6 y Good 3 Very Good 4 Excellent 5 times s to g nd well s and Teachers use a balance of whole class, small group, paired and individual work in lessons. They sometimes organise students so that they can provide targeted support to specific groups of students, such as lower-attainers. Teachers provide opportunities for students to talk in pairs or small groups during whole class work. They organise and group students based on the learning objectives, the nature of the learning tasks and student needs. They sometimes use collaborative tasks. Teachers use flexible approaches to organise and group students based on learning objectives and tasks, and student needs. They routinely use collaborative learning tasks that require all students to contribute using a range of strategies (e.g. snowball, jigsaw, envoy, and fishbowl). times rces e ing als he n the rt, owerts. Teachers routinely adapt the textbook tasks or sometimes design alternative tasks to meet the needs of both lowerand higher-attaining students. They use a range of resources, including practical materials and ICT, to complement the textbook. Teachers choose carefully which resources, including the textbook, to use based on: - the concepts and skills being taught; - the different needs of students. They routinely use a wide range of resources and practical materials. Teachers design and use a rich variety of stimulus materials, learning tasks and resources including ICT that complement the textbook. They choose and adapt the textbook and other resources to match learning objectives and the different needs of individual students.
7Standard 3: Suit Work to Students’ Individual Needs Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C3.1 Challenge Students in Accordance to Individual Needs Designing effective learning tasks: how do teachers ensure that tasks are appropriately challenging for all students? Teachers have low expectations of most students. All students are provided with the same learning tasks regardless of their prior achievements and needs. There is not enough challenge and support for significant groups of students, such as lower- or higherattaining students. Teachers have appropriately higexpectations of tmajority of studeThey sometimesprovide alternatilearning tasks, particularly for loattaining studenadapt learning taby providing extsupport or scaffolding. C3.2 Develop Students’ Conceptual Understanding and Skills in Accordance to Individual Needs Designing effective learning tasks: how do teachers use tasks to engage students and develop both their understanding and skills? There is little variation in the learning tasks that teachers provide for students. They are predominantly textbook exercises that require students to practise routine skills and memorise facts. Learning tasks are highly repetitive and do not engage or motivate students. Learning tasks aappropriate for tlearning objectivEach task exposstudents to something new and/or extends tlearning. There some variation inature of the learning tasks. Mstudents are engaged, but soare off-task and/passive.
7 y Good 3 Very Good 4 Excellent 5 gh the ents. s ve owerts, or asks ra Teachers have appropriately high expectations of all students. They routinely adapt tasks to meet the needs of both lower- and higher-attaining students. They provide all students with opportunities to apply their learning in both familiar and unfamiliar contexts. Teachers have appropriately high expectations of all students. They provide learning tasks that challenge them to work at a level that is just beyond what they can do independently. They present tasks thoughtfully, and do not always start with simpler tasks. Teachers share their high expectations with all students. They adapt learning tasks to challenge all students appropriately through: changing the: level of technical difficulty; level of higher-order thinking involved; degree of scaffolding; amount of student independence. are he ves. ses their is n the Many ome /or Teachers provide both open and closed differentiated learning tasks that not only develop skills and knowledge but also develop higher order thinking and conceptual understanding. The range and variety of learning tasks engage all students. Teachers provide a balance of open and closed differentiated learning tasks that involve higher-order thinking. They provide a range of learning tasks that focus in depth on the concept or ideas being taught. They ensure all students have mastered key skills before moving on to the next topic. Teachers provide a wide variety and range of differentiated learning tasks that develop conceptual understanding together with skills and knowledge. They provide tasks that encourage students to make connections between different concepts and ideas.
7Standard 4: Use Assessment and Reporting Effectively Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C4.1a Establish and Share Learning Objectives Assessing learning continuously: how do teachers ensure that what students are expected to learn is made clear to them? Learning objectives for lessons are not clear. Teachers sometimes talk about the learning tasks that students will work on. They do not explain to students what they are expected to learn using vocabulary that they understand. Teachers share learning objectivwith students nethe beginning ofmost lessons to them know whatthey are aiming They generally uvocabulary that students understand. C4.1b Establish and Share Learning Objectives Assessing learning continuously: how do teachers adjust their teaching in response to assessment information and feedback from students? Teachers take little account of students’ answers to oral and written questions. Consequently, all students are provided with the same learning tasks. Differentiation is only through speed of working. Teachers sometuse their assessments to provide alternatilearning tasks, particularly for loattaining studenThey sometimestheir assessmento adapt learningtasks by providinextra support or scaffolding.
