CONFIDENTIAL
INDIVIDUALISED PROFILE (GEO 1A2 / 2A2 ‐ TEACHER)
The EPMS Individualised Profile elaborates on the Key Result Areas (KRA) and competencies included in the
EPMS Work Review Form for each sub‐grade:
a) The KRA Role Profile provides greater clarity in terms of work expectations and details the level of
work outcomes expected at your sub‐grade for the five KRAs indicated in Section 1 of the EPMS Work
Review Form. It is intended to help you better understand the duties you are expected to perform in
order to achieve the desired student, professional and organisational outcomes. To enable you to
achieve each KRA, the table below includes key corresponding competencies which you can develop
yourself in professionally.
b) The Competency Behavioural Indicators (BIs) provide greater clarity in terms of how each
competency indicated in Section 2 of the EPMS Work Review Form could be demonstrated if
performed by an officer. This serves as a guide and is not meant to be prescriptive ‐ officers could
share other ways in which they may have demonstrated a particular competency, if applicable. To
develop the respective competencies, we have included the corresponding learning dimensions under
the Teacher Growth Model (TGM) for your reference.
KRA Role Profile
KRA Clusters
Student
Outcomes
KRAs
Quality
Learning of
Students
Role Profile
 Designs lesson plans with appropriate learning




Character
Development
of Students



Professional
Outcomes
Organisational
Outcomes
Professional
Development
of Self
Professional
Development
of Others
Contributions
to Projects /
Committee
Work
objectives, activities and resources that consistently
contribute towards achieving a student‐centric, values‐
driven education
Delivers effective, engaging and well‐paced lessons by
adopting a range of teaching techniques
Establishes a conducive learning environment that
motivates and empowers students
Designs appropriate and varied modes of assessment
that enhances teaching & learning
Monitors student performance, provides accurate
feedback and takes follow‐up actions in a timely
manner
Consistently inculcates values and socio‐emotional
competencies in students
Provides effective guidance and takes necessary actions
(e.g. basic counselling and professional referrals) in a
timely manner
Builds strong rapport and mutual trust with students by
showing concern and encouragement
 Takes ownership in seeking learning opportunities to
develop oneself holistically
 Guides and supports peers and / or junior teachers in
their professional learning and development
 Shares knowledge in areas of professional mastery for
the curriculum (including the co‐curriculum), pedagogy
and assessment with peers and / or junior teachers
 Contributes to the planning and implementation of
school initiatives and duties
 Fosters partnership with stakeholders (e.g. parents,
community and learning partners) to help achieve
desired outcomes
Competencies
 Analytical Thinking and
Intellectual Flexibility
 Student‐Centric, Values‐




Driven Practice
Curriculum and Content
Pedagogy and Instruction
Assessment and Evaluation
Internal and External
Partnerships
 Analytical Thinking and
Intellectual Flexibility
 Student‐Centric, Values‐
Driven Practice
Curriculum and Content
Pedagogy and Instruction
Assessment and Evaluation
Internal and External
Partnerships
 Self‐Management and
Development




 Culture Building and
People Development
 Interpersonal
Relationships and Skills
 Visioning and Planning
 Action Management and
Implementation
 Interpersonal
Relationships and Skills
 Teamwork and Team‐
Building
 Internal and External
Partnerships
1
CONFIDENTIAL
Competency Behavioural Indicators
Competency
Clusters
Individual
Attributes
Competencies
Professional Values
and Ethics
Behavioural Indicators
 Upholds dignity of profession, champions


