Career Ladder Singapore

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Singapore’s Career Pathway System

Context In 2001, to help teachers reach their fullest potential, Singapore designed and launched the Education Service Professional Development
and Career Plan (Edu-Pac), a career and recognition system which consists of three components: 1) a career pathway or framework for
career advancement; 2) a recognition and financial compensation system; and 3) and an appraisal system.1
Model
1) Career advancement There are three leadership tracks: a teaching track, a leadership track, and a senior specialist track.2 (See Figure 1.) Whereas the teaching
structure track is designed for teachers who aspire to become expert teachers and remain within classrooms, the leadership track is for those who
(What is the structure for seek school leadership positions or leadership roles in the Ministry of Education, and the specialist track is for those who develop deep
career advancement? Is it for knowledge and skills in specific disciplines, which can bring them to Ministry level leadership positions focused on curriculum
teachers, school leaders, or development and evaluation.3 Each level has a range of coordinated experiences and training to prepare future leaders for roles with
specialists, or all?) greater responsibility. Moreover, teachers can move between tracks, so long as they meet the requisite requirements.4
Figure 1: Different career tracks for teachers
Source: (Ministry of Education, n.d.)
Teachers with more expertise mentor those with less expertise, so Senior, Lead, and Master Teachers mentor all new teachers.5 The
highest levels within the Teaching Track serve to groom a core group of experts who then further develop the profession’s capacity:6
• Senior Teachers serve as role models to raise the professional excellence and expertise within schools.
• Lead Teachers support a culture of teaching excellence and collaborative professionalism through their rich subject knowledge
and pedagogical skills. In partnership with school leaders, they build capacity of Senior Teachers and Teachers in content,
pedagogy, and assessment, and develop their schools into strong Professional Learning Communities; they also share their
subject expertise with teachers in other schools within their cluster to strengthen the teaching profession.
• Master Teachers are “teachers of teachers” who mentor other teachers so they reach professional excellence and are highly
effective; they drive new pedagogies to improve instructional practice school-wide, champion their subject discipline, and lead
curriculum innovation. Though much of their work is attached to the Ministry, their responsibilities include teaching master-
classes, leading professional development, driving curricular innovation, and engaging in pedagogical research.
• Principal Master Teachers are the chief pedagogical experts for their subjects—at the national level—and lead the drive
toward teaching excellence across the education system. Similarly to Master Teachers, Principals Master Teachers are
responsible for teaching master-classes, leading their colleagues’ professional development, driving curricular innovation, and
leading pedagogical research and innovation.
The Leadership Track provides another pathway forward for career advancement for teachers with leadership potential, who are identified
early and groomed for leadership positions.
• Subject Head and Level Heads observe and coach new teachers.7
• Heads of Department serve four broad role functions: 1) departmental management, including coaching and developing
teachers in subject areas and implementing comprehensive instructional programs; 2) administration, such as helping principals
and vice principals on administrative matters; 3) teaching, so they can advise and give practical assistance to others; and 4)
whole-school, so they collaborate as part of the school’s management team.8 Based on the descriptions within the Enhanced
Performance Management System (further described below), they have five major responsibilities within their classroom,
department, school, and cluster: organizational leadership/vision, strategic planning and administration; staff management;
management of student-centered processes; resource management; and professional development.9
• Vice Principals oversee all non-curriculum areas, enhance holistic education for students, and lead a team of Executive and
Administrative staff to achieve excellence in school administration and operational support.10 They also assist principals in
numerous areas, from strategic planning and resource management to establishment of knowledge management structures.11
• Principals lead and inspire teachers to provide students with a holistic education and help students discover their strengths, in
addition to working with parents and the community.12 Principals are systematically appointed and rotated so schools are
infused with fresh perspectives and experienced Principals can share best practices in different schools; this process also helps
principals to progress in their career development.13
2) Appraisal and Teachers
development system (How Teachers are regularly assessed, and advancement from one level to the next requires a teacher or school leader to demonstrate
are appraisals connected to competency at that level and potential for the next, since forward movement along each track requires deepening levels of expertise and
career advancement? How experience within specific domains.14 During summative evaluations, teachers meet with their school leader to discuss whether they met
often are teachers assessed?) their annual goals and their “current estimated potential” (CEP), which influences movement along the career ladder.15
