid decision making and leading activities in the sc
students and parents. serta ibu bapa.

15 School leaders at all levels take an active interest in the community beyond their Pemimpin sekolah di setiap peringkat aktif melibatkan diri dalam komuniti • School leaders are members of community organisa
own school to promote Trust School core values and to model a deep sense of moral melangkaui sekolah mereka untuk menyebarkan nilai teras Sekolah Amanah dan and student outcomes
purpose to raise standards within and beyond their own school. menjadi model tanggungjawab moral bagi meningkatkan standard dalam kalangan • School leaders participate in forums and conference
komuniti sekolah dan juga di luar sekolah. • Stakeholders such as teachers, students, parents an
School vision and the role of SLT in promoting this

Talent Development, knowledge transfer and capacity building systems and processes are Pembangunan staf, anjakan ilmu pengetahuan serta pembentukan kapasiti • SLT has completed all related Workforce and talent
integrated into school improvement processes. Prevailing talent processes such as Workforce • Succession plans are developed and the SLT ensure
14 Planning, Performance Management, Talent Management and Succession Planning are evident. disepadukan dalam proses penambahbaikan sekolah. quarterly meetings with PPD/JPN. (LE staff support)
Proses-proses terkini seperti Perancangan Tenaga Kerja, Pengurusan Prestasi, • School PMS Committee independently monitors tea
Pengurusan Bakat dan Perancangan Penggantian jelas kelihatan.

70% or more of SLT and middle leaders are leaders of learning who use Sekurang-kurangnya 70% pemimpin pertengahan adalah pemimpin pembelajaran • 70% of the Middle Leaders & SLT are leaders
13 collaborative principles & practices to develop groups and/or leader of learning template
yang memanfaatkan prinsip & amalan kolaboratif untuk pembentukan kumpulan

Accreditation individuals. dan/atau individu.

4 12 School leaders use more than one form of leadership style, as defined in Pemimpin sekolah menggunakan lebih daripada satu bentuk gaya kepimpinan, • Leadership styles may include Affiliative, Dem
the assessment tool, in the running of their school. seperti yang dijelaskan dalam instrumen pentaksiran, untuk mengendalikan sekolah Pacesetting, Coaching (Daniel Goleman)
mereka. • LE judgement utilised as the primary assessm

• Opportunities are created by SLT for identified lead

Distributed leadership principles & practices are embedded in the school amongst GPKs, Middle Prinsip & amalan pengagihan kepimpinan diterapkan secara efektif di sekolah dalam kalangan and share in decision making processes

11 leaders and Advisory Teachers with collaborative teamwork embedded in the school culture. GPK, pemimpin pertengahan dan Guru Penasihat dengan kerjasama kolaboratif diterapkan • Identified leaders participate actively in the school S
Teachers are actively encouraged to show leadership within their classroom and through
dalam budaya sekolah.Guru-Guru digalakkan menunjuk kepimpinan mereka dalam bilik darjah related activities, Lesson Observations and leading PL

involvement with additional school activities. dan melalui penglibatan tambahan dalam aktiviti sekolah • Teachers are involved in SEF, Co-Curriculum and oth

opportunities to participate in shared decision-makin

10 School leaders actively promote Trust School core values within and beyond the Pemimpin sekolah menyebarkan nilai teras Sekolah Amanah dengan aktif didalam • There is evidence that the SLT promote vision
immediate school community to improve student outcomes. dan juga diluar komuniti sekolah bagi meningkatkan keberhasilan murid. meetings, parent activities, community events
• Visual displays around the school and newsle

9 Talent development, knowledge transfer and capacity building processes are Proses pembentukan bakat, anjakan ilmu pengetahuan dan pembentukan • Processes are in place to support and develop
developing. keupayaan sedang dibangunkan. teachers and SLT
• Talent Management & Succession Planning d
38 50% or more of the middle leaders are effective leaders of learning who show good Sekurang-kurangnya 50% pemimpin pertengahan merupakan pemimpin completed with support from the CHC coaches

support for staff. pembelajaran efektif yang memberikan sokongan positif kepada kakitangan. • 50% of the Middle Leaders are leaders as lear
learning template

7 Distributed leadership principles & practices beyond GPKs & middle leaders across Prinsip & amalan pengagihan kepimpinan di luar linkungan Guru Pemimpin Kanan • Teachers are leading activities that support T

the school are starting to be implemented. (GPK) & pemimpin pertengahan merentasi sekolah telah mula dilaksanakan.

6 There are supported processes for knowledge transfer and capacity building across Proses pemindahan ilmu pengetahuan dan pembentukan keupayaan adalah terhad • Processes are in place to support and develop

the school. merentasi sekolah. teachers and SLT

Foundation 2

d the range of leadership styles utilised is appropriate.
ngkat dengan penggunaan pelbagai gaya kepimpinan yang bersesuaian.

ion Mid Year Year End Examples of Evidence School Evidence

of effective pedagogical strategies in their Minutes of departmental meetings Lesson observation forms
through routines that involve regular lesson PLC documents Headcount analysis
se of assessment data. Teacher planning Action research analysis of outcome of new approaches
ving student outcomes in established PLC Student performance data

r departmental staff through structured Y • SHCM Implementation Pack (TS SHCM forms) Teacher Survey on Performance Management
as well as peer feedback to teachers on - Evidence of correspondence / discussion between Number of staff in Extending and Enhancing Category
oaches GB/PK1 and PPD
• PMS meeting minutes
nd the following year with at least a 5 year
• Leadership Styles Tool
lans that include focused professional • SLT interviews
• LE judgement
staff indicate deep understanding of their • Teacher survey

uccession issues with the local PPD office

mocratic, Authoritative, Coercive, Y
ment until assessment tool developed

eachers, students and parents in Y • TSIP and SEF documentation SVG minutes
chool • School annual calendar of activities PMS teacher records
• Parents, teachers & student surveys
ations and bodies that promote learning Y • Minutes of PIBG meetings

es as panelists and speakers Evidence of participation in these events can be
nd community are fully aware of the Trust presented
Annual school surveys

t process documentation. Y • SHCM Implementation Pack (TS SHCM forms)
that talent related issues are raise during - Evidence of correspondence / discussion between
GB/PK1 and PPD
acher progress to identify potential talent • Minutes of School Committee meetings
• PMS plans, PIP plans and annual evaluation
as learning as defined in the ML Y ML Leader of Learning template
LO/LW records Departmental minutes
mocratic, Authoritative, Coercive, Y TSIP tracker
Y Records of SEF participation Lesson observation schedule
ment until assessment tool developed Y PLC records
• Leadership Style Tool Evidence of collaborative activities
ders / teachers to take the lead in activities • SLT interviews
• LE judgement School displays & newsletters
SEF, writing of the TSIP, leading TSIP • Teacher survey PPTs for visitors
LCs Visitors' log (PPD/JPN visitors)
her school activities and are given TSIP and TSIP action plans
ng SEF process documentation PMS Committee minutes
Teacher survey New/under-performing teacher support plans
n and values in assemblies, staff LW schedule SLT Meeting minutes
GB/Principal interviews
etters highlight TS core values Assembly agendas
Meeting minutes Department meeting minutes
p existing, new and under-performing Y Parent activity log PLC documentation

documentation is developed and • SHCM Implementation Pack (TS SHCM forms)
s and LE advisory staff. - Evidence of correspondence / discussion between
GB/PK1 and PPD
rning as defined in the ML leader of Y • CPD plan
• PLC schedules & summaries
Workforce planning documentation
CPD plans

• ML Leaders of Learning Template
• LO & LW documentation
• Teacher Support Plans

TSIP implementation Y Teacher targets Activity reports
TSIP Action Plans Meeting minutes
p existing, new and under-performing Y TSIP tracker
SLT PMS
• SHCM Implementation Pack (TS SHCM forms) PMS Committee minutes
- Evidence of correspondence/discussion between CPD Plan
CPD/PK1 and PPD PLP system for ART tasks PLC schedules
• New / under-performing teacher support plans

Foundation 25 30% or more of the middle leaders are effective leaders of learning who show good Sekurang-kurangnya 30% pemimpin pertengahan adalah pemimpin pembelajaran • 30% of the Middle Leaders are leaders as lear
learning template
support for staff. efektif yang memberikan sokongan yang baik kepada kakitangan.

4 Some responsibility and accountability has been delegated to GPKs & middle Terdapat Pengagihan tanggungjawab dan akauntabiliti di agihkan kepada Guru • Applies to both MoE & Trust School responsib
leaders but there is a lack of clarity and consistency about roles and responsibilities. Pemimpin Kanan (GPK) & pemimpin pertengahan tetapi penjelasan dan konsistensi
tentang peranan dan tanggungjawab adalah terhad.

3 Distribution of leadership is as per MoE requirements. Pengagihan kepimpinan adalah mengikut kehendak KPM. • MoE Leadership roles assigned according to M

12 There is evidence of Senior & Middle Leaders working together as teams to develop Terdapat evidens tentang kerjasama antara Pemimpin Kanan & Pemimpin • Annual curriculum Schemes of Work are com

the school curriculum. Pertengahan dalam membangunkan kurikulum sekolah

1 DESCRIPTOR REMOVED - NOT APPLICABLE* DESKRIPTOR DIGUGURKAN - TIDAK BERKAITAN * • The granting of a Yes is based on whether thi
demonstrate that it has ‘Moved Beyond’ it

rning as defined in the ML leader of Y ML Leaders of Learning template Work Plans & Teacher Support Plans
Department Meeting minutes Panel Head files
bilities Y LO/LW documentation
SLT Meeting minutes
MoE guidelines Y GPK/ML Job Descriptions (MoE) LE staff judgement
TSIP - allocated responsibilities
mpleted with minimal collaboration Y School Organization Chart
MOE JD's for SLT LE staff judgement
HODs & Panel Head job descriptions
Minutes of SLT meetings PH/HOD Meeting minutes
LE staff judgement
MOE evidence folders
Annual Schemes of Work LE staff judgement

is statement is true or the school can

1.3 The school SLT members are regularly and actively engaged in professional learning and
Barisan SLT sekolah sering terlibat secara aktif dalam pembelajaran profesional dan mengg
Level
Measures Descripti

20 Knowledge creation and sharing is central to school leadership, with senior leaders being Penghasilan dan perkongsian pengetahuan adalah fokus utama kepada kepimpinan sekolah, • As in descriptor
engaged in professional networks at district level and across the wider network of Trust schools dengan pemimpin-pemimpin kanan terlibat dalam jaringan profesional di peringkat daerah dan
focusing on the development of the wider system for sustainability and growth. merentas jaringan yang melangkaui Sekolah Amanah, dengan memfokuskan pada pembangunan
sistem meluas untuk kelestarian serta kemajuan.

Model Trust School 19 The SLT are leaders of learning who are engaged in refining the craft of Barisan Kepimpinan Kanan merupakan pemimpin pembelajaran yang sentiasa • SLT are engaged in action research and prom
teaching through; sharing new research, promoting action research and terlibat dalam memperhalusi teknik pengajaran melalui; perkongsian kajian baharu, school. Data is analysed to reflect on impact of
professional inquiry in the school. galakan kajian tindakan dan inkuiri profesional di sekolah.

5 All SLT members can demonstrate a deep understanding and Keseluruhan Barisan Kepimpinan Kanan (SLT) dapat menunjukkan pemahaman • 100% of SLT are actively involved in SEF, TSIP
18 involvement in Trust School systems and processes against the dengan jelas dan terlibat dengan sistem & proses Sekolah Amanah berdasarkan demonstrate deep understanding of TS Standar
identified Trust School Standards. Standard Program Sekolah Amanah yang telah dikenal pasti. development plans

17 The SLT focus on student learning and ensure that new ideas, projects Barisan Kepimpinan Kanan (SLT) memberi fokus terhadap pembelajaran murid dan • SLT demonstrates continuous focus on studen
and strategies that are implemented will narrow the gap between high memastikan idea, projek dan strategi baharu yang dilaksanakan akan merapatkan strategies to support underperforming student
and low performers. jurang antara mereka yang berprestasi tinggi dan berprestasi rendah. • School initiatives, projects and strategies are
individual student performance tracking

16 The SLT actively fosters a culture that is conducive to continuous learning and Barisan Pemimpin Kanan (SLT) aktif menerapkan budaya yang kondusif agar • Positive school ethos is evident in the learnin
development through; the monitoring of teaching & learning practices and creating mencipta pembelajaran dan pembangunan yang berterusan melalui; pemantauan classrooms
opportunities for all to learn within the context of the school. amalan pengajaran & pembelajaran serta mencipta peluang untuk semua merasai • Innovative practices that go beyond the Teac
pengalaman pembelajaran dalam konteks sekolah.