8 y Good 3 Very Good 4 Excellent 5 ves ear f help t for. use the Teachers routinely discuss learning objectives with students near the beginning of lessons. They use final plenaries to refer back to the learning objectives and encourage students to reflect on the progress they have made towards achieving them. Teachers discuss learning objectives with students and are beginning to share expected learning outcomes. They use final plenaries to refer back to these and to encourage students to reflect on their progress. Teachers use self-assessment to help students think about their learning. Teachers routinely discuss learning objectives and expected outcomes with students at key points of lessons, including beginnings and final plenaries. They use peer- and self-assessment to help students think about and take responsibility for their learning. times ve owerts. s use nts or g ng Teachers routinely use their assessments to adapt tasks so that they offer appropriate challenge to higherattaining students. They also use their assessments to ensure that students who find an aspect of the work difficult are provided with greater scaffolding and support. Teachers use their assessments to provide learning tasks that challenge all students to work at a level that is just beyond what they can do independently. They ensure that all students have mastered key skills before they move on to the next topic. Teachers adapt learning tasks based on their assessments to ensure that all students are challenged appropriately. They intervene quickly through providing oneto-one and small group support during lessons to students who are struggling.
7Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C4.2 Plan assessment Assessing learning continuously: how do teachers assess students’ learning in lessons? Teachers do not assess what individual students are learning. They only assess whether students’ answers to oral and written questions are correct or incorrect. They do not assess whether students understand what they are learning. Teachers use opas well as closedtesting questionsassess what students are learning. They taquestions to assthe learning of individual studenThey occasionaprobe students’ answers, particuincorrect answeassess understanding. C4.3 Assess to Promote Learning Assessing learning continuously: how do teachers use feedback to students to support their learning? Teachers only acknowledge whether students’ answers to oral and written questions are correct or incorrect. Incorrect answers are sometimes criticised in a way that undermines students’ confidence. Teachers provide no feedback to students on what they need to do to improve. Teachers acknowledge positively what students have learned and the effort that they hmade. They respto incorrect answsympathetically encourage studeby scaffolding ansupporting their steps.
9 y Good 3 Very Good 4 Excellent 5 pen d s to arget sess nts. lly ularly rs, to Teachers assess students through asking them testing and genuine enquiry questions. They listen carefully to students’ answers. They assess students’ oral and written work for understanding rather than just answers, by routinely probing both correct and incorrect answers. Teachers assess students through effective questioning, listening and by observing them as they work. They assess students’ understanding and identify possible reasons for errors. They identify quickly any students who fail to master a key skill or procedure. Teachers assess students through carefully targeted questioning, listening and observing. They expose common mistakes and misconceptions. They identify quickly any students who fail to understand a concept. have pond wers and ents nd next Teachers identify good aspects of students’ work. They explain clearly what makes it good and discuss with students how to improve it. They routinely encourage the correction of errors or improvement of a piece of work. They avoid comparisons between students. Teachers help students to recognise their next steps in learning. They often help them to understand what they need to do to get there. Their feedback causes students to think, reflect, correct mistakes and make improvements. Teachers routinely provide constructive feedback, both orally and in writing, to students whether they are working in small groups, individually or as a whole class. They identify what students do well, but also focus on what they need to learn next and what steps they should take to get there.