Teacher performance is measured by the Enhanced Performance Management System (EPMS), and teachers are not automatically
promoted to the next level on the career track.16 A part of Edu-Pac, EPMS is a tool used by the government to support teachers, and helps
teachers chart their development along the different leadership tracks and set measurable benchmarks levels.17 It is a holistic appraisal
system that supports self-evaluation, coaching and mentorship, and performance-linked recognition through formative and summative
evaluations.18 It also specifies what professional competencies teachers will be evaluated on through three Key Result Areas (KRAs),
which are used to set targets and review progress and achievements: 1) holistic student development (quality learning of students,
character development of students, and co-curricular activities); 2) professional development (development of self, and coaching and
development of others); and 3) organizational outcomes (contributions to school, committee work, and nation; and collaboration with
parents).19 Behavioral indicators provide clarity on what competencies should be observed to achieve the KRAs. In addition to
determining performance, evaluation results help determine teachers’ choice of career track, professional development needs, promotion,
and bonus compensation.20 The EPMS process involves performance planning, performance coaching, and performance evaluation. (See
Figure 2.)
Figure 2: Performance Management Process Figure 3: Teacher Growth Model (TGM): Every Teacher, a Gem
Source: (Ministry of Education, as cited in Lee & Tan, 2010) Source: (Academy of Singapore Teachers, 2012)
Various platforms and programs exist at the school, cluster, and zonal level to help experienced teachers continue to develop. For
example, Senior, Lead, and Master Teachers attend the Teacher Leaders Program, an integrated series of three programs designed to
strengthen teacher leadership and professional ethos, deepen skills and knowledge, and reflect expected scope of influence—providing
supports that are specific to their career stage and which help them progress forward in their career.21 The Ministry of Education also
continues to grow professional networks so Master, Lead, and Senior Teachers can work with Specialists from the Ministry and the
National Institute of Education to deepen the curriculum knowledge and pedagogical skills of teachers, as well as to provide opportunities
for teachers to share, collaborate, and co-create more effective ways of teaching.22 These professional networks include subject chapters,
professional networks, professional focus groups, and professional learning communities.23 Moreover, the Academy of Singapore
Teachers (AST), re-conceptualized in 2009 from the Teacher’s Network, leads the professional development of teachers and champions
teacher capacity-building.24 The mission of AST is “building a teacher-led culture of professional excellence centered on the holistic
development of the child” (AST, 2012).
Programs and initiatives supporting teacher development aim to help teachers achieve the five desired Teacher Outcomes of the Teacher
Growth Model (TGM). Developed as a learning framework to support professional development planning, the TGM Learning Continuum
is a comprehensive and coherent approach highlighting the core learning areas of holistic professional growth and development for
teachers, while also assisting teachers to take ownership of their growth and help students develop 21st century competencies.25 (See
Figure 3.) Five Teacher Outcomes comprise the TGM Learning Continuum: the Ethical Educator, the Competent Professional, the
Collaborative Learner, the Transformational Leader, and the Community Builder. The skills and competencies are described for each of
the five Teacher Outcomes so teachers can benchmark and plan for their growth, as they aim to achieve these Outcomes.26
Principals
Principals, who are regularly monitored and appraised, are are measured against common principal standards, as well as standards that
reflect progress toward achieving their school’s vision.27 Those who do not meet the standards for performance will be counseled and
coached, and if necessary, reassigned elsewhere. The EPMS assesses a principal’s performance, processes, and leadership competencies
in the following areas every year:28
• Vision for the school;
• Strategic planning and administration, in ways that enhance the profession and contribute to the community and nation-
building;
• Holistic and comprehensive development and management of staff;
• Management of resources and school processes; and
• Overall school performance, as measured by student academic achievement and other student achievement indicators,
including in arts and aesthetics; physical fitness and sports; social and emotional wellbeing; and student morale and
leadership.
Appraisals, in turn, help to inform a principal’s professional development plan and annual goals for the upcoming school year.
3) Compensation and Salary increases, additional training, and mentorship opportunities occur at every level on the career ladder.29 Teachers receive annual
recognition system (How raises for the first three years of teaching, but after the third year, raises are based on advancing forward along the career track.30
are compensation and Performance grades on the annual appraisal is linked to financial compensation (e.g., salary adjustments) and non-monetary means (e.g.,
recognition connected to recognition and awards).31 Teachers rated “A” get a bonus of up to 3.25 months salary, whereas “C” rated teachers receive roughly 1.5
career advancement?) months salary and “E” rated teachers are put on a performance review for 6-9 months.32
The TEACH Framework

