SEM Crit 3 and 7 Report Final 2009

STAFF RESOURCE PLANNING

3.1.1 How the school manages its staff resource planning process.

Strengths

Staff resource planning is carried out annually during the second semester of each year. Besides departmental and school needs, individual teacher’s needs and strengths (done through a staff preference survey) are also considered when planning for deployment to the different grade levels, the teaching of different subjects and in deployment of CCAs. Staff resource planning is aligned to the school’s strategic thrust of building the capacity of staff (Strategic Thrust 4). Through a careful staff resource deployment process, the schools aims to achieve its organizational goals while maintaining work-life balance.

The well-being of beginning teachers, untrained teachers and newly transferred teachers is taken into consideration in staff resource planning. A structured induction programme conducted by school leaders and middle managers is in place to help orientate and familiarize them with the policies and programmes of the school. They further receive follow-up support via coaching and guidance by experienced teachers through a buddy or mentoring system.

The school’s staff resource planning is aligned to career development planning. During work review sessions, supervisors jointly map out career development plans with supervisees in line with the 3 MOE career tracks. Teachers with leadership potential to take higher responsibilities are assigned duties to further stretch their competencies in positions such as LEOs or coordinators of special projects. For those in the teaching track, the school deploys them to lead in Action Research teams and to conduct sharing sessions on teaching pedagogies. Succession planning for middle management positions is also deliberate, and is evident in the schools’ succession planning document which spells out 2nd and 3rd level leaders.

As a result of these efforts, the following positions were successfully appointed in Nov 2009 :

3 Senior Teachers

HOD/IT

Subject Head for Math, CCA and I & E

Level Head for Chinese

To supplement staff strength, the school employs 10 experienced teachers under the Adjunct and Flexi - Adjunct Schemes. In addition, 3 Allied Educators, an SNO, an FTSC, a CCPE, 2 TAs, an IT Executive and a resident IT Trainer are employed to

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provide additional manpower for school programmes. A librarian is also employed to assist in the running of the library. Additional temporary staff is also employed to support the EAS staff during busy periods.

The school reviews the effectiveness of staff resource planning through the school climate survey. In particular, the school uses data from the Qualitative Workload driver to assess and review staff resource planning processes. For EAS, their job scope and deployment plans are reviewed annually to ensure a good match between their strengths and the school’s needs.

To close a gap identified in 2008 which surfaced the need for an integrated approach to managing EAS, a review was conducted and Job Re-design was implemented. As a result, EAS received newly-defined job roles. This facilitates the setting of work targets and job scope for both officers and supervisors These newly-designed jobs also enable the EAS to maximize their potential for their career development.

Areas for Improvement

There is little evidence of a longer-term staff resource planning, in tandem with the school’s long-term goals as articulated in the Strategic Plan.

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3.1.2 How the school involves its staff in the staff resource planning process.

Strength

An annual teaching preference survey is administered to all teaching staff to gather information on deployment needs. In this survey, teachers indicate their preferences in the level that they want to teach, their preferred CCA and any other special considerations that they may require for the next academic year. Though not all needs are met, the EXCO manages to adhere to most of the requests. Middle managers also provide feedback and input on teachers’ strengths to facilitate the final deployment of teachers. In addition to these processes, teachers with may also approach P/VP directly to indicate their preferences if they require special arrangements. For example, provisions can be made for young mothers who may prefer morning session or to start their day at a later time.

The tentative staff deployment plan is discussed at EXCO meetings for inputs from all middle managers before it is made known to the staff before the end of Semester 2.

Feedback is sought from staff on the effectiveness of the staff resource planning process through the qualitative workload driver in the school climate survey. Another way in which input is sought is at the strategic review session conducted in Nov 2009. In this session, concerns of teachers are captured through an Appreciative Inquiry process. EXCO then followed up with a discussion and incorporated the feedback in the schools’ strategic plan.


There is little evidence of a comprehensive review of staff resource planning, due to lack of short and long term goals.

Approach Deployment A & R

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STAFF TRAINING & DEVELOPMENT

3.2.1 The school determines the training and development needs of the staff.

Strengths

The school adopts the MOE Training Framework and uses the EPMS to help teachers identify their learning needs. Based on the teacher’s grade and designation, core competencies that are lacking or not observed are identified as key result areas for the year. The training and development needs teachers are communicated to them through their supervisors during target setting and work review sessions.