8Standard 5: Adopt and Refine Professional Practice Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C5.1 Develop Professional Practice Development of Professional Practice: To what extent do teachers self-reflect on their professional practise, update their knowledge through professional development and contribute towards curriculum development? Teachers do not self-reflect on their professional practise. Teachers make minimal initiative to update existing knowledge through professional development as well as little contribution in curriculum development. Teachers periodically selfreflect on their professional praand make miniminitiative to updaknowledge throuprofessional development. Teachers develoand design teaclearning activitietheir own use. C5.2 Adopt Professional Practice Adopt professional practice: To what extent do teachers contribute towards aims and ethos of the school, uphold high professional boundaries, and appreciate different views, vigilant in safeguarding students’ wellbeing? Teachers make minimal efforts to support the school’s vision and mission in daily work. Teachers lack initiative to establish rapport with the students, instil MIB values and vigilant in safeguarding students’ well-being. Teachers make some efforts to support the schovision and missidaily work. Teachers have some initiative toestablish rapporand mutual respwith the studentsinstil MIB valuesvigilant in safeguarding students’ well-be
0 y Good 3 Very Good 4 Excellent 5 actise mal ate ugh op chinges for Teachers frequently self-reflect on professional practise, update and search for new knowledge through professional development. Teachers share best practises towards professional and curriculum development to support emerging educational initiatives. Teachers consistently self-reflect on professional practise, update and search for new knowledge through professional development. Teachers initiate and collaborate towards professional and curriculum development to support emerging educational initiatives. Teachers embed selfreflection as professional practice lead others in designing and promoting professional exchange with other teachers within and outside school. ool’s on in o rt pect s, s and eing. Teachers clearly support the school’s vision and mission in daily work. Teachers have good rapport and mutual respect with the students, instil MIB values and vigilant in safeguarding students’ well-being. Teachers prioritise aims and demonstrate accountability to achieve the school’s vision and mission in daily work. Teachers establish good rapport and mutual respect with the students, instil MIB values and vigilant in safeguarding students’ well-being. Teachers take leadership roles and exert positive influence in actualisation of the school vision and mission. Teachers establish a mutually trusting and respectful environment. MIB values are embedded as a culture in students.
8Standard 6: Demonstrate High Standards of Personal and ProfessionaFocus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C6.1 High Ethical and Moral Standards How do teachers demonstrate high ethical, moral standards and sensitivity (e.g. social background, ethnic and cultural and other differences) in their teaching profession to create an inclusive learning environment? Teachers show limited understanding and application of ethical standards existing code of ethics, policies and regulations (MIB) that apply towards their professional engagements with colleagues, students’ families or the wider community. Teachers show minimal awareness of students’ personal backgrounds. Teachers understand and apply some ethicstandards as outlined in the existing code of ethics, policies aregulations (MIBthat apply towartheir professionaengagements wcolleagues, students’ familiethe wider community. Teachers show awareness of students’ personbackgrounds. C6.2 High Standard of Attendance and Punctuality How do teachers display attendance and punctuality in school related commitments i.e. students’ curriculum learning time, school assemblies, class registrations, meetings etc.)? Teachers only show minimum compliance to school’s policy on attendance and punctuality in school related commitments. Teachers consistently adhto the school’s pon attendance apunctuality in soschool related commitments.
1 al Conduct y Good 3 Very Good 4 Excellent 5 cal and B) rds al ith es or nal Teachers meet all ethical standards as outlined in existing code of ethics, policies and regulations (MIB) that apply towards their professional engagements with colleagues, students’ families or the wider community. Teachers show concern and take consideration of students’ personal backgrounds. Teachers maintain high ethical standards as outlined in existing code of ethics, policies and regulations (MIB) that apply towards their professional engagements with colleagues, students’ families or the wider community. Teachers respect students as individuals and embrace their diverse backgrounds. Teachers model exemplary ethical behaviour and exercise judgements as outlined in existing code of ethics, policies and regulations (MIB) that apply towards their professional engagements with colleagues, students’ families or the wider community. Teachers successfully create an inclusive learning environment. here policy and ome Teachers consistently adhere to the school’s policy on attendance and punctuality in majority of school related commitments. Teachers maintain an excellent track record of attendance and punctuality in adherence to school’s policy. They prioritise very good time management in conducting nearly all school related commitments. Teachers maintain an excellent track record of attendance and punctuality in adherence to school’s policy. They display exemplary standards of professionalism in prioritising and optimising time management in conducting nearly all of school related commitments.
