CONFIDENTIAL
SAMPLE ONLY
EPMS KRA Role Profiles (Teaching Track)
The Role Profiles provide greater clarity in terms of work expectations for the five KRAs indicated in Section 1 of the EPMS Work Review Form. These represent core duties expected of officers in order to achieve MOE’s mission and
vision. Officers should refer to the Role Profile designed for his / her substantive grade when updating the ‘Progress & Outcomes’ column of Section 1 of the EPMS Work Review Form. This should be used as a guide and is not meant
to be prescriptive - officers can include other duties performed if deemed significant.
[Note: If an officer is holding an appointment higher than that which 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 Role Profile for the relevant substantive grade (i.e. SEO 1A1 Role Profile) to understand the level of work required of the appointment. However, the officer would be appraised based on the expectations of the substantive grade
(i.e. SEO 1 Role Profile), and not that of the appointment as ranking is performed in comparison with officers of the same substantive grade.]
KRA
Clusters
KRA
GEO 1.1 /
GEO 2.1
(Teacher)
Student Outcomes
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GEO 1A1 /
GEO 2A1
(Teacher)

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Quality Learning of Students
Designs lesson plans with appropriate
learning objectives, activities and
resources that seek to contribute
towards achieving a student-centric,
values-driven education
Delivers effective and engaging lessons
with appropriate time management
Establishes an orderly learning
environment by introducing rules and
routines
Designs appropriate and varied modes of
assessment
Monitors student performance, provides
accurate feedback and takes follow-up
actions
Designs lesson plans with appropriate
learning objectives, activities and
resources that contribute towards
achieving a student-centric, valuesdriven education
Delivers effective, engaging and wellpaced lessons that recognise the
differentiated learning needs of students
Establishes an orderly learning
environment by introducing rules and
routines and reinforcing positive
behaviour
Designs appropriate and varied modes of
assessment
Monitors student performance, provides
accurate feedback and takes follow-up
actions consistently
Character Development of Students
Seeks to inculcate values and socioemotional competencies in students
 Provides effective guidance to students
and takes necessary actions (e.g. basic
counselling and professional referrals) for
individual students
 Builds rapport with students by showing
concern and encouragement
Professional Outcomes
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Inculcates values and socio-emotional
competencies in students
 Provides effective guidance to students
and takes necessary actions (e.g. basic
counselling and professional referrals) for
individual students
 Builds rapport with students by showing
concern and encouragement
Professional Development of Self
Shows interest in understanding own
developmental needs and makes effort to
develop oneself
Takes initiative in seeking learning
opportunities to develop oneself
holistically
1
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Professional Development of Others
Supports fellow beginning teachers in their
professional learning and development
Supports peers and / or untrained
teachers in their professional learning and
development
Organisational Outcomes
Contributions to Projects / Committee Work
Contributes to the implementation of
school initiatives and duties which will
bring about school effectiveness
 Establishes networks and communicates
with stakeholders to help achieve desired
outcomes
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Actively contributes to the
implementation of school initiatives and
duties which will bring about school
effectiveness
 Establishes extensive networks and regular
communications with stakeholders to help
achieve desired outcomes
CONFIDENTIAL
KRA
Clusters
KRA
GEO 1A2 /
GEO 2A2
(Teacher)
Student Outcomes
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GEO 1A3 /
GEO 2A3
(Teacher)
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
SEO 1 (Senior
Teacher)

