CONFIDENTIAL
SAMPLE ONLY
EPMS Competency Behavioural Indicators (Teaching Track)
The Behavioural Indicators (BI) provide greater clarity in terms of how each of the 13 competencies indicated in Section 2 of the EPMS Work Review Form could be demonstrated if performed by an officer. These BIs represent possible ways in which the
competency could be observed while achieving the Key Result Areas effectively. Officers should refer to the BIs designed for his / her substantive grade when identifying his / her areas of strength and development in Section 2 of the EPMS Work Review
Form. This should be used as a guide and is not meant to be prescriptive - officers can also share other ways in which they may have achieved an outcome or demonstrated a particular competency if deemed applicable.
[Note: If an officer is holding an appointment higher than what is typically associated with his / her substantive grade (e.g. an SEO 1 officer holding an HOD appointment under the Leadership Track), the officer should refer to the BIs appropriate for the
appointment (i.e. the SEO 1A1 BIs) to understand and strive to develop the relevant skills, knowledge and professional characteristics.]
Substantive Grade
GEO 1.1 / 2.1 – GEO 1A1 / 2A1
(Teacher)
GEO 1A2 / 2A2 – GEO 1A3 / 2A3
(Teacher)
SEO 1
(Senior Teacher)
Competency
Professional Values and
Ethics
Individual Attributes
Upholds high standards of
integrity, professionalism and
expectations of behaviour as
outlined in the Ethos of the
Teaching Profession and Code of
Professional Conduct for
Educators
Self-Management and
Development
Pursues self-development in
order to maximise one’s capacity
to achieve individual goals and
work plans
Analytical Thinking and
Intellectual Flexibility
Sees the big picture, recognises
how issues are linked and
analyses issues logically to
understand implications and
SEO 1A1
(Lead Teacher)
SEO 1A2
(Master Teacher)
SEO Sup H
(Principal Master Teacher)
Behavioural Indicators

Upholds dignity of profession, champions professional standards and
demonstrates sense of mission

Upholds dignity of profession,
champions professional
standards and demonstrates
sense of mission; encourages
others in the school in
upholding these values

Upholds dignity of profession,
champions professional
standards and demonstrates
sense of mission; encourages
others in the school / cluster in
upholding these values

Upholds dignity of profession, champions professional
standards and demonstrates sense of mission; encourages
others in the teaching fraternity in upholding these values

Exercises values of integrity and moral courage, and is a positive role
model for students

Exercises values of integrity and
moral courage, and is a positive
role model for students;
encourages others in the school
in upholding these values

Exercises values of integrity and
moral courage, and is a positive
role model for students;
encourages others in the school
/ cluster in upholding these
values

Exercises values of integrity and moral courage, and is a
positive role model for students; encourages others in the
teaching fraternity in upholding these values

Demonstrates professional attributes of accountability, commitment and
resilience

Demonstrates professional
attributes of accountability,
commitment and resilience;
encourages others in the school
in developing these attributes

Demonstrates professional
attributes of accountability,
commitment and resilience;
encourages others in the school
/ cluster in developing these
attributes

Demonstrates professional attributes of accountability,
commitment and resilience; encourages others in the
teaching fraternity in developing these attributes

Reflects and seeks feedback on one’s
areas of strength / development and
work performance

Reflects and seeks feedback from multiple sources on one's areas of strength / development and work performance

Sets realistic goals for self-development
and work performance

Sets stretch goals and constantly reviews them for self-development and work performance

Aligns efforts to reflections, feedback
and goals

Initiates and consistently aligns efforts to reflections, feedback and goals

Analyses issues in basic ways

Analyses issues in multiple ways
(e.g. moving between broad and
detailed understanding,
divergent and convergent
thinking, long-term and shortterm considerations)

Analyses issues in multiple ways (e.g. moving between broad and
detailed understanding, divergent and convergent thinking, long-term
and short-term considerations), considering different perspectives
(e.g. students, parents, learning partners, school, MOE) and the
implications on various stakeholders
1