8Focus Area Guiding Questions Unsatisfactory 1 Satisfactory2 C6.3 Well informed regarding official policies, regulations and other requirements How do teachers demonstrate their knowledge of current education policies, regulations and other requirements? Teachers show limited understanding and application of current education policies, regulations and other requirements. Teachers understand and apply some of current educatiopolicies, regulatiand other requirements.
2 y Good 3 Very Good 4 Excellent 5 on ions Teachers comply and apply the current education policies, regulations and other requirements. Teachers comply and apply to current education policies, regulations and other requirements. Teachers serve as a referral to others. Teachers comply to and maintain updated knowledge on current education policies, regulations and other requirements. Teachers always serve as a referral to others.
84 BRUNEI TEACHERS’ STANDARDS-TEACHER PPROCEDURE A BTS-TPA 2.0 evaluation is done by conducting lesson observations by using highlight the key components for each focus area are also available for evaluabased on a ‘best fit’ criteria. The lesson observations follow a three phases process (refer Diagram 4), i.e.,observation. Within these three phases, professional dialogues i.e. pre-observcarried out between the evaluators and the teachers to discuss important compoinvolve document reviews of the Teachers’ Record Files (TRF), the students’ wDiagram 4: Three Phases ProPre-Observation Professional Dialogues Lesson Obeservations Phase 1 Pre-Lesson Observation During
3 PERFORMANCE APPRAISAL 2.0 (BTS-TPA 2.0) the BTS-TPA 2.0 form and rubric descriptors. A set of guiding questions which ators to support them in their evaluations on the learning and teaching quality , (1) Pre-lesson observation, (2) during lesson observation and (3) Post-lesson vation professional dialogues and post-observation professional dialogues are nents in the lesson observations. For triangulation purposes, other requirements ritten work or written work scrutiny as well as other relevant documentations. ocess of Lesson Observations Document Reviews Post-Observation Professional Dialogues Phase 2 Lesson Observation Phase 3 Post-Lesson Observation
84.1 Lesson Observations Lesson observations are mandatory to be conducted for all teachers duriteaching to ensure optimum students’ learning and achievement. Duration and frequency of the lesson observations are as follows: • One curriculum period, preferably two consecutive curriculum perio• Minimum two times for teachers by SMT; pre-evaluation period (bethe academic year). • Extra lesson observations can be conducted if necessary. The lesson observations follow a 3 phases process: A. Phase 1: Pre-Lesson Observations a) Be familiar with and understand the BTS-TPA 2.0 form. b) Know the purpose of the observation for: • Professional growth / development. • Recognition and awards. • Annual appraisal. • Career progression. • Affirmation of appointment. • Contract renewal. c) Conduct pre-observation professional dialogue. Note: For all teachers under CfBT contract, their lessons should be co-ob
4 ng every academic year. The main objective is to improve the quality of ods. eginning of the academic year) and post-evaluation period (towards the end of bserved by one SMT and an Education Project Manager (EPM) from CfBT.
8B. Phase 2: During Lesson Observations a) Focus on teaching and impact on students’ learning. b) Get an overview of students’ learning activities and work quality. c) Interact with students by asking some questions without disrupting d) Make evaluative notes. e) Conduct documents review for triangulation purposes. • Teachers’ record files (TRF) Teachers to make available their TRFs which include their i.e. teachers’ evaluations of their lessons, students’ assess• Students’ written work or written work scrutiny Students’ written work scrutiny is to be carried out idealworkbooks, individual journals, assessment papers or proobservation evaluation process. The evaluation on the studtaking into consideration age groups and individual abilitieprescribed curriculum, syllabus and schemes of work. The following procedure is for written work scrutiny: • Collect students’ work (i.e. classwork, homework, fil• Quantity of students’ work to be collected and subm 20 and below students - ALL books. 21 and above students - minimum 50% of the b• Cross-reference all work done with the lesson plansTRF. • Additional documentations Some relevant documents are required to be used as refereengagements for Standards 5 and 6 respectively. For examdaily attendance records, co-curriculum involvements, TRFC. Phase 3: Post-Lesson Observations a) Complete the BTS-TPA 2.0 form using the template provided. b) Conduct a post-observation professional dialogue session to discusc) Develop the teacher professional development plan.