A Learning Needs Analysis (LNA) is used to determine the training needs of the staff. LNA is carried out jointly by supervisors and supervisees. Supervisees then attend courses for the year in consultation with their supervisors.

EAS also adopts a similar process of using the LNA to determine their training needs with AM & OM. In 2009, new training needs were identified for EAS with the introduction of Job Re-design. With these processes in place, EAS can acquire new skills through training, which will enable them to perform more effectively and efficiently in the re-designed jobs. These newly acquired skills also enable the EAS to maximize their potential for their career development.

To help incumbents attend training, core training programmes for EAS are scheduled during school holidays and lull periods to facilitate the release of officers for training.

The input from LNA and department learning plans is then translated to the schools’ Total Learning Plan.

As identified in 2007, the training direction for the school from 2007 – 2009 continues to be Action Research (AR), Curriculum Design and SEL. With the aim to achieve engaged learning and to enhance the quality of teaching, the school adopted The Skilful Teacher as a school-wide teaching pedagogy in 2009. A Skilful Teacher training course was therefore conducted in March for all staff.

As the school enters its 3rd year of AR, all staff attended a Action Research refresher Workshop conducted by school leaders and embarked on their project of interest for the year 2009. Sharing of teaching pedagogy was carried out during common professional sharing sessions each week. During such sessions, teachers in the same level discuss and share teaching methods and pedagogy with one another. This platform encourages collaboration between teachers to improve classroom lessons. The school conducted

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staff sharing sessions on the Skilful Teacher pedagogy in Jun and in Nov 2009. An AR symposium was also conducted in Nov.

In closing a gap identified in 2008 where the LNA was not conducted on time, the school conducted LNA for 2009 promptly. As a result, the TLP for 2009 was ready in Jan.


It is unclear how the Total Learning Plan is aligned to the School Strategic Plan.

3.2.2 The school ensures the implementation of its staff training and development plans.

Strengths

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The School Staff Developer (SSD) oversees the implementation of the schools’ training and development plans. The school’s monitors its staff training and development processes through supervisors during work review sessions which are carried out twice a year.

Apart from communicating and involving EAS in the broad plans of the TLP, the individual training and development of EAS is also being monitored by their supervisors.

The school adopts people developer processes to provide a more structured approach to its staff training and development efforts. The Pre-post course review (PPCR) process is used to monitor training progress and effectiveness. This is to ensure that all course objectives are met and that courses attended are relevant to the training needs of supervisees. Also, specific training outcomes can be set for supervisees in order for them to apply what they have learnt and transfer their learning to the classroom.

The school sets aside every Thursday afternoon for training. In-house training courses such as Maths Clinic, Science Inquiry workshop, SEL workshop and e-portfolio workshops were carried out in 2009. External instructors were also roped in to train staff in areas such as Skilful Teacher pedagogy. Additional training platforms include PT time, level meeting and school sharing sessions.

Apart from training courses identified via the LNA, EAS also receive on-the-job training (OJT), which is conducted in-house by their supervisors.

In addition to courses in the TLP, 2 teachers went for TWA in 2009.


There is little evidence of a review of the schools’ Induction programme, particularly for teachers transferred to the school and teachers holding new appointments.

There is a shortage of STs in the school.

3.2.3 The school reviews professional development programmes and implements improvement.

Strengths

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The School Staff Developer (SSD) oversees the assessment and review of the school’s training programmes. All staff are required to fill in a training evaluation form for a course they have attended in 2009. Feedback is gathered from participants after all in-house workshops and this feedback is used to improve on future courses.

The SSD adopts the use of a Professional Development Folio for all staff to keep track and monitor their own training for the year.

The school adopts a multi-level review process in its professional development programmes :

Supervisors review training effectiveness and gather feedback on training courses during half – yearly work review sessions with supervisees. PPCR, EPMS.

P/VP reviews the training needs of middle managers, in line with the core competencies in EPMS.

Individual departments review department training plans at the end of the year and this provides feedback to the formulation of the TLP the following year.

EXCO reviews departmental training needs for the year and gives recommendations for the following year.

As a follow up to the benchmarking process with another school in 2008, the school adopted their training and development processes in its implementation of the Skilful Teacher Pedagogy.

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The school did not conduct a full review of its PD processes and is thus not able to attain PDS re-certification.

There is little evidence that the school monitors the TLP to ensure core competencies are effectively developed to enhance school academic performance. For example, the extent of teacher development in support of pupil development has not been systematically monitored and reviewed.