70% or more of the SLT can demonstrate their understanding and Sekurang-kurangnya 70% Barisan Kepimpinan Kanan (SLT) dapat menunjukkan • Understanding and involvement in TS System
15 involvement in Trust School systems and processes against the pemahaman dan pelibatan mereka dalam sistem dan proses Sekolah Amanah LO, LW, SEF, TSSP reviews
bersandarkan Standard Program Sekolah Amanah yang telah dikenal pasti. • Measurement tool is the SLT Involvement Che
identified Trust School Standards.

70% or more of the SLT attend all leadership CPD & can demonstrate Sekurang-kurangnya 70% Barisan Kepimpinan Kanan (SLT) menghadiri semua latihan • As per descriptor
14 the incorporation of new learning into their current practice.
kepimpinan Pembangunan Profesional Berterusan (CPD) & dapat menunjukkan • Incorporation of new learning can be evidenc

penggabungan pembelajaran baharu ke dalam amalan sedia ada mereka. and application

Accreditiation 13 70% or more of the SLT is involved in cluster-wide PLCs to discuss & Sekurang-kurangnya 70% Barisan Kepimpinan Kanan (SLT) terlibat dengan Komuniti • As per descriptor
share ideas, problem-solve & track progress. Pembelajaran Profesional (PLC) kluster dengan meluas untuk perbincangan & • SLT can discuss their involvement in the PLCs
perkongsian idea, menyelesaikan masalah & menjejaki perkembangan.
4
The SLT are leaders of learning with established practices in place for Barisan Kepimpinan Kanan (SLT) adalah pemimpin pembelajaran dengan amalan- • The SLT regularly participate in scheduled LW
12 regular LWs & LOs to monitor and support the development of learning amalan yang telah diperkukuhkan seperti Rondaan Pembelajaran & Objektif • The outcomes of LWs and LOs are analysed at
& teaching in the school. Pembelajaran untuk memantau dan menyokong pembangunan pembelajaran & through action plans and reported on at subseq
pengajaran sekolah.

The SLT foster action research projects and professional learning that Barisan Kepimpinan Kanan (SLT) menggalakkan Projek Kajian Tindakan dan • The SLT openly promote the value of action re
explore and scaffold best practice in the school.
11 Pembelajaran Professional yang mencari dan mengcungkil amalan-amalan terbaik di adequate resources for projects to be complete

sekolah. Project are completed.

10 The SLT attend all relevant learning & teaching CPD and can accurately Barisan Kepimpinan Kanan (SLT) menghadiri kesemua sesi Pembangunan Profesional • The SLT team are involved in the TeachSmart
assess teacher competencies. Berterusan (CPD) TeachSmart dan dapat menaksir kompetensi guru dengan tepat. • The SLT can accurately assess the LO using th
monitoring processes

50% or more of the SLT are involved in leadership PLCs to discuss & Sekurang-kurangnya 50% Barisan Kepimpinan Kanan (SLT) terlibat dalam • 50% or more of the SLT are involved in leader
9 share ideas. kepimpinan Komuniti Pembelajaran Profesional (PLC) untuk perbincangan &
perkongsian idea.

38 The SLT have developed an independent Learning Walk process with Barisan Kepimpinan Kanan (SLT) telah mewujudkan sebuah proses Rondaan • LW process is implemented by the school per
basic data being shared with teachers. Pembelajaran dan berkongsi data asas bersama guru. LW programme)
• LW data is analysed and shared with teachers
displays, within Department meetings with LE s

50% or more of the SLT can demonstrate their understanding and Sekurang-kurangnya 50% Barisan Kepimpinan Kanan (SLT) dapat menunjukkan • Understanding and involvement in TS System
7 involvement in Trust School systems and processes. pemahaman dan penglibatan mereka dalam sistem dan proses Sekolah Amanah. process, LO, LW, SEF, TSSP reviews
• Measurement tool is the SLT Involvement Che

• ARC tasks are completed

6 The Senior Leadership Team (SLT) attend leadership and pedagogy CPD Barisan Kepimpinan Kanan (SLT) menghadiri kepimpinan & pedagogi Pembangunan • Evidence of key concepts from LeadED modul
• 100% attendance at LeadED except for legitim
& implement learning in the school. Profesional Berterusan (CPD) dan melaksanakan pembelajaran di sekolah.
meetings)

Foundation • There is some evidence of SLT TeachSmart at

2

incorporate the new learning into their current practice.
gabungkan pembelajaran baharu dengan amalan sedia ada.

ion Mid Year Year End Examples of Evidence School Evidence

• Evidence of participation in and membership of • Examples of presentations given outside the school
professional networks at district and Trust School level • Records of collaboration with PPD/JPN to promote
• Participation in leadership PLCs effective Trust Schools approaches and systems

mote action research and PLCs in the • CPD records
f new strategies on student learning. • Examples of action research projects and analysis of
data that demonstrate investigation into impact on
student outcomes

P monitoring, PMS, and can TSIP and SEF documentation GB records of SLT involvement and engagement
rds and links to their own TSIP and Evidence of SLT leadership in these processes eg minutes
of meetings, attendance records, interviews with
teachers and surveys

nt outcomes and implements Y Event calendars Individual student performance data and analysis
ts Minutes of meetings
supported by data analysis and SEF
TSIP

ng environment inside and outside the Y CPD plans for teachers and school leaders Evidence of innovative practices
chSmart programme Records of PLCs and findings shared with stakeholders LW and LO data

ms including TSIP tracker, PMS process, Y SLT Involvement checklist LE staff judgement
ecklist SLT interviews

ced by ARC task / PLC task completions Y CPD Attendance Registrar PMS documentation.
LeadED portfolio

s and identify the lessons learnt Y PLC attendance & notes SLT interviews
PMS documentation LE staff judgement

Ws and LOs. Y Records of LWs and LO’s participation schedule. Newsletters, staff meetings, and public display
t SLT meetings and issues addressed Minutes of SLT meetings. boards.
quent meetings
Action Research Projects. LE LO monitoring and moderation audit
esearch with teachers and provide Y PMS documents.
ed and implemented. Action Research TSIP. PLC Summary sheet
Photos
t workshops and PLCs where possible Y Attendance records of CPD training.
he rubric based on the LE LO Interview with SLT. Staff / Department Meeting minutes
LE staff judgement LE staff judgement
rship PLCs at the Cluster Level Y
LeadED PLC attendance data
rsonnel (schedules, timelines & use of Y LE staff judgement

s in staff meetings, on staff room LW schedule
support LW data & analysis

ms which include TSIP tracker, PMS Y SLT Involvement checklist LE staff judgement
ecklist SLT interviews

les implemented in the school Y TeachSmart attendance data ARC Task folders
mate reasons (ie: MoE directives, LeadED attendance data LE staff judgement

ttendance

Foundation 2 5 30% or more of the SLT is involved in PLCs to discuss & share ideas. Sekurang-kurangnya 30% Barisan Kepimpinan Kanan (SLT) terlibat dalam Komuniti • 30% or more of the SLT are involved in leader

Pembelajaran Profesional (PLC) untuk perbincangan & perkongsian idea. • Involvement is defined as making contributio

4 The SLT is developing as leaders of learning through supported Barisan Kepimpinan Kanan (SLT) sedang dibentuk menjadi pemimpin pembelajaran • SLT engage in LWs & formal/informal LOs
involvement in Learning Walks (LW) & Lesson Observations (LOs). melalui pelibatan yang disokong oleh Rondaan Pembelajaran (LW) & Pencerapan • Scaffolded / supported by the LE staff
Pengajaran (LO)

3 The SLT conducts Lesson Observations as per MoE requirements. Barisan Kepimpinan Kanan (SLT) mengendalikan Pencerapan Pengajaran mengikut • As per descriptor
kehendak KPM

1 2 DESCRIPTOR REMOVED - NOT APPLICABLE* DESKRIPTOR DIGUGURKAN - TIDAK BERKAITAN * • Shared is defined as within the SLT or with th

1 The SLT attends compulsory MoE briefings & workshops. Barisan Kepimpinan Kanan (SLT) menghadiri sesi taklimat & bengkel yang diwajibkan • As per descriptor
oleh KPM.

rship PLCs at the Cluster level Y LeadED PLC attendance data LE staff judgement
ons to discussion held Y LeadED PLC summary sheets Co-Curriculum LW schedule & forms
Y LE staff judgement
LW schedule & forms LE staff judgement
he teaching staff LO schedule & forms LE staff judgement

Y MoE LO records

School CPD records
Staff Meeting minutes

MoE (SPLG) Attendance records
School calendar

1.4 Measures The school’s financial planning is linked to strategic objectives throu
Perancangan kewangan sekolah berhubungkait dengan objektif strate
Level
Descripti

18 Expenditure conforms to MoE guidelines (scores are between 95% - 100%) Perbelanjaan mematuhi garis panduan KPM (skor antara 95% - 100%). • Accounting transactions conform to MoE guid
• Checklist shown scoring marks is between 95

Model Trust School 17 The budget is robust (variance at Quarter 3 is less than 5%) in all of the respective Bajet yang disediakan adalah teguh (varians pada Suku Ketiga adalah kurang • As per descriptor
categories. daripada 5%) dalam kesemua kategori.

5 16 A school finance committee consults widely to develop a budget that provides for Jawatankuasa kewangan sekolah meminta nasihat secara meluas dalam • School finance committee actively seeks inpu
effective implementation of the curriculum and cost effectiveness. menyediakan bajet yang dapat menyediakan pelaksanaan kurikulum dan kos yang SLT, Middle Leaders including HODs and PHs, P
efektif.
This happens independently and is a routine an

• Budget is reflective of school teaching and lea

15 Human and financial resources are well managed for all school staff in meeting Sumber manusia dan sumber kewangan dikendalikan dengan baik untuk semua • Resources are managed effectively and purch
instructional goals and supporting student learning needs. kakitangan sekolah dalam memenuhi matlamat pengajaran dan menyokong learning needs as identified in SEF and TSIP
keperluan pembelajaran murid. • Note: if there is a new Principal / HM / Finan
leave, school finance activities are still well ma
PHs

14 Expenditure conforms to MoE guidelines (scores are between 85% - 94%) Perbelanjaan mematuhi garis panduan KPM (skor antara 85% - 94%). • Accounting transactions conform to MoE guid
• Checklist shown scoring marks is between 85

Accreditation 13 The budget is robust (variance is less than 5%) in most of the respective categories. Bajet yang disediakan adalah teguh (varians kurang daripada 5%) dalam kebanyakan • As per descriptor
The most respective categories = 70% kategori. Kebanyakan kategori = 70%.

4

12 The budgets are linked to the school’s TSIP, meets instructional goals and support Bajet yang disediakan berkait dengan TSIP sekolah, memenuhi matlamat pengajaran • TSIP has detailed finance section linked to AB
student learning needs.
dan menyokong keperluan pembelajaran murid. • Budget clearly prioritises student learning ne

11 The SLT uses input from staff to establish funding priorities and a balanced Barisan Kepimpinan Kanan (SLT) menggunakan input daripada kakitangan bagi • The SLT uses the SEF process to establish scho
operational budget for school programmes. mengutamakan memperuntukan dana dan keseimbangan bajet operasi sekolah. • The SLT uses input from HODs & PHs to estab
• Departmental requests are considered and pr

10 Expenditure conforms to MoE guidelines (scores are between 75% - 84%) Perbelanjaan mematuhi garis panduan KPM (skor antara 75% - 84%). • Accounting transactions conform to MoE guid
• Checklist shown scoring marks is between 75
• The budgets are accurate in most categories

39 The SLT include other staff members in decision making to draw up school budgets. Barisan Kepimpinan Kanan (SLT) melibatkan kakitangan yang lain dalam membuat • The SLT consults with staff members to form
keputusan untuk merangka bajet sekolah. staff)

8 There is evidence that the school’s budget has some direct links to the TSIP goals. Wujud evidens bahawa bajet sekolah dikaitkan dengan matlamat TSIP. Bajet sekolah • The SLT can justify the allocation of budget am
The school budget is comprehensible.
boleh difahami. goals (with support from LE staff)

7 Expenditure conforms to MOE guidelines. (scores between 65% - 74%) Perbelanjaan mengikut garis panduan KPM. (skor di antara 65% - 74%) • SLT and finance support staff use MoE guideli
(65% – 74%)

Foundation 6 The school budget is framed in a manner that ensures adequate implementation of Bajet sekolah dirangka denga teliti bagi memastikan pelaksanaan kurikulum • SLT and finance support staff compile budget
curriculum
the curriculum. mencukupi. • With minimal justification

2

5 Financial decisions are made by the Principal following some consultation with SLT. Keputusan berkaitan kewangan dibuat oleh Pengetua dengan berbincang dengan • As per Descriptor
SLT.