Analyses complex issues systematically in multiple ways
(e.g. moving between broad and detailed understanding,
divergent and convergent thinking, long-term and shortterm considerations), considering different perspectives
(e.g. students, parents, learning partners, school, MOE) and
the implications on various stakeholders
CONFIDENTIAL
Substantive Grade
GEO 1.1 / 2.1 – GEO 1A1 / 2A1
(Teacher)
GEO 1A2 / 2A2 – GEO 1A3 / 2A3
(Teacher)
SEO 1
(Senior Teacher)
Competency
generate possible solutions
Student-Centric, ValuesDriven Practice
Demonstrates and applies
pedagogical knowledge by
leveraging a range of teaching
models, instructional strategies,
activities and resources to deliver
effective and engaging lessons
Professional Mastery
SEO Sup H
(Principal Master Teacher)

Draws possible conclusions from
analysis

Draws logical and reasonable
conclusions (e.g. identifies
cause-and-effect, recognises
linkages and patterns, evaluates
and synthesises information)

Draws logical, reasonable and well-considered conclusions (e.g.
identifies cause-and-effect, recognises linkages and patterns,
evaluates and synthesises information)

Draws logical, reasonable and well-considered conclusions
(e.g. identifies root causes and key contributing factors,
recognises patterns and trends, critically evaluates and
synthesises information)

Generates possible courses of action
and recognises implications

Generates and evaluates
possible courses of action,
considering multiple
implications

Generates solutions innovatively; evaluates possible courses of action
considering multiple implications

Generates solutions innovatively; evaluates possible
courses of action with clear understanding of trade-offs

Makes the effort to understand
students' diverse learning and
developmental needs, interests, abilities
and potential

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 students' diverse learning and developmental needs,
interests, abilities and potential through observations, diagnoses and
discussions (with students, parents and colleagues) and adapts
approaches accordingly; considers multiple underlying factors (e.g.
learning styles, learning motivations, home learning environments)
that affect students’ learning and development

Supports the delivery of holistic education by adopting a
student-centric approach and centring on values education
in one’s work in MOE / the academy / centre

Understands the values and socioemotional competencies that students
need to develop and makes the effort to
infuse values education into academic,
CCA and pastoral programmes

Identifies the values and socioemotional competencies that
students need to develop and
infuses them into academic,
CCA and pastoral programmes

Infuses values education and socio-emotional learning into academic,
CCA and pastoral programmes systemically and pervasively;
encourages and guides others in the school in infusing values
education and socio-emotional learning into academic, CCA and
pastoral programmes

Has knowledge of the curriculum
(including the co-curriculum) and is able
to apply the relevant knowledge to
support teaching & learning and
pastoral care

Has good knowledge of the
curriculum (including the cocurriculum) and is able to apply
the relevant knowledge to
support teaching & learning and
pastoral care

Has strong knowledge of the curriculum (including the co-curriculum)
and is able to apply the relevant knowledge to support teaching &
learning and pastoral care

Provides thought leadership and expert knowledge in the
curriculum (including the co-curriculum)

Explores new ideas and constantly
updates knowledge

Keeps abreast with trends and
developments by staying
current and expanding
knowledge

Keeps abreast with trends and developments by staying current and
expanding knowledge beyond curriculum requirements

Keeps abreast with trends and developments by staying
current and expanding knowledge beyond curriculum
requirements through local and international research

Has knowledge of learning theories,
principles of learning, teaching models
and instructional strategies

Has good knowledge of learning
theories, principles of learning,
teaching models and
instructional strategies

Has strong knowledge and keeps abreast of current research on
learning theories, principles of learning, teaching models and
instructional strategies

Has expert knowledge and keeps abreast of local and
international research on learning theories, principles of
learning, teaching models and instructional strategies

Applies knowledge of learning theories,
principles of learning, teaching models
and instructional strategies

Effectively applies learning
theories and principles of
learning; customises teaching
models and instructional
strategies to provide for
differentiated learning

Flexibly applies learning theories and principles of learning and
adopts a wide range of teaching models and instructional strategies
to provide for differentiated learning

Translates expert knowledge and research to inform and
develop new pedagogical practices for teachers

Uses a range of activities and resources
to deliver effective and engaging lessons

Uses a wide range of activities
and resources to deliver
effective and engaging lessons

Flexibly uses a wide range of activities and resources to improve the
quality of teaching & learning