5 the learning process. lesson plans, lesson notes and any relevant documents related to the teaching, sment tasks and record of students’ marks etc. lly after a lesson has been observed. These include notes, exercise books, oject work documentations. These would also be useful to support the lesson dents’ written work includes suitability of work given to the groups of students; s, the quantity, quality (depth) and diversity of the work given in relation to the les, workbook, etc.). mitted: books. s, schemes of work, syllabus, curriculum and recording of students’ marks in the ence to support the evaluation of competencies under the teachers’ professional mples, teachers’ roles and responsibilities, professional developments’ records, F submission logs etc. ss the outcome of the lesson observation.
84.2 Professional Dialogues The term professional dialogues can be defined as formal and informal dcoaches, SMT, relevant MoE officers, CfBT EPM etc. These dialogue practise as well as gain new knowledge and skills. For the BTS-TPA 2.0 lesson evaluation procedure, professional dialoprofessional dialogues) and after the lesson observations (i.e. post-obserA. Pre-Observation Professional Dialogues Pre-observation professional dialogues are carried out between the evaprocedure is more relevant for SMT. The dialogue sessions are prearraaccording to syllabus and scheme of work, students’ ability levels, assesstudents’ cognitive skills as outlined according to the Blooms’ Taxonomy Below are some general guidelines for the contents of the pre-observatio• Set the time frames for the lesson observations. • Decide the lesson delivery method, i.e. study at school, study at scHome-Based Learning (HBL) can be downloaded from this link; http• Establish expectations of the students’ learning outcomes. • Discuss the overviews of the lessons to be observed. • Gather background information of the classes to be observed. Note: EPM from CfBT are encouraged to be present during these sessio
6 discussions that occur among educational practitioners, e.g. teachers, mentors, sessions encourage and support teachers to self-reflect on their professional ogues are conducted before the lesson observations (i.e. pre- observation rvation professional dialogues). aluators and the teachers concerned prior to the lessons to be observed. This nged to discuss the expectations of the observations, e.g. topic to be covered sment strategies, learning outcomes which incorporate some or all six levels of etc. on professional dialogue: chool with social distancing, online learning and home learning packs. Guide to ps://tinyurl.com/BTS-TPA-V-TWO ons for teachers under CfBT contracts.
8B. Post-Observation Professional Dialogues Post-observation professional dialogues are provided by SMT, school observations for any particular purposes. External evaluators may or mayon the natures and contexts of the lesson observations. For teachers under CfBT contracts, the EPM are required to be presenpractice can supplement support for schools from external agencies, whithe classroom. When post-observation professional dialogues take place, below are som• Set the dates and times after lesson observations for post-observat• Encourage the teachers to reflect on the lessons (strengths and are• Be concise, clear and specific (key points) in giving post-observatio• Be tactful when discussing areas for improvement. • Emphasise on the teachings not the teachers. • Relate comments to the learning impacts (students’ achievements) • Develop teachers’ professional development plans. 4.3 Procedure for Awarding of Overall Teachers’ PerformancThe overall teachers’ performance grades for every lesson observation overall grades are automatically calculated using the softcopy version ooutlined in Table 5. Grade 5 (Excellent) 4 (Very Good) 3 (Good) 2 (Satisfactory) 1 (Not Satisfactory) Table 5: Evaluation Grades
7 inspectors and relevant officers from MOE who have conducted the lesson y not choose to conduct the post-observation professional dialogues depending nt during this post-observation professional dialogue sessions with SMT. This ile also gaining a better understanding of the quality of teaching and learning in me general guidelines to be followed: tion professional dialogues i.e. no later than five working days. eas for improvement). on professional dialogue. including written work scrutiny. ce Grades depend on the evaluation outcomes on each of the sections A, B and C. The of the evaluation form. The percentage breakdown for the Grades 1 to 5 are Percentage (%) 91 above 71-90 51-70 40-50 Below 40 and Percentage Breakdown
85 SCHOOL MODERATION SYSTEM Moderation system is a mechanism which involves SMT and school-based mcoordinate lesson evaluations. This system is crucial in order to maintain a high the nation. 5.1 Purpose of School Moderation System • Ensure the evaluations in schools are accurate, consistent and fair o• Promote capacity building and professional development in evaluatiassurance. • Encourage the involvements of SMT the review of the BTS-TPA 2.0 e• Create a sense of trust, acknowledges viewpoints, and enhances ski• Assure validity of data prior to being shared to relevant stakeholders.5.2 Implementation of School Moderation System Moderation process is conducted by an appointed school-based moderacarry out a minimum of two lesson evaluations on two different teachers. Iobservations, more lesson observations should be done involving differentby the SMT with the school moderator have to be moderated accordinmoderation system for one academic year is shown in Diagram 5.