4 The budget variance is less than 7% Varians bajet adalah kurang daripada 7% • As per Descriptor

ugh an integrated budgeting process. Examples of Evidence School Evidence
egik menerusi proses bajet bersepadu.
Cash book
ion Mid Year Year End Subsidary book
PV files
delines, SOP and accounting practices Annual Audit report Receipt book
5% to 100% Resource use is monitored

Progress performance report.

ut from internal stakeholders such as AMB & PCG budget & analysis
PIBG and wider parent community. TSIP budget details
nnual practice. Finance Committee composition & minutes
arning priorities and linked to the TSIP
Meeting minutes show collaborative purchase decisions Finance Meeting minutes
hases of resources are in line with SEF and TSIP SLT interviews

nce Clerk or they are on extended
anaged by other staff ie: SLT / HOD /

delines, SOP and accounting practices Y Annual audit report Cash book
5% to 94% Resources use is monitored Subsidary book
PV files
Receipt book

Y Progress performance report

BM & PCG Y ABM & PCG budget TSIP Appendix - finance section
eeds TSIP Action Plans Payment Vouchers

ool priorities. Y SEF SLT Meeting minutes related to finance
blish priorities PH/HOD meeting minutes Interviews: SLT / HOD / PH
rioritised as part of the process.
Progress performance reports Cash book
delines, SOP and accounting practices Y Subsidary books
5% to 84% SEF PV files
as per descriptor Receipt book

mulate a budget (with support from LE Y Department requests

mounts and alignment with the TSIP Y ABM & PCG budget TSIP Appendix - finance section
TSIP Action Plans Payment Vouchers
ines to review accounting transactions Y
• Cash book, subsidiary book Receipt book
t that ensures implementation of Y • PV files, receipt book
• Other financial documents Cash book
Subsidary book
• ABM & PCG budget PV files
• ABM & PCG analysis Receipt book
Other financial documents
Y
Interviews: SLT, KPT, PT & MOM

Y Financial Audit Report

Fou

3 Expenditure conform to MoE guidelines. (scores <65%) Perbelanjaan mengikut garis panduan KPM. (skor <65%) • The granting of a Yes is based on whether thi
can demonstrate it has 'Moved Beyond' it.
1 2 The budget is prepared and financial planning is carried out by schools.
Bajet disediakan dan perancangan kewangan dilaksanakan oleh sekolah. • The granting of a Yes is based on whether thi
1 The Principal is involved in financial decision making. can demonstrate it has 'Moved Beyond' it.

Pengetua terlibat dalam membuat keputusan berkaitan kewangan sekolah. • The granting of a Yes is based on whether thi
can demonstrate it has 'Moved Beyond' it.

is statement is true or that the school Y • Cash book / subsidiary book
• Minutes of finance meetings
is statement is true or that the school Y • Accounting transactions

is statement is true or that the school Y • ABM & PCG Budget analysis
• Progress performance report
• LE staff judgement

Financial Audit Report
SLT and Finance Staff interview

1.5 Performance management of all staff is a rigorous process that contributes to
Pengurusan prestasi kakitangan merupakan satu proses yang teliti yang menyumban
Level
Measures Descripti

19 The school has a rigorous programme of evaluating teacher effectiveness and links Sekolah mempunyai program penilaian keberkesanan guru yang rapi dan • SLT and ML are conducting LO’s and LW’s ind
this to professional development. berhubungkait dengan pembangunan profesional. practise of analysing this data and then plannin

Model Trust School 18 There are effective collaborative practices to support and develop staff in the school Wujud amalan kolaboratif yang efektif untuk menyokong dan membentuk semua • Collaborative practices may include: Peer obs
with an emphasis on raising the achievement of all students. kakitangan di sekolah dengan penekanan terhadap peningkatan pencapaian Headcount/LINUS meetings, New teacher supp
murid.
5

17 The analysis of the PMS process is used to inform future school planning. Analisis daripada proses Sistem Pengurusan Prestasi (PMS) digunakan untuk • The PMS Committee is operating independen
menyediakan perancangan masa hadapan sekolah. TSIP of analysis from the outcomes of the PMS

16 PMS targets for SLT, counsellors and teachers are rigorous and SMART, Sasaran PMS untuk Barisan Kepimpinan Kanan (SLT), kaunselor dan guru adalah teliti • The PMS target-setting is led by the SLT. Targ
underpinning the school improvement framework. dan SMART, yang menyokong kerangka penambahbaikan sekolah. • SLT and key staff can describe the links

SLT & middle leaders engage in formal & informal observations, provide feedback to Barisan Kepimpinan Kanan (SLT) & pemimpin pertengahan terlibat dalam • SLT and ML are conducting LO’s independent
lead SLT can explain the implementation
15 staff & demonstrate how to use the teacher competency rubric to identify effective pencerapan formal dan tidak formal, menyediakan maklum balas kepada kakitangan

learning and teaching practices. & memahami cara penggunaan rubrik kompetensi guru.

Barisan Kepimpinan Kanan (SLT) & pemimpin pertengahan menggunakan pelbagai

14 SLT & middle leaders use a range of teacher data (e.g. LO, LW, attendance data) to data guru (cth. Objektif Pembelajaran, Rondaan Pembelajaran, data kehadiran) • Analysis of teacher data is completed to ident
identify areas of improvement to raise teaching & learning standards. untuk mengenalpasti bidang-bidang yang perlu ditambahbaikkan bagi menambah reflected in the CPD programme

Accreditation baik pengajaran & pembelajaran.

4 A PMS Committee, that includes the middle leaders, implements, coordinates & Sebuah Jawatankuasa PMS, yang melibatkan pemimpin pertengahan, melaksanakan, • The PMS Committee is operating independen
13 monitors the Performance Management process in the school through target
mengkoordinasi & memantau proses Pengurusan Prestasi di sekolah melalui • Meetings are led by SLT and the PMS process

setting, monitoring, feedback and reporting. penetapan sasaran, pemantauan, maklumbalas dan laporan. • Advisors monitor process, may train new staf

The PMS process identifies underperforming teachers and triggers support plans Proses PMS mengenal pasti guru yang berprestasi lemah dan mewujudkan pelan • The PMS committee identify underperformin
12 and relevant CPD. The progress of these teachers is monitored by the PMS sokongan serta CPD yang berkaitan. Kemajuan guru ini dipantau oleh Jawatankuasa • The school has an established process to supp
PMS sehingga peningkatan dapat dilihat dan pencapaian guru berada pada tahap • Advisors monitor
Committee until improvement is shown and teachers are on track. yang diinginkan.

The target setting process for SLT, Middle Leaders, teachers, and counsellors is Proses penetapan sasaran untuk SLT, Pemimpin Pertengahan, para guru, dan • The PMS target-setting is led by the SLT.
• SLT can explain how the PMS target-setting is
11 embedded in the school PMS procedures and the documentation reflects achievable kaunselor diterapkan dalam prosedur PMS sekolah dan dokumentasinya were chosen.
goals. menggambarkan matlamat yang dapat dicapai. • Advisors monitor and may train new SLT

10 SLT & Middle Leaders engage in formal & informal observations using the teacher SLT & Pemimpin Pertengahan terlibat dalam pencerapan formal & tidak formal • SLT and ML are conducting LOs, the moderati
competency rubric and provide feedback to staff. menggunakan rubrik kompetensi guru dan menyediakan maklum balas kepada They are supported by Advisors, however, ther
kakitangan. independence

39 The PMS Committee coordinates & monitors the Performance Management Jawatankuasa PMS mengkoordinasi & memantau proses Pengurusan Prestasi di • There is evidence that the PMS Committee ha
process in the school. sekolah. (LO schedules, issues data analysis, teacher por
performing teachers), PMS outcomes and proc
• The meeting is led by SLT

8 There is a basic system in place to set and monitor targets for teachers, SLT and Wujud sebuah sistem penetapan & pemantauan sasaran untuk para guru, SLT dan • There is evidence that PMS targets have been
counsellors. kaunselor. • There is evidence that the PMS target-setting
• SLT can explain how the PMS tracking and tar

7 SLT engages in formal judgements using the teacher competency rubric and are SLT terlibat dalam membuat penilaian formal menggunakan rubrik kompetensi guru • SLT are conducting LOs using the teacher com
supported to provide feedback to staff. dan disokong dengan menyediakan maklum balas kepada kakitangan. are co-observing, with Advisors as the lead.
• LO timetables and feedback are led by the Ad

Foundation 6 SLT monitor & follow-up teacher attendance at CPD sessions. SLT memantau & melaksanakan tindakan susulan untuk kehadiran guru ke sesi CPD. • As per descriptor

2

5 There is a PMS process with schedules & structures in place led with support from Wujud sebuah proses PMS berjadual & berstruktur yang dikendalikan sepenuhnya • Schedules & structures are defined as the tim
with the assigning of relevant staff to those PM
LeapEd Staff. oleh SLT.

owards school improvement and sustainability. Examples of Evidence School Evidence
ng ke arah penambahbaikan dan kelestarian sekolah.
LE staff judgement
ion Mid Year Year End Interview with Key SLT

dependently. There is embedded LO/LW LE staff judgement
ng CPD CPD calendar Interview with Key SLT

servation, Action Research, Peer observation LE staff judgement
port, Team meetings Action Research Interview with Key SLT
Headcount/LINUS meetings
New teacher support LE staff judgement
Interview with Key SLT
ntly. There is evidence in the SEF and PMS documentation
process TSIP Action Plans

gets are linked to the TSIP. Y PMS documentation
TSIP Action Plans

tly. LO’s are routine in the school and Y LO documentation, including schedules & feedback forms LO moderation tool

tify areas of improvement that are Y LO score analysis CPD calendar
LW analysis SEF
ntly. Y Lesson Planning checklist
s is embedded as a routine activity. School calendar
ff or support new initiatives (PBPP) PMS Committee minutes PMS documentation
PMS schedule
ng teachers through evidence (LO/LW). Y Interview with SLT
port plans and monitor. PMS Committee minutes LE staff judgement
LO & LW data
s undertaken and explain why targets Y CPD calendar Interview with SLT
Teacher Support Plans LE judgement

PMS documentation
TSIP Action Plans

ion process and teacher feedback. Y LO & Teacher feedback forms LE staff judgement
re is evidence of growing LO timetable

as met to moderate the teacher PMS Y Minutes of PMS Committee meetings School calendar
rtfolios reviews & moderation, under- PMS documentation LE staff judgement
cesses
PMS process documentation SLT interviews
n tracked Y PMS documentation LE staff judgement
g has been led by the SLT and/or MLs Minutes of PMS Committee meetings
rget-setting is undertaken LE staff judgement
LO schedule
mpetency rubric with support. They Y LO feedback forms
dvisors

Y CPD attendance data
SLT interventions with non-attendees

me-tabling of PMS events, together Y PMS schedules - LOs, PMS Committee meetings, moderation LE staff judgement
MS events meetings

Foundation 2

4 The SLT, counsellors & teachers set targets as part of their PMS process. Penetapan sasaran oleh SLT, kaunselor & guru adalah sebahagian daripada proses • There is evidence of targets in the PMS. Targe
PMS mereka.

3 The SLT uses a PMS system to fulfil Government requirements observe staff once a SLT menggunakan sistem PMS untuk memenuhi kehendak Kerajaan yang mencerap • As per descriptor
semester. kakitangan sekali untuk setiap penggal.

1 2 Data collected from lesson observations is used for MoE purposes only. Data yang dikumpul daripada pencerapan digunakan untuk hal-hal berkaitan KPM • As per descriptor
sahaja.