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STAFF INVOLVEMENT IN SCHOOL IMPROVEMENT

3.3.1 The school promotes staff involvement in school improvement.

Strengths

The school adopts an approach of continual improvement and is constantly seeking new and innovative ways to improve its programmes.

The school leaders involve the middle management in the planning and implementation of plans for school improvement through regular discussions during EXCO meetings. Regular meetings such as staff meeting, contact time, level meeting, department meeting and committee meetings serve as additional platforms for staff to give suggestions for school improvement. Feedback and suggestions are also encouraged during work review meetings with supervisees. The principal also meets up with specific groups of teachers to gather feedback on school policies and directions.

EWSS is one of the key processes in which the school encourages and implements improvement. Having gone through a re-structure in 2008, the EWSS committee continues to play an important role in school improvement in 2009. The 8-member team in the committee consist of members from various departments, including the EAS. A structured system of evaluating and gathering feedback on suggestions is in place. This includes having clear criteria for the evaluation of suggestions. In addition, members are given a time frame to submit their evaluation of suggestions. There is also Best suggestion scheme which encourages staff to make suggestions. In 2009, a total of 111 suggestions were submitted by staff. Of these, 38.7% were accepted and 7.2% were implemented.

On the 5th of each month, the EWSS coordinator gathers all suggestions made for the period and sends it to all the members via email for evaluation. Members would evaluate the suggestions and give their feedback by the 15th of the month. The EWSS coordinator will collate the feedback and finalise the results with the Principal by the 25th

of each month. Feedback on suggestions are posted on the display board in the Staff Room notice board. An acknowledgement email is also sent to the person who made the suggestion.

Hardcopies of the EWSS forms are made available for the teachers. Response boxes are placed at strategic locations such as the General Office and the Staff Room. The EWSS coordinator enters the suggestions into the online EWSS system.

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After Action Reviews (AAR) are done for most major events and for all school and enrichment programmes.

In the arena of teaching and learning, the school continues to foster innovation through Action Research (AR). Through AR sharing sessions, the school has encouraged continuous improvement in teaching and learning. By having teachers share their AR projects and teaching strategies, the whole staff is involved in sharpening their own practices by learning from others. This also fosters a culture of innovation and reflection. In 2009, the staff also shared their experiences in adopting skilful teacher pedagogies during staff sharing sessions.

A core group of teaching staff is involved in SEM, strategic planning and budget allocation. In 2009, a PERI (Primary Education Review and Implementation) Taskforce was set up to study the feasibility of MOE's PERI recommendations and suggest how and when these could be implemented in our school. The recommendations were shared with the staff and they were encouraged to make suggestions. This was a key step in our school's strategic planning process.

The school assigns each level to take charge of organising a major school event such as National Day, Children’s Day and Teachers’ Day. This encourages the teachers to meet, discuss, explore new ideas and give their input to organise these events. For example, the P4 level harnessed the power of ICT and managed to plan an enriching and engaging Racial Harmony Day programme during the H1N1 period where social distancing was practiced.

The school leaders involve the middle management in the planning and implementation of plans for school improvement through regular discussions during EXCO meetings. For example, inputs of EXCO members are considered carefully during strategic planning sessions and the crafting and review of the school’s VMV. All staff was involved in a strategic planning session in Nov 2009 which adopted the use of the Appreciative Inquiry process.

In 2009, improvements were made in several areas. The SWC implemented a staff fun and fit day which aims to promote work-life balance. The school safety committee installed the Lightning Warning System and included RAM in the transport request form. The Annual Prize Day committee also improved the annual event by making it different for the schools’10th Anniversary celebrations.


Some teachers tend to see the EWSS suggestion scheme as an obligation. As a result, there were some late suggestions, making implementation difficult.

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STAFF MORALE

3.4.1 How the school determines and promotes staff well-being.

Strengths

The staff welfare committee, also known as S.W.A.T. (Staff Well-being for Anderson Teachers), continues in 2009 to ensure that teachers’ welfare is well taken care of. The SWC adopts a structured framework to focus on different avenues to promote well-being of staff. The SWC framework consists of 4 key areas :

Celebrate – organize events, recognize staff

Bond – create opportunities for staff to bond

Provide – represent staff, provide benefits

Grow – create opportunities a for all staff to develop

A survey was conducted at the beginning of the year to collect data on staff preferences in SWC activities such as :

Activities to be conducted Vendors to be invited Preferred place for retreat

The survey also sought feedback from teachers on the previous year’s programmes such as Teachers’ Day Dinner and Staff Retreat.