represents the commitment from
the Ministry to support teachers as
they develop throughout their
career and reward teachers with
greater career options,
professional development, and
more flexibility in managing their
careers. (See Figure 4.)
Figure 4: TEACH Framework

Source: (Ministry of Education,
2014)
Launched by the Ministry of Education, the GROW 2.0 package for the professional and personal Growth of Education Officers, through
better Recognition, Opportunities, and seeing to their Well-being (GROW) aims to professionally and personally develop teachers
holistically and comprehensively.33 (See Figure 5.) In addition, the CONNECT Plan (CONtiNuity, Experience and Commitment in
Teaching), an aspect of GROW, encourages teachers to remain in service until retirement through financial incentives.34
Figure 5: Summary of GROW 2.0 initiatives35

Well-Being Growth
- Expansion of part-time teaching scheme - Professional development packages
- Greater support for part-time teaching - Greater support for postgraduate studies
- Enhancements to no-pay leave - More in-service upgrading opportunities for non-graduate teachers
Opportunities Recognition
- Enhanced senior specialist track - New education scheme of service (2008)
- Further re-employment opportunities - Revised incentive plan
- Future Leaders Program - Additional Outstanding Contribution Awards
Source: (Ministry of Education, 2007)
Standards (What are the standards The Teaching Competency Model helps teachers identify their strengths and
for forward movement? Are they weaknesses so they perform consistently, and of its 13 competencies, 9
transparent and readily available?) performance-related competencies are used to assess teachers (the Core
competency and all of those under Cultivating Knowledge, Winning Hearts &
minds, and Working with Others).36 Competencies listed under Knowing Self
and Others are not used for assessment purposes, but rather to nurture self-
reflection amongst teachers, given the importance placed on self-development
and emotional intelligence.37 (See Figure 6.)
For each competency, there are five levels (levels 1 to 5) with corresponding
behavior indicators, and each level represents increasing degrees of expertise,
knowledge, and sphere of influence.38 Teachers at higher stages in their career
are expected to perform at high levels (e.g., Master teachers are expected to
perform at levels 4 or 5).39 Teachers are rated on a 4 point scale, from “not
observed” to “developing,” “competent,” and “exceeding” on the
competencies.40 Afterward, they review their progress and discuss their future
goals with their direct supervisors.41
Figure 6: Teaching Competency Model

Source: (as cited in Lee & Tan, 2010)
Policy guidelines (Local school Ministry of Education