1 Teachers attend MoE CPD as required. Guru menghadiri sesi CPD KPM seperti yang dikehendaki. • Internal & external CPD

et setting is led by LE staff Y PMS documentation
Y
Y Teacher performance Reports (Laporan Prestasi Guru LE staff judgement
Y Tahunan)

SKPM records LE staff judgement
Online data entry for MoE LE staff judgement

MoE CPD attendance (SPLG)
PPD/JPN letters
School attendance records for internal CPD

1.6 Staff utilisation and succession management processes contribute toward
Proses penggunaan tenaga kerja dan pengurusan penggantian kakitangan menyumba
Level
Measures Descripti

17 The SLT systematically monitors, reviews & adjusts school schedules & staffing for SLT memantau, meneliti & merombak penjadualan & pengagihan tugasan • There is an established review cycle that is in
optimum school performance as required. kakitangan secara sistematik untuk mengoptimumkan prestasi sekolah seperti yang of analysis leading to informed adjustments
dikehendaki.

Model Trust School Succession planning is integrated into the school planning processes. All SLT Perancangan penggantian diintegrasikan ke dalam proses perancangan sekolah dan • Initiatives are established and independently
16 demonstrate a commitment to ensuring sustainable continuous improvement semua SLT menunjukkan komitmen bagi memastikan pengganti pemimpin kelak leaders. There is an established handover and s
dipupuk di sekolah bagi memastikan penambahbaikan berterusan yang lestari untuk and SLT
through nurturing and cultivating future leaders within the school. menghadapi cabaran-cabaran yang bakal ditempuhinya.

5

The school uses staff flexibly to provide additional support to meet the needs of Sekolah menggunakan fleksibiliti kakitangan dalam menyediakan sokongan

15 lower-level learners and/or higher achievers and to narrow the gap between these tambahan bagi memenuhi keperluan murid berprestasi rendah dan/atau mereka • Established practice that is responsive to the

groups. yang berprestasi tinggi serta merapatkan jurang antara kedua-duanya.

14 There are systems in place for staff to take on additional responsibilities to support Wujud sistem supaya kakitangan dapat memikul tanggungjawab baharu untuk • As stated. Established practice

one other, for example a school-wide “Buddy” system. memberikan sokongan antara satu sama lain seperti sistem “Buddy” di sekolah.

Through effective timetabling and the utilisation of YA Trust School autonomies, the SLT memastikan penyampaian kurikulum yang efektif dalam menyokong • There is an established programme demonstr

13 SLT optimises teaching time and ensures curriculum delivery that supports holistic pembangunan holistik dan memaksimumkan potensi murid menggunakan Autonomi Needs class, Generalist Teacher, Subject-based
development of students. Sekolah Amanah YA sekiranya sesuai. Advisors monitor

Accreditation 12 Succession management and Talent Development are prioritised through the Pengurusan penggantian dan Pembentukan Bakat diberi keutamaan melalui • The school can demonstrate that it has been
implementation of a succession plan/internal appointment proposal. pelaksanaan pelan penggantian/ pencalonan perlantikan dalaman. and staff leaving and taken recommendations t

4

Allocation is made for Advisory Teachers and Middle Leaders (from year two Peruntukan disediankan untuk Guru Penasihat dan Pemimpin Pertengahan (dari

11 onwards) to support whole school approaches according to KPT/TSIP initiatives and tahun dua) bagi menyokong keseluruhan pendekatan sekolah mengikut inisiatif • As stated. Established practice Advisors moni
there is an established process for the continued identification and development of KPT/TSIP dan terdapat proses bagi pengenalpastian dan pembentukan Guru

new Advisory Teachers to continuously support peer coaching and CPD training. Penasihat baharu untuk terus menyokong kejurulatihan dan latihan CPD.

10 There is a systematic process to ensure that there is effective teaching and learning Wujud sebuah proses sistematik bagi memastikan pengajaran dan pembelajaran • Routine and effective process.
• LW data demonstrates that there is effective
in an absent teacher’s classroom. yang efektif berlangsung ketika ketiadaan guru di bilik darjah. teachers classrooms

9 The school timetable is developed and reviewed to effectively utilise staff. Jadual waktu sekolah dibentuk dan diteliti untuk mengagihkan tugasan guru dengan • There is evidence of the timetable having bee

efektif. recommendations implemented

38 There are systems & processes in place to manage staff, curriculum & co-curriculum Wujud sistem & proses yang dilaksanakan untuk mengurus kakitangan, kurikulum & • Systems and processes are defined as release

delivery. menyampaikan kokurikulum. particular school activities

7 There is a policy in place to ensure the students are being productive in an absent Wujud sebuah polisi untuk memastikan murid adalah produktif walaupun ketika • School-specific Relief Teacher policy is implem
teacher’s classes. ketiadaan guru. • LW process is used to identify that students a
classes

6 The school timetable is constructed to effectively utilise staff. Jadual waktu sekolah disediakan untuk mengagihkan tugasan guru dengan efektif. • The school timetable reflects teachers’option

Foundation 25 The SLT have identified strong teachers who can support the development of SLT telah mengenal pasti guru yang memiliki kekuatan yang dapat menyokong • As per descriptor
learning and teaching in the school. pembangunan pembelajaran dan pengajaran di sekolah.

4 Staff attendance is tracked and there is a systematic process in place to cover Kehadiran kakitangan dijejaki dan wujud sebuah proses yang sistematik untuk • Staff attendance recording process is implem
absent teachers. menggantikan guru yang tidak hadir. • A system is in place to cover absent teachers

ds school improvement and sustainability. Examples of Evidence School Evidence
ang ke arah penambahbaikan dan kelestarian sekolah.
TSIP tracker, data Surveys/ questionnaire
ion Mid Year Year End

ndependently implemented. Evidence Minutes of meetings SLT interviews
School Timetables LE staff judgement

y implemented to prepare future • SHCM Implementation Pack (TS SHCM forms) SLT interviews
school induction process for new staff • CPD plans/Action Plans/Lead SLT interviews LE staff judgement
• Handover process to new staff
• Plans to support and train new staff

school’s needs School timetable SLT interviews
TSIP LE staff judgement
Y
School Timetable SLT interviews
rating use of autonomies (ie) Special Y Relief Teacher Policy LE staff judgement
d classrooms, Co-Co delivery times LW data
Lesson Plan checklist SLT interviews
pro-active in planning for retirements Y LE staff judgement
to JPN TSIP
Evidence of classes in action SLT interviews
Yitor LE staff judgement
• SHCM Implementation Pack (TS SHCM forms)
teaching and learning in the absent Y • CPD plans/Action Plans/Lead SLT interviews SLT interviews
• Handover process to new staff LE staff judgement
en reviewed with any Y • Plans to support and train new staff
SLT interviews
MidLED training documentation LE staff judgement
AT notes and Action Plans
PMS Committee meetings SLT interviews
TSIP LE staff judgement

School Timetable
Relief Teacher Policy
LW data
Lesson Planning checklist

School Timetable & revisions related to timetable
Meeting minutes

e/blocked time for different staff and Y Timetables showing release/blocked time for different staff AT / ML / HOD meeting minutes

commitments Co-Co Steering Group minutes

mented Y Relief Teacher Policy SLT interviews
are productive in absent teacher LW data LE staff judgement

Yns School Timetable SLT interviews
Teacher list with Options identified LE staff judgement

mented Y AT selection process / GT selection SLT meeting minutes
LO analysis LE staff judgement

Y Staff attendance documentation
Teacher Relief process
LW data

Foundati

3 Staff attendance is recorded for MoE requirements only. Kehadiran kakitangan direkod hanya untuk memenuhi kehendak KPM. • As per descriptor

12 The school timetable conforms to MoE requirements for planning and instructional Jadual waktu sekolah mengikut kehendak KPM untuk merancang waktu pengajaran. • As per descriptor
time.

1 Staff are assigned teaching loads according to their subject specialisms, where Kakitangan diberikan tugasan mengajar mengikut opsyen mata pelajaran mereka • As per descriptor
possible. sebaik mungkin.

Y MoE teachers attendance records LE staff judgement
Y Timetable LE staff judgement
LE staff judgement
MOE guidelines

Y Timetable
Teacher lists with Options identified

SG 1: There Exists High Quality Leadership and Management

Achievements for MYR 2021

TIADA PENINGKATAN BAGI INDIKATOR SG 1 KERANA TUMPUAN DIBERIKAN KEPADA INDIKATOR DI SG2 DAN SG3 YANG MASIH TIDAK MENCAPAI SASARAN.

Next Steps OVERALL PRIORITIES FOR YER 2021 - STRATEGIC GOAL 1
Level Indicator Statements
*PENUMPUAN LEBIH AKAN DISASARKAN KEPADA KEPIMPINAN TERAGIH (DISTRIBUTED
1.1.5.14 Terdapat sistem yang tersedia untuk menganalisis pelbagai data prestasi sekolah yang digunakan LEADERSHIP) DAN DATA-DRIVEN IN DECISION MAKING ( BAGI MENAMBAHBAIK PERANCANGAN
SEKOLAH DENGAN PROGRAM-PROGRAM /AMALAN TERBAIK BERDASARKAN KEPADA DATA-DATA
1.1 untuk strategi & proses penambahbaikan sekolah yang membolehkan sekolah menunjukkan impak PENGESANAN KOHORT GURU (SHCM) DAN MURID.

terhadap keberhasilan murid . *KETUA-KETUA PANITIA DAN GURU-GURU YANG DIKENAL PASTI AKAN LEBIH DILIBATKAN BAGI
PENYEDIAAN KEPIMPINAN SEKOLAH.
1.2 1.2.5.19 Sekurang-kurangnya 90% pemimpin pertengahan adalah pemimpin pembelajaran efektif, yang
menggunakan amalan dan prinsip kolabaratif dalam menguruskan jabatan mereka.

1.3.5.18 Keseluruhan Barisan Kepimpinan Kanan (SLT) dapat menunjukkan pemahaman dengan jelas dan

1.3 terlibat dengan system dan proses Sekolah Amanah berdasarkan standard Program Sekolah yang telah

dikenalpasti.

1.4 1.4.5.15 Sumber manusia dan sumber kewangan dikendalikan dengan baik untuk semua kakitangan
sekolah dalam memenuhi matlamat pengajaran dan menyokong keperluan pembelajaran murid.

1.5

1.6



SG 1: There Exists High Quality Leadership and Management For analysis refer to indicator statements in TSSP document.

Achievements for YER 2021 Analysis

Overall Analysis (Strength and Areas for Development) Future Development
Next Steps- Indicators Statements
1.1
1.2
1.3
1.4
1.5
1.6

ocument.

Status
Challenges

School Name: SK Seri Bayu

Strategic Goal 2: Trust schools have high quality learning and teaching.
Sekolah Amanah Mempunyai Kualiti Pembelajaran Dan Pengajaran Yang Tinggi
2.1
Effective pedagogies are embedded in teaching and learning in the school.
Level Pedagogi berkesan diterapkan dalam pengajaran dan pembelajaran sekolah.

Measures Description Mid Year Year End

Model Trust 90% or more of all teachers are reflective practitioners who use a Sekurang-kurangnya 90% guru merupakan pengamal reflektif yang
School
14 broad range of pedagogies and methodologies which maximise menggunakan pelbagai pedagogi dan metodologi yang memaksimumkan • As per descriptor

student achievement and potential. pencapaian dan potensi murid.

5 Pedagogical leaders, including Heads of Department, Panel Heads Pemimpin pedagogi, termasuk Ketua Bidang, Ketua Panitia dan Guru Penasihat,

13 and Advisory Teachers, participate in learning networks beyond the melibatkan diri dalam jaringan pembelajaran di luar sekolah untuk berkongsi • Attendance by SLT, Panel Heads and Middle Leaders to external meetings Y
• CPD for new staff to the Trust School
school to share Trust School Pedagogical best practices and amalan pedagogi terbaik Sekolah Amanah dan memperkenalkan corak

introduce new learning amongst the Trust School Staff. pembelajaran baharu dalam kalangan warga Sekolah Amanah.

70% or more of all teachers are reflective practitioners who use a Sekurang-kurangnya 70% guru merupakan pengamal reflektif yang • Demonstrated by use of Collaborative Learning structures and one or more Y
pedagogical styles that are utilised to improve student learning
12 broad range of pedagogies and methodologies which maximise menggunakan pelbagai pedagogi dan metodologi yang memaksimumkan
student achievement and potential. pencapaian dan potensi murid. • Learning Walk data related to group work/active learning
• Panel records of Exam data analysis, Item analysis and Action Plans to meet student

needs as well as using a range of strategies to meet these needs

Accreditation 11 70% or more of teachers use multiple styles of instruction, Sekurang-kurangnya 70% guru menggunakan pelbagai gaya arahan dengan kerap • Multiple styles of instruction, reflected and demonstrated through use of the Y
different pedagogical strategies introduced in the training and reflected in the rubric.
including adapting their plans and approaches, to improve student termasuk menyesuaikan plan dan tindakan mereka bagi menambah baik
development and achievement. perkembangan dan pencapaian murid. If more than two strategies are evident this is seen as multiple
• LW data related to use of group activities
4

There is a system in place by which mentors and professional Wujud pelaksanaan sebuah sistem di mana mentor menyokong guru baharu & • Middle Leader work plans include Teacher Support plans for underperforming Y
10 learning communities support all new and under-performing teachers and these are monitored by the SLT. New teachers are part of PLC groups
guru yang berprestasi rendah, memantau perkembangan, membimbing,
teachers, monitor progress, coach, model and provide feedback. menunjuk cara serta memberi maklum balas.