Guided by the framework, the SWC organized various activities in 2009 :

Celebrate

CNY Celebrations - Loh Hey cum Lunch for staff

Staff was given the preferred NTUC voucher and a small tub of ice cream on their birthdays.

Teachers’ Day Dinner 2009. The event is conducted in a country club (The Pines). It was an outdoor event with Hawaiian theme. We celebrated Anderson’s 10 year Anniversary.

Bond

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Staff Fun and Fit Day (organized in terms 2, 3 and 4)- Term 2: Healthy Cooking Demonstration, Beginner Golf and

Badminton. Vendor : Aromatherapy Essential Oil- Term 3: Healthy Cooking Hands-on Lesson 1 and Mini Tennis.- Term 4: Healthy Cooking Hands-on Lesson 2, Yoga and Massage

by Singapore Association of the Visually Handicapped. (SAVH)

Provide

SWC display care, concern and support for our staff in several ways, including :

Sending a gift to staff who had given birth. Visiting staff members who had been hospitalized. Visiting and sending wreaths to staff in times of family bereavement.

Grow

Staff learning journey to Marina Barrage in Jun, including activities such as Jigsaw Puzzle and Big Postcard.

Staff CIP - Food from the Heart program, which provided an opportunity for staff to give back to society.

Sale of Taro Chips - proceeds from the sale of Taro Chip during Staff Fun & Fit Day Term 4 went to the School Pocket Fund for FAS pupils.

A newsletter was published by the SWC for staff. This newsletter consists of news of past happenings, current and upcoming events, staff movement and survey results. The newsletter is another platform to communicate with staff.

The school adopts pro-family practices such as providing flexibility on work schedules. For example, some staff report to school later due to family commitment. There were no activities conducted for staff on Saturdays in 2009.

The school takes a conscious effort to reduce workload of teachers, for example :

Employing adjunct teachers to reduce workload Parallel teaching to reduce class size Support was given by the office staff on administrative matters. Deployment of allied educators to help lower-ability classes. Leave – protected time for teachers during holidays. Cherish report

The HE committee engaged Daysprings Clinic to conduct free Health Screening for staff.


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There is little evidence that the school has taken a structured approach to review the effectiveness of all of its staff well-being programmes.

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3.4.2 How the school promotes communication and interaction between management and staff.

Strengths

There is good communication between staff and management. The management team is approachable and understanding when teachers raise personal and professional concerns.

Regular committee and level meetings serve as platforms in fostering communication and close bonding between management and staff. Work review sessions

The school promotes communication and interaction through activities such as:

Staff Fun and Fit Day Strategic review session Car Rally 2009 Badminton sessions Teachers’ Day Dinner 2009 CIP activities, such as Food from the Heart Principal’s Digest – a principal’s e-newsletter which updates staff on the recent

happenings in the school.

The school adopts a consultative approach to decision making. There is open communication between management and staff through both formal and informal sessions. The school also conducts year end review sessions to gather feedback from staff regarding school programmes.


There is little evidence that the school has taken a structured approach to review the effectiveness of its communication channels between management and staff.

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3.4.3 How the school assesses staff well-being.

Strengths

The school leadership uses the school climate survey to determine the level of staff engagement. In particular, the schools uses the Work-Life Balance and Care for Staff drivers to assess staff well-being. The findings are shared with staff and actions are taken to improve negative trends.

The staff welfare committee (SWC) conducts an annual survey in the beginning of the year to determine staff welfare needs. The results of this survey serves as useful input for the SWC in planning staff programmes. In addition, supervisors also assess the well-being of supervisees during work review sessions.

As a result of a review of staff engagement, SWC provided choices for staff recreation

during the termly fun and fit day and conducted it within curriculum time.


There is little evidence that the school takes a structured approach to review the

effectiveness of how it assess staff well-being.


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STAFF PERFORMANCE & RECOGNITION

3.5.1 How the school manages staff appraisal.

Strengths

Through the use of EPMS framework, the staff (including EAS) performance appraisal process starts with target setting using the Key Result Areas template and LNA early in the year followed by mid-year and year-end reviews between supervisor and supervisees. Teachers with concerns in performance are counseled and closely monitored by the supervisors throughout the year. A Senior Teacher is also deployed to mentor teachers who require help in classroom management.

The principal refreshed the staff with the criteria for teacher assessment in June.