8 moderators within the schools through a series of standardised procedure to level of quality, accuracy, and reliability of teacher evaluations in schools across n the quality of learning and teaching. ions as well as strengthens the standards of evaluation procedures for quality evaluation process through discussions. lls and experience as well as understanding in conducting evaluations. . ator with two identified SMT throughout one academic year. Every SMT have to If the SMT do not demonstrate strong evaluations skills after the series of lesson t teachers. The outcome of the lesson evaluations for every teacher co-observed gly after discussion has been done. The implementation matrix of the school
8One academic year School-based Moderator SMT 1 TeacheTeacheSMT 2 TeacheTeacheDiagram 5: Implementation Two SMT involved in the School Moderation System Minimumtwo teachevaluatedeach SM
9 r A Lesson Evaluation 1 Lesson Evaluation 2 r B Lesson Evaluation 1 Lesson Evaluation 2 r C Lesson Evaluation 1 Lesson Evaluation 2 r D Lesson Evaluation 1 Lesson Evaluation 2 Matrix of School Moderation Syste m of hers d with MT Minimum of two moderated lesson evaluation outcomes for each teacher Minimum of four lesson evaluations with each SMT
95.3 Guidelines for Implementation of School Moderation SyA. PROCEDURES a) School-based moderators and SMT conduct a pre-observation pb) School-based moderators and SMT co-observe the evaluated tec) School-based moderators and SMT conduct document reviews fowork of the evaluated teacher for triangulation purposes. d) School-based moderators and SMT complete the BTS-TPA 2.0 fe) SMT email the completed BTS-TPA 2.0 form to the school-baevaluation. f) School-based moderators and SMT conduct discussions (refer received. Ensure the school moderator complete the section for tg) SMT conduct the post-observation professional dialogue sessionsevaluations. School-based moderators need to be present duringh) School-based moderator interview the evaluated teacher to evaevaluation procedure after the post-observation professional diali) The SMT is provided the opportunity to enhance their capabilprofessional dialogue session. Ensure the BTS-TPA proceduresprofessional dialogue for further improvement and actions to undB. Moderation Discussion a) A moderation discussion aims to ensure the SMT applies the samallows to alleviate any misconceptions amongst other SMT and htheir skills in awarding an accurate and fair performance appraisagives post-observation professional dialogue to the evaluated teab) Preparation for a moderation discussion: • SMT complete the BTS-TPA 2.0 form as precisely as expec• School-based moderators schedule a meeting with SMT to Moderation System Procedure Flow Chart). c) Amongst the talking points during the moderation discussion: • Supporting evidence for the evaluation for each grade award• Deliberation to reach an agreed consensus of the grades for
0 ystem professional dialogue with the teacher to be evaluated. acher on an agreed date. or triangulation purposes; check the TRF and some samples of students’ written form separately on the co-observed lesson. sed moderator to be reviewed within two days after the co-observed lesson to 5.3B) to moderate the evaluation outcomes, after the completed forms are the moderation process in the BTS-TPA 2.0 form accordingly. s to the evaluated teachers within three to five days after the co-observed lesson g this session in order to evaluate the SMT’s feedback skills. aluate the SMT’s skills (refer 5.4 in Table 6) in conducting the BTS-TPA 2.0 ogue session. lity in carrying out teacher performance appraisal by conducting a follow up s are adhered to, skills in evaluation and provision of quality post-observation dertake. e evaluation standard based on the BTS-TPA rubric descriptors. This discussion help SMT identify any measures that need to be undertaken in order to enhance al grade. School-based moderators conduct moderation discussion before SMT acher. ted and prepares to discuss any evidence gathered. set the dates for the moderation procedure (refer to Diagram 6: School-based ded based on the descriptors. r all the focus areas