70% or more of teachers have an understanding of the Trust School Sekurang-kurangnya 70% guru memiliki persefahaman mengenai Tonggak Y

9 Pedagogical Pillars and can demonstrate the fourteen teacher Pedagogi Sekolah Amanah dan dapat menunjukkan 14 kompetensi guru dalam • As per descriptor

competencies in their teaching practice and planning. amalan pengajaran dan perancangan mereka.

8 50% or more of teachers use more than one style of instruction on Sekurang-kurangnya 50% guru menggunakan lebih daripada satu gaya arahan • As per descriptor Y

a regular basis. dengan kerap.

3 50% or more of teachers have an understanding and can Sekurang-kurangya 50% guru yang memilki sebuah pemahaman dan dapat Y

7 demonstrate the fourteen teacher competencies and can display menunjukkan 14 kompetensi guru serta mempamerkan lebih daripada satu gaya • As per descriptor
more than one style of instruction. arahan.

Mentors are identified to support new and under-performing Mentor dikenal pasti bagi menyokong guru baharu dan guru berprestasi lemah • Mentors include Middle Leaders & teachers identified to support new and under- Y
6 teachers to meet their individual support plans. untuk memenuhi perancangan sokongan individu mereka. performing teachers

• Middle Leaders are trained by LE teams to develop Teacher Support plans for under-
performing teachers

Foundation 5 30% or more of the teachers use more than one relevant style of Sekurang-kurangnya 30% guru menggunakan lebih daripada satu gaya arahan • As per descriptor Y
instruction to improve student development and achievements. yang bersesuaian untuk menambah baik pembentukan dan pencapaian murid.

24 30% or more of teachers display relevant content knowledge and Sekurang-kurangnya 30% guru mempamerkan kandungan ilmu pengetahuan • As per descriptor Y
an understanding of different learning styles in lesson preparation.
yang bersesuaian dan menunjukkan pemahaman tentang pelbagai gaya
pembelajaran dalam persediaan mengajar.

3 Mentors are identified to support new and under-performing Mentor dikenal pasti untuk menyokong guru-guru baharu dan guru berprestasi • As per descriptor Y
teachers. rendah.

2 10% or more of teachers use more than one relevant style of Sekurang-kurangnya 10% guru menggunakan lebih daripada satu gaya arahan • The granting of a ‘Yes’ is based on whether this statement is true or the school can Y
instruction to improve student learning and achievement. yang bersesuaian untuk menambah baik pembelajaran dan pencapaian murid. demonstrate that it has ‘Moved Beyond’ it Y

1

1 10% or more of teachers use resources other than text books to Sekurang-kurangnya 10% guru menggunakan sumber-sumber selain selain buku • The granting of a ‘Yes’ is based on whether this statement is true or the school can
facilitate student learning.
teks untuk memudah cara pembelajaran murid. demonstrate that it has ‘Moved Beyond’ it

Y

Examples of Evidence 97% LO.1 School Evidence
0% LO.2
LW data LO data - Competencies 1, 14
Head count / (PBS) Pentaksiran Berasaskan

Sekolah
School Based Assessment, including its

analysis/Action plan & monitoring tool

Record of external meetings or CPD

attended.
Record of CPD for TS staff.

• LW (possible to compare across LW data) LO data - Competencies 1, 14 94% 97%
0% 0%
• Lesson Planning Checklist LO data - Competencies 1, 7, 9, 10, 14.

• CPD programme for new teachers Targeted CPD programme for new teachers
• Tracked Support Plans for identified PLC & PLP lists
teachers

• Formal and Informal LO data for teachers
on Support Plans

LW data LO data - Overall mean (14 competencies) 92% 88% 92%
Lesson Planning checklist 0% 0% 0%

Lesson Planning Checklist LO data - Competencies 9, 10, 12

LW data related to use of CL structures and LO data - Overall mean (14 competencies)
collaborative learning (if possible)

PMS Committee meeting minutes MidLED / AT selection process
Teachers support plans
List of mentors, new & under-performing
teachers

Lesson Planning checklist LO data - Competencies 9, 10, 12 95% 88%
0% 0%
Lesson Planning checklist (where required) LO data - Competencies 1, 3, 9, 10, 14

Mentor-mentee records of support

MidLED selection process;
Buddy system

LE staff judgement LO data - Competencies 9, 10, 12 99% 88%
0% 0%
LE staff judgement LO data - Competency 3

2.2 There is a high level of engagement and collaboration of students during the lessons.
Wujud penglibatan dan kolaborasi murid yang tinggi semasa sesi pengajaran.
Level
Measures Description Mid Year Year End

Model Trust School 90% or more of students use higher order thinking; whether that is Sekurang-kurangnya 90% murid menggunakan pemikiran aras tinggi; sama ada

16 by being a reflective learner, using thinking tools, using problem dengan menjadi seorang pelajar yang reflektif, menggunakan instrumen berfikir, • As per descriptor
solving techniques or by creating something new. menggunakan teknik penyelesaian masalah atau mencipta sesuatu yang baharu.

5 90% or more of teachers demonstrate effective use of thinking Sekurang-kurangnya 90% guru menunjukkan penggunaan instrument berfikir
15 tools according to a student’s ability, learning styles and/or
interest. secara efektif mengikut keupayaan, gaya pembelajaran dan/atau kecenderungan • As per descriptor
murid.

14 90% or more of teachers facilitate an environment that engages Sekurang-kurangnya 90% guru memudah cara persekitaran untuk melibatkan • As per descriptor
students and limits teacher direction. murid dan memberikan arahan yang terhad.

13 Pair/group-work activities support learning outcomes and promote Aktiviti kerja berkumpulan/berpasangan menyokong keberhasilan pembelajaran • As per descriptor Y
students’ social and personal skills in 70% or more of classrooms. Y
dan menggalakkan kemahiran peribadi dan sosial murid sekurang-kurangnya di Y
70% bilik darjah

12 70% or more of teachers facilitate a physical and emotional Sekurang-kurangnya 70% guru memudah cara persekitaran fizikal dan emosil di • As per descriptor

Accreditation environment where students are actively involved in their learning mana murid terlibat secara aktif dengan pembelajaran. Guru-Guru memberi
and the teachers focus on facilitating the class rather than directing fokus memudahcara pembelajaran dan bukan memberi arahan
it.

4 11 70% or more of students are on task and engaged in their lessons. Sekurang-kurangnya 70% murid melakukan tugasan dan terlibat dalam • As per descriptor
pembelajaran mereka.

70% or more of teachers demonstrate effective use of thinking Sekurang-kurangnya 70% guru menggunakan pelbagai instrument berfikir Y

10 tools and provide opportunities for students to apply higher order dengan efektif dan memberi peluang kepada murid mereka mengamal strategi • As per descriptor

and creative thinking strategies. aras tinggi dan pemikiran kreatif.

9 Teachers plan lessons to accommodate different students’ abilities, Guru-Guru merancang pengajaran mengikut keupayaan, gaya pembelajarann • As per descriptor Y

learning styles and/or interests. dan/atau kecenderungan murid.

8 Teachers use classroom thinking tools in 50% of lessons. Guru menggunakan instrumen berfikir bilik darjah dalam 50% pengajaran • As per descriptor Y
mereka. Y

37 Open learning activities are used in the lesson to encourage Aktiviti pembelajaran bercambah digunakan dalam pengajaran bagi • As per descriptor
students to work independently in 50% of lessons. menggalakkan murid untuk bebas bekerja dalam 50% pengajaran.

6 50% or more of students are on task in their lessons. Sekurang-kurangnya 50% murid melakukan tugasan dalam pengajaran mereka. • As per descriptor Y

Foundation 5 30% or more of teachers use thinking tools in the classroom. (e.g. Sekurang-kurangnya 30% guru menggunakan instrumen berfikir di bilik darjah • As per descriptor Y
graphic organiser, Fishbone, etc.) (cth.penyusun grafik, dsb) Y
Y
24 Open learning activities are used in the lesson to encourage Aktiviti pembelajaran bercambah digunakan dalam pengajaran untuk • As per descriptor
students to work independently in more than 30% of lessons. menggalakkan murid bebas bekerja dalam lebih daripada 30% pengajaran.

3 30% or more of students are on task in their lessons. Sekurang-kurangnya 30% murid melakukan tugasan dalam pengajaran mereka. • As per descriptor

2 10% or more of all activities are student centred. Sekurang-kurangnya 10% daripada keseluruhan aktiviti adalah berpusatkan • The granting of a Yes is based on whether this statement is true or the school can Y
murid. demonstrate that it has ‘Moved Beyond’ it Y

1

1 The SL has an awareness that student disruption needs to be SLT mempunyai kesedaran bahawa masalah gangguan murid di bilik darjah perlu • The SLT has an awareness that student disruption needs to be addressed in the
addressed in the classrooms.
ditangani classrooms

Examples of Evidence 93% 91% 88% 83% 87% LO.1 School Evidence
0% 0% 0% 0% 0% LO.2
Possible: LO data - Competencies 11, 12
FrogAsia “zoom A” – self-directed

assessment
FrogAsia log-in records by students and

teachers

LW data (comparing across range of LW LO data - Competencies 12, 13
data)

LW data LO data - Competencies 9, 10, 11, 12, 13

LO data - Competencies 9, 10

LO data - Competencies 4, 5, 9, 10

LW data

LO data - Competency 12 91% 83% 92% 83%
0% 0% 0% 0%
Lesson Plan checklists LO data - Competencies 1, 3, 13
Lesson Planning checklist LO data - Competency 12
Lesson Planning Checklist LO data - Competencies 3, 12

LW data

Lesson Planning Checklist LO data - Competency 12 83% 83%
Lesson Planning checklist LO data - Competency 12 0% 0%
LW data

LW data LO data - Competencies 1, 3, 9 & 10 94%
0%
LW data
LE staff judgement

2.3 Measures The learning environment (physical and emotional) supports effective learning. Mid Year Year End
Persekitaran pembelajaran (fizikal dan emosi) menyokong pembelajaran efektif.
Level
Description

90% or more of students have the opportunity to seek out Sekurang-kurangnya 90% murid diberi peluang untuk mencari sumber yang • Teachers facilitate student use of ICT and other resources to progress new learning

17 resources to stimulate and maximise their learning. (e.g. research boleh digunakan bagi memaksimumkan pembelajaran mereka (cth. Projek • Lesson Plan checklist to monitor the use of ICT and other teaching and learning
projects). penyelidikan) resources

Model Trust School 16 90% or more of students make creative use of and take prudent Sekurang-kurangnya 90% murid –murid menggunakan sumber sekolah dengan • As per descriptor
care of school resources. kreatif dan menjaganya dengan baik.

5

15 90% or more of learning environments support learning in an age & Sekurang-kurangnya 90% persekitaran pembelajaran menyokong pembelajaran • LW data related to monitoring positive learning environments in classrooms, subject Y

subject appropriate manner. mengikut kesesuaian peringkat umur & mata pelajaran rooms and other specialist rooms

14 90% or more of teachers effectively use positive behaviour Sekurang-kurangnya 90% guru menggunakan strategi pengurusan perilaku • LW data related to the use of positive behaviour management strategies, rules and Y
management strategies. positif dengan efektif. routines

70% or more of teachers’ learning environments support learning Sekurang-kurangnya 70% persekitaran pembelajaran guru menyokong Y

13 according to the age and ability levels of their students, and pembelajaran mengikut kesesuaian tahap umur, keupayaan pelajar, persekitaran • LW data related to positive classroom learning environments

environments are subject appropriate. & mata pelajaran.