Designs and facilitates sharing of activities and resources to
uplift teaching practices in schools
Has knowledge and constantly
updates one’s understanding of
the curriculum (including the cocurriculum) to improve teaching
& learning
Pedagogy and Instruction
SEO 1A2
(Master Teacher)
Behavioural Indicators
Delivers holistic education by
adopting a student-centric
approach and centring on values
education in one’s work
Curriculum and Content
SEO 1A1
(Lead Teacher)
2
CONFIDENTIAL
Substantive Grade
GEO 1.1 / 2.1 – GEO 1A1 / 2A1
(Teacher)
GEO 1A2 / 2A2 – GEO 1A3 / 2A3
(Teacher)
SEO 1
(Senior Teacher)
Competency
Assessment and Evaluation

Has knowledge of and applies
appropriate and varied assessment
modes to determine progress and
evaluate learning; provides feedback to
students accordingly


Considers assessment findings to improve students’ learning and instructional
effectiveness

Knows MOE’s / the school’s vision,
priority areas and focus

Organisational Excellence
Has a clear sense of MOE’s / the
school’s purpose and goals and
contributes to long term strategic
plans to achieve the vision
Action Management and
Implementation
Develops action plans that
organise resources, oneself and
others to achieve work outcomes
in a timely manner; monitors
work progress and adapts work
plans when necessary
SEO 1A2
(Master Teacher)
Has good knowledge of and
effectively applies appropriate
and varied assessment modes
according to differentiated
learning needs to determine
progress and evaluate learning;
communicates findings to
stakeholders (e.g. students,
parents, school) to create a
positive impact on learning
Understands the rationale and
supports MOE’s / the school’s
vision, priority areas and focus;
internalises these and
influences others to align their
work accordingly

Has strong knowledge and flexibly applies appropriate and varied
assessment modes according to differentiated learning needs to
determine progress and evaluate learning; communicates findings
from multiple sources (e.g. portfolio, formative and summative
assessments, self / peer assessment, other teachers’ feedback) to
stakeholders to create a positive impact on learning

Has expert knowledge and keeps abreast of local and
international research on assessment strategies, modes and
instruments; provides advice to schools on the design and
use of appropriate assessment strategies, modes and
instruments to identify learning needs, evaluate progress,
provide feedback and interventions to enhance students’
learning

Considers assessment findings to improve students’ learning,
instructional effectiveness and educational programmes

Considers assessment findings to improve students’
learning, instructional effectiveness, educational
programmes and policies

Understands, internalises and supports MOE’s / the school’s vision,
priority areas and focus; influences others in the school in aligning
their work accordingly by helping them understand the rationale and
implications of relevant policies and initiatives

Understands, internalises and supports MOE’s / the
academy’s / centre’s vision, priority areas and focus;
influences the teaching fraternity / team in aligning their
work accordingly by helping them understand the rationale
and implications of relevant policies and initiatives

Contributes to developing long-term school strategic plans to achieve
MOE’s / the school’s vision, with an understanding of near-term
requirements, future developments / opportunities and potential
risks that could arise

Develops long-term strategic plans to achieve MOE’s /
academy’s / centre’s vision, with an understanding of nearterm requirements, future developments / opportunities
and potential risks that could arise

Contributes to refining MOE’s / the
school’s policies by providing feedback

Contributes to refining and / or
formulating MOE’s / the
school’s policies by providing
feedback and suggestions

Contributes to refining and / or
formulating MOE’s / the
school’s policies with a clear
understanding of ground
realities at the school level

Contributes to refining and / or
formulating MOE’s / the
school’s policies with a clear
understanding of ground
realities at the cluster level

Contributes to refining
and / or formulating
MOE’s / academy’s /
centre’s policies with a
clear understanding of
ground realities at the
zonal level

Contributes to refining and / or
formulating MOE’s / academy’s
/ centre’s policies with a clear
understanding of ground
realities at the national level

Implements work plans in a timely and
effective manner

Contributes to developing work
plans, based on realistic
assessment of timeframes and
resources; guides teams in
implementing work plans in a
timely and effective manner

Develops work plans based on
realistic assessment of
timeframes and resources;
guides teams in implementing
work plans with impact on the
school

Develops work plans based on
realistic assessment of
timeframes and resources;
guides STs in implementing
work plans with impact on the
school / cluster

Develops work plans
based on realistic
assessment of
timeframes and
resources; leads teams
in implementing work
plans with impact on
the zone

Develops work plans based on
realistic assessment of
timeframes and resources;
leads MTTs in implementing
work plans with impact on the
nation