9Diagram 6: School-Based Moderat(a) School-based moderator & SMT conduct preobservation professional dialogue with teacher to be evaluated (c) School-basemoderator & SMcheck evaluatedteacher’s TRF ansamples of studenwritten work (b) School-based moderator & SMT co-observe teacher evaluated Very soon after postobservation professional dialogue (h) School-based moderator interview the evaluated teacher After interview (i) School-based moderator & SMT conduct follow up professional dialogue to discuss any further improvement and actions to undertake
1 tion System Procedure Flow Chart Two days after lesson observation (e) SMT email the completed BTS-TPA 2.0 form to schoolbased moderator d MT d nd nts’ (d) School-based moderator & SMT complete the BTSTPA 2.0 form separately of the coobserved lesson After receiving emailed BTS-TPA 2.0 form (f) School-based moderator & SMT conduct discussion to moderate the evaluation outcome Three – five days after lesson observation (g) SMT conduct post-observation professional dialogue to evaluated teacher in the presence of school-based moderator
95.4 School-Based Moderators’ Skills The following skills are used to guide school-based moderators to assessimplementation of the school-based moderation system. SKILLS 1. Communication Being an effective active listener and makResponding confidently during discussionGiving non-verbal cues (e.g. nodding andRespecting their ideas and allowing a two2. Leadership Able to motivate, encourage and / or inspAble to put views across, or defend the viDemonstrate effective conflict managemeand tolerance. 3. Application Comply to BTS-TPA 2.0 procedures as pe4. Lesson Observation Observe with an open mind. Check on students’ engagement in their leIdentify whether the teaching strategies h5. Documents Review Ability to determine the quality of the lessodifferentiation strategies, the planned assAbility to evaluate the quality of students’ future lessons, all of which are aimed to s6. Feedback Provides oral and written feedback in a timFeedback is evidence-based, constructive7. Support Ability to generate a discussion with the tepractice and teacher’s needs analysis. Table 6: School-Base
2 s the SMT’s skills in conducting the BTS-TPA 2.0 lesson evaluations during the CHARACTERISTICS king the speaker being heard. ns. maintaining eye contact) to build trust. o-way communication. ire to achieve success. ews of others, in a professional and tactful way. ent by employing positive reinforcement, diplomacy, negotiation, assertiveness er explained in Unit 4 of this handbook. earning. ave positive impact on the learning. on objectives, the lesson structure, the scaffolding approaches, the essments and teacher’s lesson evaluation. written work; students’ achievement; feedback strategies to respond and plan support learning according to students’ need mely manner with sensitivity, honesty and transparency. e / developmental and action-focused. eacher and come up with ideas for teacher improvement based on good ed Moderator’s Skills
95.5 Terms of Reference of A School-Based Moderator a) Highly knowledgeable with the BTS-TPA 2.0 Framework, teacher’s cob) Equipped with skills required as a school moderator c) Conduct the moderation system with competence and dedication. d) Identify potential SMT to be trained and appointed as school moderate) Coordinate the quality of the teacher appraisal system for the coachef) Share any new developments in the teacher appraisal system. g) Submit supporting reports for the SMT to be coached as a school-bdocuments to Department of Schools Inspectorate.