Teacher supervision is conducted through lesson observations by supervisors and P/ VP, as well as checking of written assignments at least once a year. Feedback is provided to teachers from supervisors and Principal/Vice-Principal regarding their lessons observations. Based on the lesson observations, several teachers were identified to conduct sharing sessions for the staff in June.

The ranking panel, which comprises of all supervisors, gives input during the performance and potential ranking sessions and this is triangulated with the inputs from the supervisors. Teachers with high CEP are identified during the ranking sessions for development in either the Leadership track or Teaching track.

In order to access teachers with leadership qualities, opportunities were provided for them to exhibit their competencies in planning and implementing schools events and projects.

Teachers with potential for Senior Teacher (ST) posting attended informal sharing sessions conducted by Mdm Sarabjeet Kaur (ST) on how to build up their portfolio and how to ace the interview sessions. These teachers also attended similar sharing sessions organized by the N6 Cluster ST Support Group at AJC on 11th November 2009.


There is no evidence of a structured review of the staff appraisal system for its effectiveness.

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There is no evidence of structured and consistent approach towards using the EPMS framework

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3.5.2 The school recognises staff for their achievements, services and contributions towards meeting its objectives.

Strengths

The school implements various performance recognition schemes for staff. For example:

Outstanding Contribution Award – team and individual Perfect Attendance Best Suggestion of the Year Most Number of Suggestions of the Year

The criterion for OCA was communicated to all staff.

In conjunction with the schools’ 10th Anniversary Celebrations, teachers with 10 years of service in Anderson were presented with a special award in the schools’ annual Prize Giving Day.

Two Tamil Language teachers are awarded the National Day Long Service Award in recognition for their services rendered to Ministry of Education.

Words of compliments and appreciation to the staff are evident after every successful implementation of events and projects. Teachers new to the school who underwent induction programme presented certificates of appreciation to their mentors for their guidance throughout the year. Teachers send emails of compliments to teaching and non-teaching staff (E.g. TA) as a way of recognizing their services. The principal reads out letters of recognition to staff. In 2009, teachers who display teaching effectiveness in using skilful teacher pedagogies in the class are also recognized.

Apart from teaching staff, appreciation was also shown to EAS and other non-teaching staff. This was done during Appreciation Week, where the pupils show their appreciation and heart-felt thanks to the various groups of personnel in school. They are the office staff, security staff, operations support officers, stall vendors, bus operators, cleaners and dental nurses. Their words of appreciation were compiled into booklets and presented to them.

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There is little evidence that the staff recognition schemes have been reviewed.


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STAFF RESULTS

7.1.1 The extent to which staff are developed to make positive contributions in all areas of their work and beyond their immediate responsibilities.

Strengths

With the introduction of the new school climate survey model in 2009, the school reviewed its processes and revised the indicators for criterion 7. The school uses school engagement as a measure of how staff are developed to make positive contributions in all areas of their work and beyond their immediate responsibilities.

In the 2009 school climate survey, the school registered a score of 73 in school engagement. This indicates that 73% of EO are engaged to the school. This is in comparison to Primary Schools Engagement of 57 and All Schools Engagement of 56.

The school climate survey 2009 revealed strengths (satisfaction level) in the following areas:

Staff surveyed would recommend the school to a friend seeking transfer / employment. (School – 76%, Pri Schools – 56%, All Schools – 56%)

Staff surveyed would tell others great things about working in the school. (School – 66%, Pri Schools – 60%, All Schools – 60%)

Staff surveyed feel that it would take a lot to leave the school for another school. (School – 64%, Pri Schools – 56%, All Schools – 55%)

Staff surveyed rarely think about leaving the school to work in another school. (School – 70%, Pri Schools – 54%, All Schools – 53%)

Staff surveyed feels that the school inspires them to do their best work every day. (School – 63%, Pri Schools – 56%, All Schools – 55%)

Staff surveyed feels that the school motivates them to contribute more than is normally required to complete their work. (School – 66%, Pri Schools – 57%, All Schools – 56%)

In addition, the school showed positive trends in the following historical outcomes :

Career Commitment (Mean Response Index)

CRITERION SEVEN

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“When I am working, I am totally absorbed by it.” (2005 – 4.7, 2007 – 4.8, 2009 – 5.1)


There are no positive trends in the following historical outcomes :

School Commitment (Mean Response Index)

“If I were to start over, and be allowed to choose the school that want to work in, I would choose to work in the school I am serving now.” (2005 – 4.5, 2007 – 4.3, 2009 – 4.6)

Career Commitment (Mean Response Index)

“I am willing to put in more than is normally required to complete my work.” (2005 – 5.0, 2007 – 4.8, 2009 – 5.1)

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7.1.2 The extent to which staff are motivated to contribute towards school goals.