Advises and leads in the
effective and efficient
implementation of the
academy’s / centre's work
plans by ensuring that the
proper structures, processes
and systems are in place

anisational Excellence
SEO Sup H
(Principal Master Teacher)
Behavioural Indicators
Obtains information on students’
progress through various
assessment modes to enhance
learning, pedagogy, curriculum
and educational policy
Visioning and Planning
SEO 1A1
(Lead Teacher)
3
Co-leads in the
effective and efficient
implementation of the
academy’s / centre's
work plans by ensuring
that the proper
structures, processes
and systems are in
place
CONFIDENTIAL
Substantive Grade
GEO 1.1 / 2.1 – GEO 1A1 / 2A1
(Teacher)
GEO 1A2 / 2A2 – GEO 1A3 / 2A3
(Teacher)
SEO 1
(Senior Teacher)
Competency
Culture Building and People
Development
Organisational Excellence
Contributes to a culture that
rallies towards a common vision
with a focus on staff learning and
staff well-being
SEO 1A1
(Lead Teacher)
SEO 1A2
(Master Teacher)
SEO Sup H
(Principal Master Teacher)
Behavioural Indicators

Monitors and reviews work progress

Works with / guides teams in
measuring and analysing
outcomes to monitor and
review team progress, and to
ensure alignment with vision,
goals and targets; adapts plans
where necessary to reflect
changing priorities or conditions

Leads / mentors teachers in
measuring and analysing
outcomes to monitor and
review team / school work
progress, and to ensure
alignment with vision, goals and
targets; innovatively adapts
plans where necessary to reflect
changing priorities or conditions

Leads / mentors school subject
representatives in measuring
and analysing outcomes to
monitor and review school /
cluster work progress, and to
ensure alignment with vision,
goals and targets; innovatively
adapts plans where necessary
to reflect changing priorities or
conditions

Co-leads in the
monitoring and review
of the academy’s /
centre’s strategic plans
/ work progress to
deliver goals

Contributes to creating a culture that
builds commitment towards a common
vision

Actively contributes to creating
a culture that builds
commitment towards a
common vision

Actively contributes to creating
a school culture that builds
commitment towards a
common vision

Actively contributes to creating
a school / cluster culture that
builds commitment towards a
common vision

Actively contributes to creating a culture in the teaching
fraternity that builds commitment towards a common
vision

Contributes to creating a culture that is
forward-looking and change-ready

Actively contributes to creating
a culture that is forward-looking
and change-ready by
anticipating change and being
innovative and improvementdriven; leads and manages
change efforts at the team level

Actively contributes to creating
a school culture that is forwardlooking and change-ready by
anticipating change and being
innovative and improvementdriven; leads and manages
change efforts at the school
level

Actively contributes to creating
a school / cluster culture that is
forward-looking and changeready by anticipating change
and being innovative and
improvement-driven; leads and
manages change efforts at the
school / cluster level

Actively contributes to
creating a culture in
the teaching fraternity
that is forward-looking
and change-ready by
anticipating change
and being innovative
and improvementdriven; co-leads and
facilitates change
efforts within the
teaching fraternity

Contributes to building a learning
culture by sharing expertise and
strengths with others

Actively contributes to building
a learning culture in the team by
providing timely and
individualised feedback on areas
of strength and development

Builds a learning culture in the
school by coaching colleagues
for improvement in areas of
strength and development;
stretches potential by providing
appropriate levels of
responsibilities to facilitate
learning and confidence
building; provides support for
required for new
responsibilities

Builds a learning culture in the
school / cluster by coaching
colleagues for improvement in
areas of strength and
development; stretches
potential by providing
appropriate levels of new
responsibilities to facilitate
learning and confidence
building; provides support
required for new
responsibilities

Builds a learning and mentoring culture in the teaching
fraternity by being a positive role model of life-long
learning and encouraging others to take ownership of
personal development

Contributes to promoting staff wellbeing by showing care and concern to
others

Actively contributes to
promoting staff well-being by
showing care and concern and
motivating others in the team

Leads in promoting a culture
centred on staff well-being by
showing care and concern and
contributing to the
development of staff support
structures and systems in the
school

Leads in promoting a culture
centred on staff well-being by
showing care and concern and
contributing to the
development of staff support
structures and systems in the
school / cluster