Self‐Management
and Development



Analytical Thinking
and Intellectual
Flexibility



Professional
Mastery
Student‐Centric,
Values‐Driven
Practice


Curriculum and
Content


Pedagogy and
Instruction
Assessment and
Evaluation
professional standards and demonstrates sense
of mission
Exercises values of integrity and moral courage,
and is a positive role model for students
Demonstrates professional attributes of
accountability, commitment and resilience
Reflects and seeks feedback from multiple
sources on one's areas of strength / areas for
improvement and work performance
Sets realistic short‐term and long‐term
expectations and constantly reviews them for
self‐development and work performance
Consistently aligns efforts to reflections,
feedback and expectations
Analyses issues in multiple ways (e.g. moving
between broad and detailed understanding,
divergent and convergent thinking, short‐term
and long‐term considerations)
Draws logical and reasonable conclusions (e.g.
identifies cause‐and‐effect, recognises linkages
and patterns, evaluates and synthesises
information)
Generates and evaluates possible courses of
action, considering possible trade‐offs
Understands students' diverse learning and
developmental needs, interests, abilities and
potential through observations, diagnoses and
discussions (with students, parents and
colleagues) and adapts approaches accordingly
Understands the values and socio‐emotional
competencies that students need to develop
and infuses them into academic, CCA and
pastoral programmes
Has good knowledge of the curriculum
(including the co‐curriculum) and is able to
apply the relevant knowledge to support
teaching & learning and pastoral care
Keeps abreast of trends and developments by
staying current and expanding knowledge
 Has good knowledge of learning theories,
principles of learning, teaching models and
instructional strategies
 Effectively applies knowledge of learning
theories, principles of learning, teaching models
and instructional strategies
 Has good knowledge of and applies assessment
modes to determine progress and evaluate
learning
2
TGM Learning
Dimensions
 LD1 – Living out Ethos
of the Teaching
Profession
 LD2 – Mastering Self
 LD6 – Leading Others
towards a Shared
Vision
 LD3 – Deepening






Knowledge and
Practice in Academic
Curriculum
LD4 – Deepening
Knowledge and
Practice in Student
Development
Curriculum
LD3 – Deepening
Knowledge and
Practice in Academic
Curriculum
LD4 – Deepening
Knowledge and
Practice in Student
Development
Curriculum
LD3 – Deepening
Knowledge and
Practice in Academic
Curriculum
LD4 – Deepening
Knowledge and
Practice in Student
Development
Curriculum
LD3 – Deepening
Knowledge and
Practice in Academic
Curriculum
CONFIDENTIAL
Competency
Clusters
Competencies
Behavioural Indicators
 Considers assessment findings from various
Organisational
Excellence
Visioning and
Planning


Action Management
and Implementation


Culture Building and
People Development




Effective
Collaboration
Interpersonal
Relationships and
Skills
Teamwork and
Team‐Building


 Demonstrates team spirit, contributes to a


Internal and External
Partnerships
sources (e.g. portfolio, formative / summative
assessments, self / peer assessment, other
teachers’ feedback) to improve students’
learning and instructional effectiveness
Understands the rationale and supports MOE’s /
school’s vision, priority areas and focus;
internalises these and influences others to align
their work accordingly
Contributes to refining and / or formulating
MOE’s / school’s policies by providing feedback
and suggestions
Develops work plans based on realistic
assessment of timeframes and resources
Monitors and reviews work progress to achieve
current and longer term goals and targets
Contributes to creating a culture in the team
that builds commitment towards a common
vision
Contributes to creating a culture in the team
that is forward‐looking, improvement‐driven
and change‐ready
Contributes to building a learning culture in the
team by providing timely and individualised
feedback on areas of strength and areas for
improvement
Contributes to promoting staff well‐being by
showing care and concern and motivating
others in the team
Builds strong relationships by understanding
and respecting others’ views
Positively influences others by adapting one’s
style of communication


collaborative culture and supports the team in
moving towards a shared vision
Contributes to the team to achieve common
goals
Identifies issues that hamper team effectiveness
and works with the team to overcome them
Values relationships with others in the fraternity
and actively contributes to existing platforms for
collaboration
Values the important role played by
stakeholders and actively builds relationships by
establishing regular communication with
stakeholders
3
TGM Learning
Dimensions
 LD4 – Deepening
Knowledge and
Practice in Student
Development
Curriculum
 LD6 – Leading Others
towards a Shared
Vision
 LD6 – Leading Others
towards a Shared
Vision
 LD5 – Learning as a
Team
 LD6 – Leading Others
towards a Shared
Vision
 LD5 – Learning as a
Team
 LD6 – Leading Others
towards a Shared
Vision
 LD5 – Learning as a
Team
 LD6 – Leading Others
towards a Shared
Vision
 LD7 – Understanding
and Engaging our
Community