Strengths

The school uses results from the recognition driver in the school climate survey to measure how staff are motivated to contribute towards school goals.


Staff surveyed feel that they receive appropriate recognition (beyond pay and benefits) for their contributions and accomplishments. (School – 64%, Pri Schools – 60%, All Schools – 59%)

Staff surveyed feel that the efforts they put in are recognized by their reporting officer. (School – 71%, Pri Schools – 70%, All Schools – 69%)

Staff surveyed feel that recognition is applied consistently throughout the school. (School – 55%, Pri Schools – 55%, All Schools – 53%)

Staff surveyed feel that they are recognized for their teaching effectiveness. (School – 67%, Pri Schools – 62%, All Schools – 61%)

There are positive trends in participation rate for EWSS. (2007 - 35%, 2008 - 41.82 %, 2009 – 72.82 %).


There are no positive trends in implementation rate for EWSS. (2007 – 0.29, 2008 – 0.24, 2009 – 0.14)

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7.1.3 The level of staff satisfaction.

Strengths

The school uses results from the care for staff, work-life balance, colleagues and middle managers drivers in the school climate survey to measure the level of staff satisfaction.


Care for Staff :

Staff surveyed feel that the welfare of the school staff is well taken care of. (School – 59%, Pri Schools – 56%, All Schools – 56%)

Staff surveyed feel that the school considers the personal well-being of their employees when making decisions. (School – 64%, Pri Schools – 56%, All Schools – 56%)

Staff surveyed feel that they are treated like a valued member of the school. (School – 63%, Pri Schools – 60%, All Schools – 60%)

Work-life Balance :

Staff surveyed feel that the balance between their work and personal commitment is just right. (School – 46%, Pri Schools – 41%, All Schools – 40%)

Staff surveyed feel that the school has practices and programmes that help balance work and personal commitments. (School – 48%, Pri Schools – 44%, All Schools – 43%)

Staff surveyed feel that their reporting officer encourages their department to make work and personal choices that are right for them. (School – 61%, Pri Schools – 61%, All Schools – 61%)

Staff surveyed feel that their work related stress manageable. (School – 58%, Pri Schools – 55%, All Schools – 55%)

Colleagues :

Staff surveyed feel that colleagues in the school work as a team to achieve common objectives. (School – 80%, Pri Schools – 76%, All Schools – 74%)

Staff surveyed feel that they can count on help and support from colleagues when faced with a difficulty. (School – 80%, Pri Schools – 78%, All Schools – 77%)

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Staff surveyed feel that colleagues share information needed to complete their work. (School – 80%, Pri Schools – 78%, All Schools – 78%)

Middle Managers :

Staff surveyed feel that middle managers provide their staff the support they need to succeed. (School – 70%, Pri Schools – 66%, All Schools – 65%)

Staff surveyed feel that decisions made by middle managers are consistent with MOE’s core values. (School – 80%, Pri Schools – 73%, All Schools – 72%)

Staff surveyed feel that middle managers take the time to let their staff know their efforts are appreciated. (School – 70%, Pri Schools – 61%, All Schools – 61%)

Staff surveyed feel that middle managers partner with their staff to find ways they can develop and grow in their job. (School – 67%, Pri Schools – 61%, All Schools – 61%)


Care for Staff :

Staff surveyed feel that their reporting officer demonstrates concern and care for their well-being. (School – 66%, Pri Schools – 67%, All Schools – 66%)

Colleagues :

Staff surveyed feel that their colleagues respect their thoughts and feelings. (School – 77%, Pri Schools – 82%, All Schools – 82%)

There are no positive trends in the following historical outcomes :

School Satisfaction (Mean Response Index) :

“I am satisfied with the school that I am working in.” (2005 – 4.8, 2007 – 4.7, 2009 – 4.7)

Job Satisfaction (Mean Response Index) :

“I am satisfied with my job.” (2005 – 4.9, 2007 – 4.8, 2009 – 4.8)

“I like the type of work I do..” (2005 – 4.7, 2007 – 4.7, 2009 – 4.7)

Results

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Documents

SEM Crit 3 and 7 Report Final 2009