board, legislation, or union contract?)
Program design (Who was Ministry of Education
responsible for the design? Special
task force? Local planning groups?
Union support?)
Funding source (Local city council? Ministry of Education
Local supplements? State?)
Selectivity (High, considerable High
diversity?) - Teachers: Recruited from top one-third of secondary school graduates42
- School leaders and other leadership roles: Recruited from only the most effective and accomplished teachers who advance forward on
the career ladder43
- Higher levels of educational leadership the Ministry of Education: many started as teachers
Emphasis (Professional development, - Professional and personal development that is holistic and comprehensive44
merit pay, extra duty?) - A learning system and a learning profession: multiple and varied pathways for teachers to develop their careers and skills fosters a
culture of continuous learning45
- Education as central to the individual, economy, and nation building46
Supports (What supports are - 100 hours of annual professional development47
provided to teachers so they can - Structured teacher mentoring program at the school, cluster and the Ministry levels48
develop their skills and knowledge, - Time for collaboration and lesson planning with colleagues, visiting classrooms, action research, and professional development49
and, thus, move forward on the career - All leadership and teacher training funded by the government50
ladder?) - Ministry of Education Teachers Network, with information, advice, emotional support, and downloadable resources51
- Scholarships and study leave funded by the Ministry of Education52
- Course, degree, and diploma programs from the National Institute of Education, in collaboration with the Ministry of Education53
- Reduced teaching load for teachers who pursue part-time Master’s degrees54
- Resources and support from the Academy of Singapore Teachers, which spearheads the professional development of Ministry of
Education staff by tapping pedagogical leadership from the teaching fraternity, and supports a nation-wide professional learning
community55
- Opportunities for teachers to be posted to other schools, the Ministry of Education, or the National Institute of Education (as teaching
faculty for up to four years)56
- Teachers at the Heads of Department and Subject/Level Head stages receive extensive training to move to the vice principal and
principal career stages, including a 17-week full-time Management and Leadership Studies (MLS) Program to enhance their operational
capacities57
- Promising vice principals selected by senior leaders to be principals-in-training engage in a six-month full-time executive leadership
training, the Leaders in Education Program (LEP);58 the program is funded by the Ministry of Education and candidates receive their full
salary during the training59
- Following their LEP training, new principals receive in-service training on governance, supervision and human resource management,
financial management, and management of media60
- Principals serve as mentor principals for principals-in-training in the LEP, who must take on a creative action project in the sitting
principal’s school to fulfill program requirements61
- Leadership mentoring program through the National Institute of Education, whereby senior principals mentor other principals and
school leaders62
- Principals participate in conferences, workshops, and seminars hosted by the Ministry of Education, National Institute of Education,
Academy of Principals, school clusters, and other networks for school leaders, in addition to engaging in overseas study visits to examine
different education reforms and innovations63
- Principals are transferred between schools and into the Ministry of Education for a few years to continue their professional learning, test
their leadership skills, and contribute to Singapore’s continual improvement strategy (which is important if they aspire to higher career
levels on the Leadership Track)64
Evaluation committee (Who Teachers: Principal, in consultation with vice principal, department chair, and senior colleagues who work with the teacher65
evaluates promotion for teacher Aspiring leaders: District level interviews with panels of experienced school leaders and experts66
leadership or forward movement on
the ladder?)
Criteria measures (What measures - Performance grade on annual appraisal67
are used to determine forward - Teacher’s “current estimated potential” (CEP)68
movement on the career ladder? Are - Professional portfolio69
they multiple measures, observations, - Contribution to school and community70
student outcomes, portfolio, self- - Contribution to colleagues’ development71
reflections, feedback from colleagues, - Success of their students, academic success and holistic development72
etc.?) - For principals, who are rotated every five to seven years, success in different school cultures and context73 (a process that helps to ensure
that only those principals who have demonstrated success in struggling, high-needs schools will move forward on the career ladder)
Role differentiation (What is the - New and additional roles and responsibilities
intended impact on a teacher’s role - Cascading system of mentoring, in which higher rank teachers develop new and less experienced teachers through mentoring, model
and responsibilities? Minimal change, lessons, and other professional activities74
new and/or additional roles and
responsibilities, mentoring, etc.?)
The role of the union (What was/is Not available
the role of the teachers unions in the
design and/or implementation of the
career ladder?)
Outcome measures (What are major - Teaching viewed as a highly desirable and competitive profession75
indicators of success?) - Attract high performers76
- Low teacher attrition rate77
- Collaborative and professional environment where teachers are decision-makers78
- Job satisfaction79
- Holistic development of students, including cognitive, physical, social, moral, and asthetical dimensions80
Registry of promotion and/or Ministry of Education
certification (Who keeps and
maintains this information?)
1
Lee, C., & Tan, M. (2010). Rating teachers and rewarding teacher performance: The context of Singapore. Paper presented at APEC Conference in Thailand, March 7-12, 2010.