Quality Learning of Students
Designs lesson plans with appropriate
learning objectives, activities and
resources that consistently contribute
towards achieving a student-centric,
values-driven education
Delivers effective, engaging and wellpaced lessons that address the
differentiated learning needs of students
by adopting a range of teaching
techniques
Establishes a conducive learning
environment by motivating and
empowering students
Designs appropriate and varied modes of
assessment customised to different
student abilities
Monitors student performance, provides
accurate feedback and takes follow-up
actions consistently and effectively
Designs student-centric, values-driven
lesson plans for the level
Delivers effective, engaging and wellpaced lessons that address the
differentiated learning needs of students
by adopting a wide range of teaching
techniques
Contributes to establishing a conducive
learning environment level-wide by
motivating and empowering students
Contributes to the design of appropriate
and varied assessment modes for the
level
Monitors student performance, provides
accurate feedback and takes follow-up
actions consistently and effectively
Designs student-centric, values-driven
lesson plans across levels
 Delivers effective, engaging and wellpaced lessons that address the
differentiated learning needs of
students by flexibly adopting a wide
range of teaching techniques
 Assists school management in
establishing a conducive learning
climate where students are motivated
and empowered
 Leads in the design of appropriate and
varied assessment modes and
monitoring strategies up to the school
level
Character Development of Students
Skilfully inculcates values and socioemotional competencies in students
 Provides effective guidance and takes
necessary actions (e.g. basic counselling
and professional referrals) for students up
to the class level
 Contributes to creating a supportive
culture built on strong rapport and mutual
trust with students up to the class level
Professional Outcomes
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
Skilfully inculcates values and socioemotional competencies in students
 Provides effective guidance and takes
necessary actions (e.g. basic counselling
and professional referrals) for students up
to the level
 Contributes to creating a supportive
environment built on strong rapport and
mutual trust with students level-wide
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
Assists school management in establishing
a systematic and comprehensive provision
of guidance programmes and pastoral care
to inculcate values and socio-emotional
competencies in students
 Assists school management in creating a
supportive environment built on strong
rapport and mutual trust with students
Professional Development of Self
Takes ownership in seeking learning
opportunities to develop oneself
holistically
Professional Development of Others
Guides and supports other teachers in
their professional learning and
development
 Shares knowledge in areas of professional
mastery for the curriculum (including the
co-curriculum)
Organisational Outcomes
Contributions to Projects / Committee Work
Actively contributes to the planning and
implementation of school initiatives and
duties which will bring about school
effectiveness
 Fosters partnership with stakeholders (e.g.
parents, community and learning partners)
to help achieve desired outcomes


Takes ownership in seeking learning
opportunities and setting stretch-goals to
develop oneself holistically

Guides other teachers and / or takes on
cooperating teacher duties to support the
professional learning and development of
other teachers in the school
 Shares knowledge in areas of professional
mastery for the curriculum (including the
co-curriculum) with teachers in the level

Takes ownership in seeking learning
opportunities, setting stretch-goals and
taking up constructive challenges to
develop oneself holistically
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
2
Promotes a mentoring culture in the
school; mentors and / or takes on
cooperating teacher duties to support the
professional learning and development of
other teachers in the school
 Shares knowledge in areas of professional
mastery for the curriculum (including the
co-curriculum) with teachers in the school
 Models lessons to demonstrate and guide
teachers in the appropriate use of
teaching strategies or management
techniques (including innovative strategies
within his / her specialisation) up to the
school level
 Promotes networks of learning among
teachers within the school
Leads a team in the planning and
implementation of school-wide initiatives
and duties which will bring about school
effectiveness
 Fosters strong partnership with
stakeholders (e.g. parents, community and
learning partners) to help achieve desired
outcomes
Leads a team / partners HODs or
Committee Heads in the planning and
implementation of school-wide initiatives
and duties which will bring about school
effectiveness
 Fosters strong partnership with
stakeholders (e.g. parents, community and
learning partners) to help achieve desired
outcomes for school-wide programmes
CONFIDENTIAL
KRA
Clusters
KRA
SEO 1A1
(Lead
Teacher)
SEO 1A2
(Master
Teacher)
Student Outcomes
Quality Learning of Students
Designs student-centric, values-driven
lesson plans up to the cluster level
 Leads in pedagogical innovation to uplift
teaching practices in schools up to the
cluster level; delivers effective, engaging
and well-paced lessons that address the
differentiated learning needs of students
by flexibly adopting a wide range of
teaching techniques
 Partners school management in
establishing a conducive learning climate
where students are motivated and
empowered
 Leads in the design of appropriate and
varied assessment modes and
monitoring strategies up to the cluster
level
Character Development of Students
Assists school management in establishing
a systematic and comprehensive provision
of guidance programmes and pastoral care
to inculcate values and socio-emotional
competencies in students
 Assists school management in establishing
a supportive environment built on strong
rapport and mutual trust with students