70% or more of learning environments are safe, student-friendly, Sekurang-kurangnya 70% persekitaran pembelajaran adalah Selamat, mesra • Behaviour management classroom rewards and consequences strategies clearly displayed and

Accreditation 12 demonstrate mutual respect between peers and students/teachers. murid, terdapat saling hormat menghormati antara rakan dan dengan demonstrated by students’ familiarity with expectations Y
• Teacher praise/correction is specific not general – e.g. good boy/girl
There is evidence of positive affirmations and behaviour murid/guru. Membuktikan terdapat penggunaan kata-kata positif dan strategi
• LW data related to the use of positive behaviour management strategies, rules and routines
management strategies. pengurusan perilaku.
4
70% or more of teachers’ learning environments have up-to-date Sekurang-kurangnya 70% persekitaran pembelajaran menunjukkan hasil kerja • LW data reflects that70% of classrooms have a range of student work displayed that Y
is changed regularly e.g. 2-3 weeks
11 student work and achievements on display to support student terkini murid, pencapaian, dan menyokong perkembangan dan pembelajaran

learning and progress. murid.

• LW data reflects that 70% of teachers have appropriate resources that support learning,

10 70% or more of teachers use differentiated learning resources Sekurang-kurangnya 70% guru menggunakan sumber pembelajaran berlainan accessible to students Y
effectively to facilitate student learning and 70% of students make dengan efektif untuk memudah cara pembelajaran murid. 70 % murid menyedia • Rules for care of equipment have been made clear to students and consequences are known

appropriate and creative use of and take care of equipment. sumber yang sesuai dan kreatif dan menjaganya dengan baik • Students are able to identify appropriate resources for an activity

• Lesson Plan Checklist to monitor the use of a range of resources.

• Resource inventory lists are updated

9 50% or more of the classroom environments include student work Sekurang-kurangnya 50% persekitaran bilik darjah melibatkan pameran hasil • As per descriptor Y

and basic subject area displays. kerja murid dan bahagian mata pelajara asas.

38 50% or more of students make appropriate use of and take care of Sekurang-kurangnya 50% murid menggunakan peralatan dan menjaganya • As per descriptor Y

equipment. dengan baik.

7 50% or more of teachers effectively use positive behaviour Sekurang-kurangnya 50% guru meggunakan strategi pengurusan perilaku positif • As per descriptor Y
management strategies dengan efektif.

6 30% or more of the classroom environments include student work Sekurang-kurangnya 30% persekitaran bilik darjah melibatkan paparan hasil • As per descriptor Y

and basic subject area displays. kerja murid dan bahagian asas mata pelajaran.

Foundation 5 30% or more of the teachers use learning resources effectively to Sekurang-kurangnya 30% guru menggunakan sumber dengan efektif untuk • As per descriptor Y
facilitate student learning. memudah cara pembelajaran murid. Y

2

4 30% or more of teachers use positive behaviour management Sekurang-kurangnya 30% guru menggunakan strategi pengurusan perilaku • As per descriptor
strategies. positif.

3 DESCRIPTOR REMOVED - NOT APPLICABLE * DESKRIPTOR DIGUGURKAN - TIDAK BERKAITAN * • The granting of a Yes is based on whether the school can demonstrate that it has
‘Moved Beyond’ this statement

2 10% or more of displays reflect current learning or student work. Sekurang-kurangnya 10% paparan menggambarkan pembelajaran atau hasil • The granting of a Yes is based on whether this statement is true or the school can Y
kerja murid yang terkini. demonstrate that it has ‘Moved Beyond’ it Y

1 10% or more of teachers are consistent in their enforcement of
1 rules and expectations and show a limited use of positive
Sekurang-kurangnya 10% guru konsisten dalam menguatkuasakan peraturan dan • The granting of a Yes is based on whether this statement is true or the school can
affirmations.
jangkaan serta menggunakan kata-kata positif yang terhad. demonstrate that it has ‘Moved Beyond’ it

Examples of Evidence 96% 99% 92% 96% 99% 92% 99% 92% 96% 92% 96% 92% 99% 90% LO.1 School Evidence
0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% LO.2
LW data tool to be deveoped LO data - Competencies 1, 3, 12, 13

LW data tool to be developed LO data - Competency 3
LW data LO data - Competency 4
Pictures of classroom displays LO data - Competency 5
LO data - Competency 4
LW data LO data - Competency 5
Pictures of learning environments
LW data

LW data LO data - Competency 4

Resources inventory LO data - Competency 3
LO data - Competency 4
LW data OR LO data - Competency 3
Learning Environment Audit LO data - Competency 5
LO data - Competency 4
LW data OR LO data - Competency 3
Classroom inventory lists

LW data OR
Learning Environment Audit data

LW data

LW data

LW data LO data - Competency 5 96% 92%
Student work book monitoring records LO data - Competency 4 0% 0%
SLT interviews
LE staff judgement

LE staff judgement

LE staff judgement LO data - Competency 5

2.4 All teachers are regularly and actively engaged in professional learning and development and incorporate new learrning into their cur
Semua guru dengan kerap dan aktif terlibat dalam pembelajaran dan perkembangan profesional serta menggabungkan pembelajaran baharu ke
Level
Measures Description Mid Year Year End

Data is used to identify, plan and implement internal CPD at the Data digunakan untuk mengenal pasti, merancang dan melaksana CPD dalaman • SLT and MLs, Panel Heads, HoDs, identify CPD needs for the whole through the SEF
14 whole school and departmental level, involving 90% or more of
di seluruh sekolah dan di peringkat jabatan, melibatkan sekurang-kurangnya 90% process and through formal and informal lesson observation for departmental needs
teachers.
guru. • CPD attendance records show a minimum of 90% attendance

Model Trust School 90% or more of teachers go beyond their CPD/PLC sessions to Sekurang-kurangnya 90% guru melangkaui sesi CPD/PLC dengan menjalani • A minimum of 90% of teachers show evidence of additional research, courses
attended in their Teach Smart portfolios
13 undertake further professional development and more than 30% of perkembangan profesional lanjutan dan lebih 30% guru menjalani Kajian • 30% of teachers have written evidence of Action Research recorded in PBPPP
teachers are undertaking Action Research. Tindakan evidence folders or Teach Smart portfolios
5
• PLCs are grouped and scheduled in the school annual calendar
12 Professional learning and Learning Communities are embedded in a Pembelajaran Profesional dan Komuniti Pembelajaran diterapkan ke dalam • PLC groups are linked to SEF in terms of being actions arising from school or student Y
needs
continuous school improvement cycle. kitaran penambahbaikan sekolah yang berterusan. • PLC attendance is recorded as a requirement of teacher PMS

11 Opportunities are provided for professional networking and Peluang untuk jaringan profesional dan perkongsian amalan terbaik disediakan • CPD, conferences, courses and professional meetings, beyond the Trust School Y
sharing of best practices beyond the Trust School network. melangkaui jaringan Sekolah Amanah.
network, are provided by the school. These could be sharing according to subject or
pedagogy or co-curricular or student management. This could also include the YA
Conference of other conferences attended

10 Systems for professional development are implemented and Sistem bagi pembangunan profesional dilaksanakan dan komuniti pembelajaran • Middle Leaders plan and present CPD based on school needs identified during SEF Y
professional learning communities are active in 70% of curricular rakan sebaya aktif dalam sekurang-kurangnya dalam 70% bahagian kurikulum. process

areas which focus on improving student outcomes. Activities and Aktiviti dan agenda mesyuarat Komuniti Pembelajaran Profesional berdasarkan • PLCs are scheduled and monitored by SLT. PLC notes identify student needs and how
agenda items are determined by areas for improvement and keperluan murid dan bahagian untuk penambahbaikan. these are being addressed

always based on student needs. • PLC attendance records reflect a minimum of 70%

Pembelajaran profesional dan refleksi guru diterapkan di seluruh sekolah dan • SLT monitor Lesson Plans using set criteria and share feedback with teachers

pembelajaran profesional digabungkan ke dalam amalan sedia ada. Ini • PLP peer observations form part of ART after each CPD. This is monitored by the MLs
didbuktikan dalam perancangan guru dan pemantauan pencapaian and SLT
• Teachers complete Action Plans after each CPD
Accreditation Professional learning and teacher reflection are embedded

Y9 throughout the school and is incorporated into practice. This is

4 evident in teacher planning and performance monitoring.
Professional Learning Communities and related professional • PLC attendance and CPD form a total of 10 contact sessions for all teachers for the
8 Komuniti pembelajaran professional dan kejayaan pembelajaran professional Y
learning successes are stated clearly in the success criteria within yang lain berkait rapat dengan PMS year
the PMS forms. • PLC attendance is part of the final calculation of PMS end result for each teacher
(10%)

Opportunities are provided for professional networking and Peluang disediakan untuk jaringan profesional dan berkongsi amalan terbaik • Cross cluster PLCs for SLT are held after each LeadED session Y
7 sharing of best practices across the Trust School network. merentasi jaringan Sekolah Amanah.
• Middle Leaders network and share ideas and resources with other Trust Schools in
the cluster

6 50% or more of teachers apply their learning from CPD sessions. Sekurang-kurangnya 50% daripada guru mengaplikasikan pembelajaran mereka • Without support is defined as either SLT or Middle Leader support with minimal Y
Y
tanpa bimbingan berdasarkan sesi CPD. intervention from LE staff

3

5 The school has begun to implement and minute PLCs with support. Sekolah telah mula melaksana dan meminitkan PLC dengan sokongan. • Support is defined as LE or SLT supporting Middle Leaders to facilitate PLCs

Foundation 4 30% or more of all teachers attend the CPD sessions unless they Sekurang-kurangnya 30% guru menghadiri sesi CPD kecuali dengan sebab-sebab • CPD attendance shows a minimum of 30%, not counting those teachers required at Y
have a justifiable reason.
yang kukuh. courses or have a medical reason

2 • 30% or more of the teachers achieve at least an 8 for the Application of Learning

3 30% or more of teachers apply their learning from CPD sessions Sekurang-kurangnya 30% guru mengaplikasikan pembelajaran mereka daripada component of their Teacher PMS Y
with support. sesi CPD bersama sokongan. • Support is defined as either LE staff, SLT or Middle Leader support

2 Teacher CPD attendance is recorded. Kehadiran CPD guru direkodkan. • As per descriptor Y

1

1 There is evidence of CPD impact when it relates to MOE Walaupun evidens bagi impak CPD apabila ia dikaitkan dengan kehendak KPM • The granting of a Yes is based on whether this statement is true or the school can Y
requirements, i.e curriculum changes iaitu oerubahan kurikulum. demonstrate that it has ‘Moved Beyond’ it

rrent practice. 92% 92% 97% LO.1 School Evidence
e dalam amalan sedia ada. 0% 0% 0% LO.2

Examples of Evidence

SEF records TSIP planning documents
Departmental meeting minutes reflect LO data analysis
departmental needs
CPD attendance records

Samples of teacher portfolios;
Samples of Action Research undertaken

by teachers
CPD planning

Annual calendar

PLC monitoring records
PMS folders – PLP observation samples
PLC notes

Records of CPD attended other than Programme notes

Teach Smart and MoE compulsory PowerPoint/Hand-outs
training sessions Photographs from CPD sessions or conferences

• PLC attendance records PLC groups and schedules

• CPD planning/meeting minutes PLC attendance records
• CPD materials PLC notes

• Lesson Plan monitoring by SLT – records LO data - Competency 14

• PLP documentation including peer
observation feedback forms

• Action Plans after each CPD

• Sample SLT PMS folders
• PLC attendance records

Network PLC schedules

Network PLC attendance lists
PLC minutes / summary notes

• LW Data (formative) associated with the LO data - Overall Mean Score (14 competencies)
CPD modules may also be used

PLC schedules / agendas LE staff / SLT / ML meeting schedules & minutes

PLC minutes / summary notes
PLC attendance lists

CPD attendance records –
MCs/letters/Maternity Leave approval

LW data LO data - Overall Mean Score

Teacher Application of Learning results
LE staff judgement

CPD attendance records

CPD calendar

CPD attendance lists
SLT interview

2.5 Teachers use innovative assessment practices and adapt their teaching styles and methods where necessary to personalise learning experiences and
Guru menggunakan amalan pentaksiran yang inovatif dan menyesuaikan gaya dan kaedah pengajaran di mana perlu bagi menyesuaikan dengan pengalaman pembelaja
Level
Measures Description Mid Year Year End

Where appropriate teachers create, implement and monitor IEPs Sekiranya bersesuaian, guru mencipta, melaksana dan memantau IEP (Pelan • IEPs are implemented following meetings with parents, teachers and medical
16 (Individual Education Plans) in consultation with relevant Pendidikan Individu) bersama-sama pihak berkepentingan yang berkaitan.
professionals where necessary and these are reviewed and monitored by the SEN
stakeholders. teacher/department head/SLT

Model Trust 5 15 Success criteria are regularly co-created with students. Kriteria kejayaan kerap dicipta bersama-sama murid. • 50% or more of the teachers score at Enhancing for LO Competency 2
School

14 90% of teachers consistently use assessment for learning practices 90% guru menggunakan amalan pentaksiran untuk pembelajaran secara • LW data related to monitoring AfL practices
to enable them to plan and set targets to meet the needs of konsisten bagi membolehkan mereka merancang dan menetapkan sasaran dalam • Lesson Plan Checklist to monitor the use of AfL in planning

individual students. memenuhi keperluan setiap individu murid.