Co-leads in promoting
a culture centred on
staff well-being by
showing care and
concern and
contributing to the
development of staff
support structures and
systems in the team
4



Advises and leads in the
monitoring and review of the
academy’s / centre’s strategic
plans / work progress to deliver
goals
Actively contributes to creating
a culture in the teaching
fraternity that Is forwardlooking and change-ready by
anticipating change and being
innovative and improvementdriven; leads and facilitates
change efforts within the
teaching fraternity
Leads in promoting a culture
centred on staff well-being by
showing care and concern and
contributing to the
development of staff support
structures and systems in the
academy / centre
CONFIDENTIAL
Substantive Grade
GEO 1.1 / 2.1 – GEO 1A1 / 2A1
(Teacher)
GEO 1A2 / 2A2 – GEO 1A3 / 2A3
(Teacher)
SEO 1
(Senior Teacher)
Competency
Interpersonal Relationships
and Skills
Effective Collaboration
Builds strong relationships and
communicates effectively and
persuasively with others, valuing
their views and resolving
differences amicably to achieve
win-win outcomes
SEO 1A2
(Master Teacher)


Builds strong relationships by understanding and respecting others’ views
Positively influences others by adapting
one’s style of communication


Builds strong relationships by understanding and respecting others’ views

Acknowledges differences by actively encouraging others to share their views
Positively influences others by adapting one’s style of communication and using a range of methods and
tools

Positively influences others by adapting one’s style of
communication and using a range of methods and tools

Puts forward balanced, well-reasoned and well-articulated
arguments

 Inspires others by speaking in a compelling manner

Understands various positions and seeks
to resolve any differences amicably by
establishing a compromise
Teamwork and TeamBuilding

Demonstrates team spirit, contributes to a collaborative culture and supports
the team in moving towards a shared vision

Demonstrates team spirit, creates a collaborative culture and rallies people towards a shared vision
Displays a sense of team spirit by
collaborating effectively with
others, leveraging the strengths
of team members and
overcoming obstacles in
achieving common goals

Contributes to the team to achieve common goals

Contributes to and leverages the strengths of team members in leading to achieve common goals

Identifies issues that hamper team effectiveness and works with the team to
overcome them

Identifies issues that hamper team effectiveness and leads the team to overcome them
Internal and External
Partnerships

Recognises the importance of building
relationships within the fraternity and
strives to contribute to existing
platforms for collaboration

Values and builds sustained
relationships with others in the
fraternity and leads in
contributing to and / or
initiating platforms for
collaboration in the school
Builds and sustains purposeful
relationships with the fraternity,
stakeholders and the larger
community in working together
to achieve a student-centric,
values-driven education
SEO Sup H
(Principal Master Teacher)
Behavioural Indicators
 Recognises the important role played by
Effective Collaboration
SEO 1A1
(Lead Teacher)
stakeholders and strives to build
relationships by establishing regular
communication with stakeholders and
understanding their views


Creates win-win outcomes by negotiating various positions to reach an agreement
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 and understanding
their views
 Values and build strategic
relationships with stakeholders
and the broader community;
supports school leaders in
creating opportunities for
stakeholders’ involvement in
school programmes and
activities



Values and builds sustained
relationships with others in the
fraternity and leads in
contributing to and / or
initiating platforms for
collaboration in the school /
cluster
 Values and builds strategic
relationships with stakeholders
and the broader community;
supports school leaders in
creating opportunities for
stakeholders’ involvement in
school / cluster programmes
and activities 

Values and builds
sustained
relationships with
others in the
fraternity and leads in
contributing to and /
or initiating platforms
for collaboration in
the zone
 Values and builds
strategic relationships
with stakeholders and
the broader
community by
understanding their
needs and providing
expert information to
stakeholders
 Supports the strategic
planning of
partnerships to
achieve the academy’s
/ centre’s goals, taking
care to balance the
various interests of
stakeholders with the
needs of the
organisation
5

Values and builds sustained
relationships with others in the
fraternity and leads in
contributing to and / or
initiating platforms for
collaboration within the
fraternity
 Values and builds strategic
relationships with stakeholders
and the broader community by
understanding their needs and
providing expert information to
stakeholders
 Drives the strategic planning of
partnerships to achieve the
academy’s / centre’s goals,
taking care to balance the
various interests of
stakeholders with the needs of
the organisation