Designs, facilitates and advises on the
implementation of student-centric,
values-driven learning programmes in
schools up to the zonal level
 Leads in pedagogical innovation to uplift
teaching practices in schools up to the
zonal level
 Supports and advises schools up to the
zonal level on establishing a conducive
learning climate
 Supports and advises schools on the
design and use of appropriate and varied
assessment modes and monitoring
strategies up to the zonal level
NA
Professional Outcomes


Professional Development of Self
Takes ownership in seeking learning
opportunities, setting stretch-goals and
taking up constructive challenges to
develop oneself holistically
Takes ownership in seeking learning
opportunities, setting stretch-goals and
taking up constructive challenges to
develop oneself holistically
Professional Development of Others
Leads in promoting a mentoring culture in
school; mentors and / or takes on
cooperating teacher duties to support
other teachers in the school
 Shares knowledge in areas of professional
mastery for the curriculum (including the
co-curriculum) in schools with teachers in
the cluster
 Models lessons to demonstrate and guide
teachers in the appropriate use of
teaching strategies or management
techniques (including innovative strategies
within his / her specialisation) up to the
cluster level
 Promotes networks of learning among
teachers up to the cluster level
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

Designs, facilitates and advises on the
implementation of student-centric,
values-driven learning programmes up
to the national level
 Leads in pedagogical innovation to uplift
teaching practices in schools up to the
national level
 Supports and advises schools up to the
national level on establishing a
conducive learning climate
 Supports and advises schools on the
design and use of appropriate and varied
assessment modes and monitoring
strategies up to the national level

Assists PMTTs in forging strategic
partnerships with MOE divisions, schools,
universities, international professional
community and related organisations such
as professional teacher associations
Promotes a mentoring culture up to the
national level; serves as a mentor to
others (e.g. MTTs, potential and newlyappointed PMTTs)
 Leads and advises on educational
research; presents / publishes findings to
bring about system-wide educational
reforms to raise the quality of professional
practice
 Provides consultancy on the design and
application of professional learning
opportunities up to the national / regional
/ international level
 Promotes networks of learning among
teachers up to the national level

Actively seeks collaboration and forges
strategic partnerships with MOE divisions,
schools, universities, international
professional community and related
organisations such as professional teacher
associations
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NA

Takes ownership in seeking learning
opportunities, setting stretch-goals and
taking up constructive challenges to
develop oneself holistically
3
Contributions to Projects / Committee Work
Leads a team / partners HODs or
Committee Heads in the implementation
of school-wide initiatives and duties which
will bring about school effectiveness
 Fosters strong partnership with
stakeholders (e.g. parents, community and
learning partners) to help achieve desired
outcomes for school-wide programmes

Assists PMTTs in promoting a mentoring
culture in schools up to the zonal level;
serves as a mentor to others (e.g. potential
and newly-appointed MTTs)
Conducts educational research; presents /
publishes findings to bring about systemwide educational reforms to raise the
quality of professional practice
Provides consultancy on the design and
application of professional learning
opportunities in schools up to the zonal
level
Promotes networks of learning among
teachers with teachers in the zone
Conducts master classes and models
lessons for schools up to the zonal level to
guide teachers in uplifting pedagogical
standards and deepening knowledge and
skills

SEO Sup H
(Principal
Master
Teacher)
Organisational Outcomes

CONFIDENTIAL
KRA
Clusters
KRA
Student Outcomes
Quality Learning of Students
Character Development of Students
Professional Outcomes
Professional Development of Self

4
Professional Development of Others
Leads in planning and conducting master
classes and / or modelling lessons at
national and international platforms to
guide teachers in uplifting pedagogical
standards and deepening knowledge and
skills
Organisational Outcomes
Contributions to Projects / Committee Work