13 70% of teachers consistently use assessment for learning practices 70% guru menggunakan amalan pentaksiran untuk pembelajaran bagi • LW data related to monitoring AfL practices Y
in order to set targets and meet the needs of individual students. • Lesson Plan Checklist to monitor the use of AfL in planning Y
membolehkan mereka menetapkan sasaran dan memenuhi keperluan setiap Y
individu murid. Y

70% or more of teachers use Assessment for Learning (AfL) Sekurang-kurangnya lebih 70% guru menggunakan strategi Pentaksiran untuk • LW data related to monitoring AfL practices
• Lesson Plan Checklist to monitor the use of AfL in planning
12 techniques to encourage students to recognise their strengths and Pembelajaran (AfL) bagi menggalakkan murid mengenal pasti kemampuan
areas for development. mereka dan bidang untuk dibangunkan.

Accreditation 11 70% or more of teachers use their Assessment for Learning data to Sekurang-kurangnya 70% guru menggunakan data pentaksiran untuk • Lesson Planning checklist
develop and plan opportunities for student learning.
pembelajaran mereka bagi membangun dan merancang peluang untuk
4 pembelajaran murid.

70% or more of teachers modify and improve their teaching Sekurang-kurangnya 70% guru menyesuaikan gaya dan kaedah pembelajaran • As per descriptor
10 practice to meet the learning needs of all students. mereka bagi memaksimumkan pembelajaran murid.

9 70% or more of teachers are circulating the room, engaging with Sekurang-kurangnya 70% guru berlegar di bilik darjah, berbincang tentang • LW data related to teacher monitoring of student work Y
students, and checking on student progress. pembelajaran bersama murid, dan memeriksa perkembangan murid.

8 70% or more of teachers have success criteria focused on learning Sekurang-kurangnya 70% guru mempunyai kriteria kejayaan yang berfokus pada • 70% or more of the teachers reach Extending or above for Competencies 2 Y

and shared with students throughout the lesson. pembelajaran dan berkongsi dengan murid sepanjang sesi pengajaran. • LW data related to the use of LO and SC

7 Assessment for learning practices are evident in more than 50% of Amalan pentaksiran untuk pembelajaran adalah evidens bagi sekurang- • As per descriptor Y
Y
the classrooms but these are inconsistent. kurangnya 50% dalam bilik darjah. Y

36 50% or more of teachers are circulating the room, having learning Sekurang-kurangnya 50% guru berlegar di bilik darjah, mengadakan • As per descriptor
conversations with students and checking on student progress.
perbincangan tentang pembelajaran bersama murid dan menyemak
perkembangan mereka.

5 50% or more of teachers have success criteria evident in planning Sekurang-kurangnya 50% guru mempunyai evidens tentang kriteria kejayaan • As per descriptor

documents. dalam dokumen perancangan.

Foundation 4 Assessment for learning practices are evident in 30% or more of Pentaksiran untuk pembelajaran dibuktikan dalam lebih 30% bilik darjah tetapi • As per descriptor Y
the classrooms. tiada konsistensi. Y

2

30% or more of teachers are circulating the classroom and Lebih 30% guru berlegar di bilik darjah dan memeriksa perkembangan murid. • As per descriptor
3 checking on student progress.

2 10% or more of teachers are circulating the classroom. Sekurang-kurangnya 10% guru berlegar di bilik darjah. • The granting of a Yes is based on whether this statement is true or the school can Y
demonstrate that it has ‘Moved Beyond’ it

1

1 10% or more of teachers use assessment for learning strategies. Sekurang-kurangnya 10% guru menggunakan strategi pentaksiran untuk • The granting of a Yes is based on whether this statement is true or the school can Y
pembelajaran. demonstrate that it has ‘Moved Beyond’ it

d maximise student progress. 95% 93% 93% 95% 95% 95% 94% 93% 95% 95% 96% 94% 91% 91% 93% LO.1 School Evidence
aran dan memaksimumkan perkembangan murid. 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% 0% LO.2

Examples of Evidence

Samples of IEPs
IEP meeting minutes

LO data – Competency 2
(50% @ Enhancing)

PBS documents LO data – Competencies 1, 2, 7, 13

Individual student profile with reviews and next steps

Headcount targets discussed
• Lesson Plan Checklist links to PBS, Individual

student profile , Headcount targets

LW data (possible to extrapolate from LO data – Competencies 1, 2, 7, 13
existing LWs)

LW data LO data – Competencies 6,7 & 8

Teacher Records LO data - Competency 1

Exam - analysis of results – item analysis LO data – Competencies 7, 14

and planned programmes.
Analysis through headcount.

LW data LO data – Competencies 6 & 7

Lesson Plan checklists LO data – Competency 2
LW data LO data – Competencies 2, 6, 7, 8

LW data
Lesson Planning Checklist

LW data LO data – Competencies 6, 7

Lesson Planning Checklist LO data – Competency 1, 2
LW data LO data – Competencies 6,7

LW data LO data - Competencies 7

LE staff judgement LO data - Competency 7

LE staff judgement LO data – Competencies 6 and 7

2.6 Students are able to identify and apply appropriate learning strategies to attain their learning targets. They are able to recognise their own strengths and those of
Murid dapat mengenal pasti dan mengaplikasikan strategi pembelajaran untuk mencapai sasaran pembelajaran mereka. Mereka dapat mengenali kemampuan dan kekuatan send
Level
Measures Description Mid Year Year End
5
Model Trust School 19 90% or more of students make effective use of feedback from Sekurang-kurangnya 90% murid menggunakan maklum balas daripada guru
dan/atau rakan sebaya dengan efektif untuk mengenal pasti dan
teachers and/or peers, to identify and apply appropriate learning
strategies to attain their learning targets. mengaplikasikan strategi pembelajaran dalam mencapai sasaran pembelajaran
mereka.

18 90% or more of students are able to articulate their success in Sekurang-kurangnya 90% murid dapat menerangkan dengan jelas kejayaan
relation to learning targets and manage their own learning.
mereka dalam sasaran pembelajaran dan dapat mengurus pembelajaran mereka
sendiri

17 70% or more of students are given the opportunity to manage their Sekurang-kurangnya 70% murid diberikan autonomi untuk mengakses dan Y
menguruskan pembelajaran mereka.
own learning through self-assessment, choice of activity and
resources when appropriate.

70% or more of students are capable of assessing their own Sekurang-kurangnya 70% murid dengan sendirinya dapat mengakses Y
16 strengths and planning their next steps for learning.
kemampuan mereka dan mengenal pasti langkah pembelajaran mereka yang
Accreditation seterusnya.

4 15 70% or more of students articulate their areas of progress, and Sekurang-kurangnya 70% perbincangan murid berkaitan pembelajaran mereka Y
provide meaningful feedback to peers on learning achievements.
dan dapat membincangkan perkembangan mereka dan pembelajaran rakan
sebaya mereka.

14 70% or more of students can use relevant learning strategies to Sekurang-kurangnya 70% murid dapat menggunakan strategi pembelajaran yang Y
achieve their learning targets. bersesuaian untuk mencapai sasaran yang dikenal pasti.

70% or more of students are provided with opportunities to Sekurang-kurangnya 70% murid diberikan peluang untuk menunjukkan Y
13 demonstrate their learning achievements in unique and pembelajaran mereka dan dibenarkan untuk memberikan respon individu.

individualised ways.

12 50% or more of students are given the autonomy to assess and Sekurang-kurangnya 50% murid diberikan autonomi untuk mengakses dan Y
manage their own learning. menguruskan pembelajaran mereka.

11 50% or more of students are able to assess their own strengths and Sekurang-kurangnya 50% murid dengan sendirinya dapat mengakses Y
identify their next steps for learning. Y
kemampuan mereka dan mengenal pasti langkah pembelajaran mereka yang
seterusnya.

3 10 50% or more of students talk as part of their learning and are able Sekurang-kurangnya 50% murid membincangkan pembelajaran mereka dan
to discuss their progress, as well as that of their peers.
dapat membincangkan perkembangan mereka serta perkembangan
pembelajaran rakan sebaya mereka.

50% or more of students are able to use appropriate learning Sekurang-kurangnya 50% murid dapat menggunakan strategi pembelajaran yang Y
9 strategies to achieve their identified targets. bersesuaian untuk mencapai sasaran yang dikenal pasti.

8 50% or more of students are given opportunities to demonstrate Sekurang-kurangnya 50% murid diberikan peluang untuk menunjukkan • As per descriptor Y
what they have learned, allowing for unique individual responses. pembelajaran mereka, dan dibenarkan untuk memberikan respon individual.

Foundation 7 30% or more of students are given the autonomy to assess and Sekurang-kurangnya 30% murid diberikan autonomi untuk mengakses dan • As per descriptor Y
manage their own learning. menguruskan pembelajaran mereka secara kendiri.

6 30% or more of students are able to assess their own strengths and Sekurang-kurangnya 30% murid dapat mengakses kemampuan mereka dan Y

identify their next steps for learning. mengenal pasti langkah pembelajaran mereka yang seterusnya.

25 30% or more of students talk as part of their learning and are able Sekurang-kurangnya 30% murid dapat membincangkan pembelajaran mereka Y
to discuss their progress, as well as that of their peers.
dan dapat membincangkan perkembangan mereka dan perkembangan rakan
sebaya mereka.

4 30% or more of students are able to use appropriate learning Sekurang-kurangnya 30% murid dapat mengguna strategi pembelajaran yang Y
strategies to achieve their identified targets. sesuai untuk mencapai sasaran yang telah dikenal pasti.

3 30% or more of students are given opportunities to demonstrate Sekurang-kurangnya 30% murid diberikan peluang untuk menunjuk guna • As per descriptor Y
what they have learned, allowing for unique individual responses. pembelajaran mereka, dan dibenarkan untuk memberikan respon individu.

2 10% or more of teachers have high expectations of students. Sekurang-kurangnya 10% guru mempunyai jangkaan tinggi terhadap murid. • The granting of a Yes is based on whether this statement is true or the school can Y
demonstrate that it has ‘Moved Beyond’ it Y
1

10% or more of students have self-confidence, self-belief, and drive Sekurang-kurangnya 10% murid memiliki keyakinan diri, kepercayaan diri dan • The granting of a Yes is based on whether this statement is true or the school can
1 for improvement. demonstrate that it has ‘Moved Beyond’ it
semangat untuk menjadi lebih baik.

others. LO.1
diri dan juga orang lain LO.2

Examples of Evidence School Evidence

• Student Questionnaire *Gambar Focus Group Discussion
• Focus Group discussion *Data LO Kompetensi 8 dan 3
• LOs *One Page Report On Project-based Learning
• Teacher Questionnaire/Self Assessment *Data Soal Selidik Guru dan Murid
*Gambar Focus Group Discussion
• Student Questionnaire *Data LO Kompetensi 8
• Focus Group discussion *Strategi Pembelajaran di Rumah
• LOs *Data Soal Selidik Guru dan Murid
• Teacher Questionnaire/Self Assessment
*Gambar Focus Group Discussion
• Student Questionnaire *Data LO Kompetensi 8
• Focus Group discussion *Strategi Pembelajaran di Rumah
• LO Competency 8 and 3 *Data Soal Selidik Guru dan Murid
• Teacher Questionnaire/Self Assessment
*Gambar Focus Group Discussion
• Student Questionnaire *Data LO Kompetensi 12
• Focus Group discussion *Data Soal Selidik Guru & Murid
• LO Competency 8 *Gambar Instrumen Berfikir di Kelas
• Teacher Questionnaire/Self Assessment * Jadual Pendedahan Frog VLE
(Pembelajaran Kendiri- Frog Play)
• Student Questionnaire *Data Soal selidik Guru dan Murid
• Focus Group discussion *Gambar Laporan Focus Group Discussion
• LO Competency 8
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• LO Competency 12
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• LO Competency 8
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• LO Competency 8
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• LO Competency 8
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• LO Competency 12
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• LO Competency 8
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• LO Competency 8
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• LO Competency 8
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• Teacher Questionnaire/Self Assessment

