Teacher Appraisal in Singapore Schools

서지정보

ㆍ발행기관 : 한국교육학회 ㆍ수록지정보 : 교육학연구
ㆍ저자명 : Lee Ong Kim

목차

1. Introduction
2. Teacher Performance Appraisal
3.Major compmnents of a performance managenement System
4. Effective Performance Management Systems
5. Ranking Exercise
6. Estimated Potential and Promotions

영어 초록

All schools have goals to achieve. The appraisal of teachers is only one small part of the larger
Performance Management System that can be developed by schools or a system of schools in
order to facilitate an effective delivery of their set targets each year, recognize strengths, identify
areas that need improvement, and take measures to develop individuals professionally so as to
achieve incremental improvement after each cycle of the implementation of the performance
management. To be effective, a performance management system requires clear definitions of
roles and functions for each level of staff (e.g. teachers, senior teachers, heads of departments,
vice-principals, and principals). Well defined roles provide clarity of functions and should at the
same time be sufficiently flexible to allow for ad hoc activities and programs that can benefit
students and the school, to be implemented without role ambiguities. Another important
component of the performance management system would be the collection of statements of
competencies needed to fulfill the roles at the level of excellence. Statements of competencies
enable each job holder within the school to gauge their relative standing in terms of existing skills
and the required skills. The third component in the system is the work reviews that will very
often take place twice a year, once in the middle of the year as a mid-term review to determine of
work progress, modifications that may be necessary on work targets, and the setting of new targets
if required. The fourth and very important component is the professional development of staff
through the identification of areas for improvement, and the negotiation between job holder and
the reporting officers, as to what kind of professional development program that the job holder
may attend when. This paper describes how Singapore schools implement their performance
management systems as a developmental tool, where appraisals are not seen only as work
evaluations alone, but more as an opportunity for incremental improvement and capacity building
of the job holder through proper identification of the required professional development programs,
which incrementally works towards school excellence, along with rewards for good performance,
with each cycle of the implementation of the performance management system.

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