3 ore competencies and the BTS-TPA 2.0 procedures. tor. d SMT. based moderator along with completed BTS-TPA 2.0 forms and any relevant
96 GUIDELINES IN THE APPLICATION OF TThe terms of reference of the evaluators are job-specific and can vary accordinresponsibilities of three groups of evaluators: School Management Team (SMT)6.1 School Management Team (SMT) • Responsible for conducting appraisal of all teachers in their schools. • Responsible for clearly communicating the BTS-TPA 2.0 instrumentexpectations. • Prepare scheduled performance appraisals for every teacher. • Meet with the teacher individually for a pre-observation meeting to dias TRF, students’ written work or portfolios. • Conduct a classroom observation using the BTS-TPA 2.0 form to app• Conduct at least two lesson observations for each teacher within one• Conduct a post-observation professional dialogue session to discusdescriptors not more than five days after the lesson observation. • After each lesson observation the completed BTS-TPA 2.0 form shou• All BTS-TPA 2.0 forms of individual teachers should be filed systemtreated confidentially with limited access only by SMT. • All completed copies of BTS-TPA 2.0 forms using the template prohigher authority. • To develop a teacher professional development plan for all teachers
4 HE BTS-TPA SYSTEM ng to the individual department’s core functions. This unit entails the roles and ), School Inspectors and other officers within the MOE. t at a common sharing session so that teachers are fully aware of observation iscuss the time frame for the lesson observation, preparation of materials, such praise the teacher in accordance with the BTS-TPA 2.0 framework. e academic year. s the strengths and areas for improvement by referring to the BTS-TPA rubric uld go into the individual teacher’s portfolio which is kept by the school. matically, using the school’s own effective data bank management system and ovided should be submitted to DI within the specified time interval reporting to from the BTS-TPA 2.0 evaluations.
96.2 School Inspectors • Responsible for conducting BTS-TPA 2.0 as directed and as specifiedunannounced inspection, teacher’s day nominations and any other sp• Identify himself/herself and designation to the school leader and the t• Conduct a post-observation professional dialogue session to discussHowever, the post-observation professional dialogue session is enco• Give opportunity to the teacher to reflect on the teaching, whenever p• Examine the BTS-TPA 2.0 form and teacher professional developme• Return TRF or students’ written work and other relevant documents a• Report immediately to any relevant authority, supported by detailed classroom which need urgent attention. • File all BTS-TPA 2.0 forms of individual teachers using the departmenand limited access by only those who are directly concerned. 6.3 Other Officers Within the Ministry of Education • Conduct BTS-TPA 2.0 evaluation under any MOE’s directive or as pdepartment. • Follow the Code of Conduct at all times as set by their own respectiveof Schools Inspectorate. • Identify himself/herself and designation clearly to the school leader a• Conduct a post-observation professional dialogue session to discussNote: EPM for teachers under CfBT contracts are required to conduwith SMT to the evaluated teachers. • Give opportunity to the teachers to reflect on the teaching during the • Examine the BTS-TPA 2.0 form and the professional development plwith completed and updated photocopies of the documents for teach• Return TRF or students’ written work and any relevant documents in • Report immediately to a relevant authority, supported by detailed evthe school or classroom which need urgent attention. • File all BTS-TPA 2.0 forms of individual teachers using the departmeoutcomes of the appraisal should be transparent between the apprawith limited access by only those who are directly involved.
5 d under The Education Order 2003 Part X. Examples: whole school inspections, pecial case. teacher concerned before a lesson observation begins. s the quality of learning and teaching depending on the nature of the appraisal. ouraged to bring about improvements in teaching and learning. post-observation professional dialogue session takes place. ent plan of the evaluated teacher. after inspection in their original condition. evidence, if any inappropriate incidents occur during the visit to the school or nt’s own effective data management system and to be treated with confidentially per required to fulfil certain tasks as specified by the director of each respective e departments but in general, these should be similar to those of the Department and the teacher concerned before a lesson observation begins. s the quality of teaching and learning depending on the nature of the appraisal. ct co-lesson observations and provide post-observation professional dialogues post-observation professional dialogue session. lan of the evaluated teacher. Note: For EPM reference, they are to be provided ers under CfBT contracts. the original condition. idence, if he or she observes any inappropriate incidents during his/her visit to ent’s own effective data management system, although it is encouraged that the aisal team and that particular teacher, the data should be treated confidentially
1