• Student Questionnaire
• Focus Group discussion
• Teacher Questionnaire/Self Assessment

Teacher Survey data
SLT interview
LE staff judgement

Student Survey data
SLT interview
LE staff judgement

SG 2: The Quality of Teaching and Learning Has Improved

Achievements for MYR 2021

2.6 2.6.4.13

2.6.4.14 *Pembelajaran Kendiri melalui Frog Play

2.6.4.15 *Focus Group Discussion

2.6.4.16 * Pembelajaran Kontekstual : A topic a day (holding a conversation - both in BM and English)

2.6.4.17

Next Steps

Level Indicator Statements

2.1 2.1.5.14Sekurang-kurang 90% guru merupakan pengamal reflektif yang menggunakan pelbagai pedagogi *JENIS-JENIS PEDAGOGI DAN METODOLOGI TERKINI DIPERKENALKAN UNTUK DIJADIKAN GURU-
dan metadologi yang memaksimumkan pencapaian dan potensi murid GURU PENGAMAL REFLEKTIF SEPERTI:

2.2 2.2.5.14 Sekurang-kurangnya 90% guru memudah cara persekitaran untuk melibatkan murid dan - PEMBELAJARAN DIGITAL TERKINI
memberikan arahan yang terhad. - PEMBELAJARAN KONTEKSTUAL

2.2 2.2.5.15 Sekurang-kurangnya 90% penggunaan instrumen berfikir secara efektif mengikut keupayaan gaya - PROJECT-BASED LEARNING
2.2
pembelajaran dan/atau kecenderungan murid * FUN-LEARNING ENVIRONMENT

2.2.5.16 Sekurang-kurangnya 90% murid menggunakan pemikiran aras tinggi; sama ada dengan menjadi *Portfolio Guru
seorang pelajar yang reflektif, menggunakan instrumen berfikir, menggunakan teknik penyelesaian
masalah atau mencipta sesuatu yang baharu. *LO DATA COMPETENCIES 9, 10, 11, 12, 13 (2.2.5.14)

* LO DATA COMPETENCIES 12, 13 (2.2.5.15)

2.4 * LO DATA COMPETENCIES 11, 12 (2.2.5.16)
* LO DATA COMPETENCIES 1, 2, 7, 13 (2.5.5.14)

* STUDENTS QUESTIONNAIRE
2.5 2.5.5.14 90% guru menggunakan amalan pentaksiran untuk pembelajaran secara konsisten bagi membolehkan mereka mera *Fdocums Group disscussiond m
k si m

*LO/Portfolio

Sekurang-kurang2n.6ya 90% murid dapat menerangkan dengan jelas kejayaan mereka dalam sasaran pembelajaran dan dapat mengurus pembelaja m* Tcs' Qs uestionnaires/Self Assessment

SG 2: The Quality of Teaching and Learning Has Improved Analysis
For analysis refer to indicator statements in TSSP document.

Achievements for YER 2021

Overall Analysis (Strength and Areas for Development) Future Development
Next Steps- Indicators Statements

Status

Challenges

School Name: Student achieve
Pencapaian dan P
Strategic Goal
3: The Trust School identifies and provides support for student
Sekolah Amanah mengenal pasti dan memberi sokongan terhadap
3.1
Measures
Level

• The school val

17 90% of students show that they feel valued. The school successfully engages with 90% murid-murid rasa dihargai. Pihak sekolah berjaya melibatkan murid secara utilising formal
students in a formal way through student voice groups (SVG) or by other means. formal melalui kumpulan suara murid (Student Voice Group) atau dengan cara-cara 'Survey Monkey
lain. student input at

consulted routin

16 Individualised Education Plans (IEPs) are written for all students’ with specific Rancangan Pendidikan Individu (IEP) disediakan untuk semua murid mengikut • Evidence of on
academic and/or behaviour needs, are acted on and reviewed on a regular basis. students. Covers
(To include SEN students and those that are gifted and talented). keperluan akademik dan/atau tingkah laku khusus, dilaksanakan dan disemak feedback points
semula dari semasa ke semasa. (Melibatkan murid Pendidikan Khas - SEN dan murid

yang berkebolehan serta berbakat).

Model Trust School There is recognition of the paramount importance of students’ holistic Wujud pengiktirafan tentang kepentingan keperluan pembangunan holistik murid • Holistic studen
(sahsiah, sosial, intelektual dan emosi) dan pihak sekolah membuat perancangan cohorts. Action
15 development (personal, social, intellectual and emotional) needs and the school yang efektif bagi memenuhi keperluan-keperluan ini the school
effectively plans to meet these needs.

5 • Integration wi
for patterns tha
Counsellors provide input and support the implementation of IEPs for SEN and Kaunselor menyediakan input dan menyokong pelaksaan IEP untuk murid SEN dan
14 gifted students and impact of these interventions reflects positively in student murid yang berkebolehan dan impak intervensi ini ditunjukkan secara positif dalam students. Includ
progress is ackn
achievement data. data pencapaian murid

13 There is regular support for students in planning for the future through an Wujud sokongan dari semasa ke semasa untuk murid merancang masa hadapan • Key transition
established and effective transition and Co-curricular programme. melalui transisi yang efektif dan mantap seta melalui program kokurikulum embedded to pr

are identified to

12 80% or more of teachers plan and provide differentiated learning experiences for Sekurang-kurangnya 80% Rancangan Pengajaran Harian guru menyediakan • More than 80%
students according to their ability, interest and learning styles. pendekatan pembezaan dalam pembelajaran mengikut kebolehan, minat dan gaya
pembelajaran murid

11 Aspects of students’ holistic development (personal, social, intellectual and Aspek pembangunan holisitk murid (sahsiah, social, intelektual dan emosi) dikenal • The school has
emotional) are identified and supported, i.e. a Student Voice Group (SVG). pasti dan disokong, cth.Kumpulan Suara Murid (SVG). needs of studen

required

Counsellor involvement in addressing student academic & behavioural issues is a Penglibatan kaunselor dalam menangani isu akademik dan tingkah laku murid • Involvement in

10 developing strength of the school and the positive impact on student outcomes and melambangkan pembangunan kekuatan sekolah dan impak positif terhadap is defined as col
implemented
behaviour is measured through analysis of behaviour, attendance and student keberhasilan dan tingkah laku murid di ukur melalui analisis tingkahlaku, kehadiran

Accreditation achievement data. dan data pencapaian murid. • In the absence

49 There is planned provision for students in planning for the future through an Terdapat peruntukan yang terancang untuk murid merancang masa hadapan • As per descrip
established transition and co-curriculum programme. mereka melalui transisi yang kukuh dan melalui program kokurikulum.

8 70% or more of teachers plan and provide differentiated experiences for students Sekurang-kurangnya 70% Rancangan Pengajaran Harian guru memuatkan • As per descrip
and monitor individual student progress. perancangan untuk pendekatan pembezaan pembelajaran kepada murid dan

memantau kemajuan individu murid

7 Student engagement is valued and both leadership team and teachers engage Keterlibatan murid dihargai dan pemimpin kanan dan guru melibatkan murid melalui • The valuing of
students using surveys, focus group discussions, shared leadership opportunities kaji selidik, perbincangan kumpulan fokus dan peluang untuk berkongsi kepimpinan. into identified sc

etc.

6 Students’ personal, social and emotional developmental needs are identified. Keperluan pembangunan sahsiah, sosial dan emosi murid dikenal pasti. • As per descrip

3

SK Seri Bayu

ement and potential has improved.
Potensi Murid Semakin Meningkat.

ts’ personal, social, intellectual and emotional development needs.
p keperluan pembangunan peribadi, sosial, intelektual dan emosi murid.

Description Mid Year Year End Examples of Evidence

lues student input to school planning in a meaningful coaltion - • Student surveys • student focus group interviews - e.g. contribution to
(e.g. SVG) and informal structures (e.g. class discussions, use of • Active student voice group is evident, with a formalised
y' or similar) to capture their contribution. There is evidence of annual SEF
t every stage of school decision-making; and students are plan of action and reports of outcomes • Co-Co Assessment Rubric
nely on important school improvement issues
• SVG minutes - CAR 3.1.5 CAR 3.2.5, CAR 3.3.5 are supporting evidence
ngoing target-setting and monitoring associated with IEPs for all • photographic evidence - student activities
s all curriculum and co-curriculum areas. Student analysis and
s are calendarised • IEPs • Minutes of meetings with parents
• School, co-curriculum and curriculum calendar
• Staff planning files (teachers, counsellors)

• student files
• Referral forms (teacher, counsellor)

nt needs are identified across curriculm, co-curriculm and age Students’ IEP records/student reports and
planning addresses these needs in an integrated approach across
portofolios/ADAB;
ith criterion 16 (above) - counsellors are part of the review of IEPs School assembly plans - evidence of a broad range of guest
at exist across age cohorts + individual targets for identified
ded in the calendarised analysis and feedback points. Ensure speakers;
nowledged to stakeholders - including parents
• IEPs • Overview of communication touch-points with parents
and other stakeholders
• Evidence of counsellor programmes that value-add to
student development: career guidance; mentor-mentee,

group/individual counselling; leadership programmes
done on a regular basis

stages are identified for each age cohort. Programmes are • Co-Co Assessment Rubric • Evidence of: career talks and/or work experience
repare students for their pathway development - key stakeholders The school must achieve 3.4.5 in the CAR
programme; personal / social programmes, prefect
o support and implement student programmes at transition points CAR 3.1.5, CAR 3.3.5 are supporting evidence
system (leadership camp); SVG; counsellor programme -
• Evidence of orientation programmes for: Year 6 - transit motivation talks; visits to career fairs; universities;)
to secondary school; form 3 - form 4; form 5 - form 6; form

6 - university/internship

% of teachers in the LO have Establishing or above for LO 1 & 13 Lesson Planning checklist LO data - Competencies: 1 & 13

s a process for identifying personal, social, intellectual & emotional Y • Student data collection • Counsellor PMS and documents
nts and can demonstrate actions taken to provide support as • Co-Co Assessment Rubric
• Analysis and next steps (personal, social, intellectual &
emotional needs) CAR 3.1.3, CAR 3.2.4, CAR 3.3.4 are supporting evidence

n addressing student behaviour, attendance & achievement issues Y Records of Counsellor involvement in collection & analysis Related Counsellor Action Plans
llection & analysis of data with next steps identified and of student behaviour, attendance & achievement data

e of a Counsellor, responsibility lies with GPK Hem

Yptor • Co-Co Assessment Rubric • Documented programmes for career pathways (Sec)
The school must achieve CAR 3.4.4 and Future Aspirations (Primary)

• Documented Transition Programme (within year levels • CAR 3.1.4, CAR 3.4.5, are supporting evidence

of the school)

Yptor Lesson Planning checklist LO data - Competencies: 1 & 13

f student engagement is defined as seeking and using student input Y • Student surveys • SLT/teacher/student meeting minutes
chool issues • SVG meeting minutes • Co-Co Assessment Rubric

• Student Focus Group evidence/ Prefect meeting minutes CAR 3.1.5, CAR 4.2.4 are supporting evidence

Yptor Student survey data
Counsellor / GPK HEM records

3 • Involvement in

5 Counsellor involvement in addressing student academic and behavioural issues is Penglibatan kaunselor dalam menangani akademik murid dan isu tingkah laku collection and a
• In the absence
in early stages of development where data is collected. adalah di peringkat awal pembangunan pengumpulan data.

Foundation 4 30% or more of teachers plan and provide differentiated learning experiences for Sekurang-kurangnya 30% rancangan mengajar guru menyediakan pengalaman • As per descrip

students. pembelajaran pembezaan untuk murid

2 • Key transition
• Limited progra
3 There is a programme of actively supporting students in transition stages. Wujud sebuah program yang aktif menyokong murid di peringkat transisi.
pathway develo

2 10% or more of teachers plan for differentiation in their lessons. Sekurang-kurangnya 10% guru merancang pendekatan pembezaan pembelajaran • The granting o
dalam pengajaran mereka. can demonstrat
1
Wujud evidens bahawa sekolah menyokong murid di peringkat transisi. • The granting o
1 There is evidence that the school supports students in transition stages. can demonstrat