MLS Jan 2018 Local Attachment MLS local report final | Page 14

2.1.3 Staff Appraisal and Staff Development
While the appraisal of teachers in SPED schools do not entail completion
of the EPMS form that MOE teachers in mainstream schools are familiar
with, our conversation with the Vice-Principal of Fernvale Gardens School
helped us understand that the elements of both forms of appraisal are
similar. Teachers in SPED schools, instead, would share with the appraisal
team a portfolio of students whom their teaching and learning
intervention had added value to the child’s mental growth. This approach
is aligned with the EPMS focus on “Process, Purpose, Impact”, where our
teachers would share observations and evidence of student learning and
progress, in terms of both cognitive and character development.
Most of the pupils who graduated at 18 years old should be sufficiently
prepared and equipped with basic skills to enter the workforce. One of the
key staff here would be the Job Coach and a newly created post - Transition
Planning coordinator (HOD/YH post) who would look after life after
graduations. It has structures that help graduates to ease into working life
for the next 2 to 3 years. The work starts at the admission level at 7 years old
and will stage is closely monitored and communications with caregivers are
done continuously.
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