Workload Management

TEACHER WORK MANAGEMENT FRAMEWORK (TWMF) 

Introduction

The Teacher Work Management Framework (TWMF) articulates a common set of principles and methodology for workload management in the school.  It aims to introduce systematic work allocation practices and develop a system to distribute workload more equitably among the staff.

Key Principles

The school needs to optimise limited teaching resources to achieve our educational goals while ensuring well-being and job satisfaction among the teaching staff. Workload has to be holistically considered, taking into consideration the different aspects of a teacher’s job. Workload distribution has to be flexible and nimble, allowing for dynamic re-allocation based on school staffing and needs. Workload distribution should also be as equitable as possible based on the nature and complexities of the tasks and work allocated as well as the teachers' competencies, preferences, assessed potential and developmental needs. There should be clarity in the communication of workload and Teachers should be recognised for their contributions in all areas of their work.

Teachers' Job Scope

The EPMS Role Profile shows that a teacher’s workload goes beyond classroom teaching, and that a broader definition of workload should be adopted.  Operational Workload consists of:

Classroom duties:           

• Classroom teaching

• Duties directly related to the delivery of classroom curriculum, pedagogy and assessment, e.g. lesson preparation time and marking;

Co-curriculum duties:

• Duties indirectly related to the delivery of curriculum, pedagogy and  assessment;

• Co-curriculum duties, including CCAs and committee work

School duties: 

• These duties contribute to the school’s capacity or operational effectiveness.

Teacher Work Management Framework

Work Allocation Policy:  Considerations and Requirements

The work allocation cycle encompasses 4 main parts:

(a)       Preference. Through the Staff Preference Survey Form and work reviews, school will collate teachers’ preferences and requests for allocation;

(b)       Allocation. The school management will do a preliminary allocation of workload based on school needs and aims;

(c)        Feedback. The preliminary allocation is shared with staff for their feedback and concerns; and

(d)       Adjustment. Based on the feedback, the allocation is adjusted and the final allocation is communicated.

i) Teachers’ Operational Workload 

A teachers’ operational workload could comprise the following categories:

This list is not exhaustive, and is only indicative of possible activities in each category. 

ii)    PD Time

2 hours for Wednesday Staff PD

Curriculum Time PLT

Department / Subject Meetings on Thursday afternoons as needed.

iii)   1 CCA, 1 Department and 1 Committee Workload

In general, teachers should be allocated a maximum of 1 CCA, 1 Department and 1 Committee.

iv)  Five-Day Work Week

The school observes the Five-Day Work Week Policy, and should should utilise no more than four Saturdays a year for official school events / functions / activities. 

v)    Protected Vacation Time

School must provide protected vacation time for teachers so that they have sufficient time to rest and recharge. This is aligned to MOE’s efforts to promote work-life harmony. The following baselines are proposed to be achieved for every teacher:

• • • • March : 2- 3 Days

      • June : 2 Weeks

      • September : 2-3 Days

      • November / December : 3-4 Weeks

Protected vacation time should be provided for in a continuous stretch, as far as possible, to achieve its intended objectives.

vi) Workload Guide

• All Full-Time Teachers : 100% 

• SSD* / Heads of Department* / Year Heads / Lead Teachers : 66%

• Senior Teachers* / Instructional Mentors : 80%

• Beginning Teachers / Untrained Contract Teachers : 80%

• PE, Music, Art Teachers : At least 60% of Specialised Area