2
Singapore Ministry of Education (MOE). (2015). Career information: Enhancing your strengths—career tracks. Retrieved July 2015 from http://www.moe.gov.sg/careers/teach/career-info/.
3
Goodwin, L., Low, E., & Ng. P. (2015). Developing teacher leadership in Singapore: Multiple pathways in differentiated journeys. The New Educator. 11(2), 107-120.
4
Darling-Hammond, L., Goodwin, L., & Low, E. (in press). Singapore as a case of quality teachers and teaching: Recruiting, preparing, retaining, and sustaining. A Center for International Education Benchmarking Study, National
Center on Education and the Economy.
5
Stewart, V. (2013, April). School leadership around the world. Educational Leadership, 48-54.
6
Singapore Ministry of Education. (2009). Press releases: Teachers – the heart of quality education. Retrieved October 2015 from http://www.moe.gov.sg/media/press/2009/09/teachers-the-heart-of-quality.php.
7
Darling-Hammond, L. (2013). Developing and sustaining a high-quality teaching force. Asia Society, a Global Cities Education Network Report. Retrieved October 2015 from http://asiasociety.org/files/gcen-
darlinghammond.pdf.
8
Yong, G. (2006). The role of heads of department in cluster secondary schools in Singapore. Thesis submitted for the degree of Doctor of Education at the University of Leicester. Retrieved October 2015 from
https://lra.le.ac.uk/bitstream/2381/30923/1/U235174.pdf.
9
Ibid.
10
Singapore Ministry of Education. (2015). Executive and administrative careers: Vice principal (administration). Retrieved October 2015 from http://www.moe.gov.sg/careers/eas/vice-principal-administration/.
11
Ibid.
12
Singapore Ministry of Education. (2015). Press release: Ministry of Education appoints 62 principals in 2015. Retrieved October 2015 from http://www.moe.gov.sg/media/press/2015/10/moe-appoints-62-principals-in-2015.php.
13
Ibid.
14
Goodwin, L., Low, E., & Ng. P. (2015). Developing teacher leadership in Singapore: Multiple pathways in differentiated journeys. The New Educator. 11(2), 107-120.
15
Darling-Hammond, L., Goodwin, L., & Low, E. (in press). Singapore as a case of quality teachers and teaching: Recruiting, preparing, retaining, and sustaining. A Center for International Education Benchmarking Study,
National Center on Education and the Economy.
16
National Center on Education and the Economy (NCEE), Center on International Education Benchmarking (CIEB). (n.d.). Singapore: Teacher and Principal Quality. Retrieved July 2015, from http://www.ncee.org/programs-
affiliates/center-on-international-education-benchmarking/top-performing-countries/singapore-overview/singapore-teacher-and-principal-quality/.
17
Teo, C. (2003). Speech presented at Senior Education Officer Promotion Ceremony, Singapore. Retrieved July 2015 from http://www.moe.gov.sg/media/speeches/2003/sp20030412.htm.
18
19
20
Ibid.
21
Academy of Singapore Teachers. (n.d.). Professional growth: Teacher-leaders programme. Retrieved October 2015 from http://www.academyofsingaporeteachers.moe.gov.sg/professional-growth/professional-development-
programmes/teacher-leaders-programme.
22
Singapore Ministry of Education. (2014). Press release – Growing our teachers, building our nation. Retrieved October 2015 from http://www.moe.gov.sg/media/press/2014/09/growing-our-teachers-building-our-nation.php
23
24
Ibid.
25
Academy of Singapore Teachers. (2012). Professional growth: Teacher growth model. Retrieved October 2015 from http://www.academyofsingaporeteachers.moe.gov.sg/professional-growth/learning-frameworks/teacher-
growth-model.
26
27
28
Darling-Hammond, L., & Rothman, R. (2015). Teaching in the flat world: Learning from high-performance systems. New York, NY: Teacher’s College, Columbia
29
National Center on Education and the Economy (NCEE), Center on International Education Benchmarking (CIEB). (n.d.). Singapore: Teacher and Principal Quality. Retrieved July 2015, from http://www.ncee.org/programs-
affiliates/center-on-international-education-benchmarking/top-performing-countries/singapore-overview/singapore-teacher-and-principal-quality/
30
Ibid.
31
32
McKinsey and Co., 2009, p. 36, as cited in Darling-Hammond, L., Goodwin, L., & Low, E. (in press). Singapore as a case of quality teachers and teaching: Recruiting, preparing, retaining, and sustaining. A Center for
International Education Benchmarking Study, National Center on Education and the Economy.
33
34
Ibid.
35
Singapore Ministry of Education. (December 28, 2007). MOE unveils “GROW 2.0” package to further strengthen teacher development and recognition and philosophy for educational leadership. Retrieved from
http://www.moe.gov.sg/media/press/2007/pr20071228.htm.
36
37
Ibid.
38
Ibid.
39
Ibid.
40
Ibid.
41
42
Stewart, V. (2014). Singapore: A journey to the top, step by step. In M. Tucker (Ed.), Surpassing Shanghai: An agenda for American education built on the world’s leading systems. (pp. 21-50). Cambridge, MA: Harvard
Education Press.
43
44
45
46
Ibid.
47
48
49
Ibid.
50
Darling-Hammond, L., & Rothman, R. (2015). Teaching in the flat world: Learning from high-performance systems. New York, NY: Teacher’s College, Columbia.
51
Goodwin, L. (2011). Quality teachers, Singapore style. In L. Darling-Hammond & A. Lieberman (Eds.), Teacher education around the world: Changing policies and practices. (pp. 22-43).
52
Ibid.
53
Ibid.
54
55
Ibid.
56
Ibid.
57
Ng, D., Nguyen, D., Wong, B., & Choy, W. (2015). A review of Singapore principal’s leadership qualities, styles, and roles. Journal of Educational Administration, Vol. 53(4), 512-533.
58
Ibid.
59
60
Darling-Hammond, L., & Rothman, R. (2015). Teaching in the flat world: Learning from high-performance systems. New York, NY: Teacher’s College, Columbia.
61
Ibid.
62
63
Ibid.
64
65
66
Ibid.
67
Ibid.
68
Ibid.
69
Ibid.
70
Ibid.
71
Ibid.
72
Ibid.
73
74
75
Ibid.
76
Ibid.
77
Ibid.
78
79
Ibid.
80
Ibid.

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DRAFT COPY – NOT FOR DISTRIBUTION

Singapore’s Career Pathway System

Figure 1: Different career tracks for teachers

Source: (Ministry of Education, n.d.)

The TEACH Framework

Figure 4: TEACH Framework

Figure 5: Summary of GROW 2.0 initiatives35

Figure 6: Teaching Competency Model

Policy guidelines (Local school Ministry of Education

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