Appendix 1

STAGE 1 : INDIVIDUAL LEARNING NEEDS ANALYSIS

NAME OF STAFF : Rosheni Nedumaran

DEVELOPMENTAL ROLE : Teacher

Instructions:
Pick the area of skill/knowledge that you need, not want in your job. List in the blank spaces any other*
skill/knowledge not covered in the list that you think you need.

Using the rating scales provided below, determine your number rating for both Ability Level and Job
Need Level for each item that you have entered.

STAFF
SCHOOL JOB
SKILL/KNOWLEDGE ABILITY
NEED LEVEL
LEVEL
1 PROFESSIONAL PRACTICE (refer appendix 5)
a) Knowledge and skills in curriculum content and 6 9
assessment
b) Philosophy of education, education psychology, 5 8
pedagogy, principles of teaching and learning
c) Strategies on teaching special needs students 6 9
d) ICT skills 4 8
e) First Aid 3 8
f) Understanding child/ adolescent psychology 5 9
2 LEADERSHIP & MANAGEMENT
a)
b)
c)
d)
e)
f)
g)
3 PERSONAL EFFECTIVENESS
a)
b)
c)
d)
e)
f)
g)

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 Appendix 2
STAGE 2: RATING SCALE

STAFF ABILITY LEVEL

1 2 3 4 5 6 7 8 9
LOW ABILITY MODERATE ABILITY HIGH ABILITY
Seen by others as a Seen by others as Seen by others as an
learner/trainee adequately skilled expert, could train others

Requires constant Requires some supervision Require no supervision,

supervision, always asking but becoming increasingly work well independently
others for help independent

Feel anxious, highly Feel OK but not terrific Highly satisfied with self
dissatisfied, frustrated with about self
self

Work returned frequently Revisions required to work Work usually accepted with
for correction/ are generally minor no revision/ correction
improvement, high error required
rate

SCHOOL JOB NEED LEVEL

1 2 3 4
LOW JOB NEED
This skill/ knowledge is
seldom used in this job
This skill/ knowledge is not
a routine/ regular/ integral/
essential part of this job
The application of this skill/
knowledge is a rarely
visible part of this job
The application of this skill/
knowledge is of little
importance to the
organisation
5 6
MODERATE JOB NEED
This skill/ knowledge is
used occasionally in this
job
The application of this
skill/knowledge enhances
performance but is not
essential/ required for this
job
The application of this skill/
knowledge is sometimes
visible
The application of this skill/
knowledge is of some
importance to the
organisation
7 8 9
HIGH JOB NEED
This skill/ knowledge is
used frequently in this job
This skill/ knowledge is a
routine/ regular/ integral/
essential part of this job
The application of this skill/
knowledge is a highly
visible part of this job
The application of this skill/
knowledge is of major
importance to the
organisation

Source: T.A. McCann & J.T. Tashima, 1994

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 Appendix 3

STAGE 3: IDENTIFY PRIORITY OF LEARNING NEED

Staff Skill Level

School Job Need Level

Legend
1 Critical Learning Need Area
2 Moderate Learning Need Area
3 Adequate Skill / Knowledge (potential developmental training need area)
4 Career Growth / Career Development

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 Appendix 4
STAGE 4: STAFF INDIVIDUAL LEARNING PLAN

NAME: Rosheni Nedumaran DEVELOPMENTAL ROLE: Teacher

Est.
Learning Est. No Est.
Competency Learning Area Priority Learning Activity/ Course Title Completion
Mode of Hrs Cost
date
Professional Knowledge and skills in curriculum 2 Picture Exchange Communication 16 June 16
Practice content and assessment System – Level 1 (Basic) 2020
Philosophy of education, education 2 SPED Conference 2020 29 May 2020 TBC
psychology, pedagogy, principles of
teaching and learning
Strategies on teaching special needs 2 Developing Inclusive Strategies for 18 Mar 2020 8
students School Students on the Autism
Spectrum

First Aid 2 School First Aid Training TBC TBC

Strategies on teaching special needs 2 2020 Step-By-Step: Breaking Down 22 July TBC
students Tasks to Help My Child with Autism
Learn More Effectively
Strategies on teaching special needs 5 After the Meltdown 24 – 25 July 8
students
Understanding child/ adolescent 3 ABAI (Association for Behavior 23 Jan 2
psychology Analysis International) 45th Annual
Convention by Marilyn and Ruth
Knowledge and skills in curriculum 3 SEAMOE SENS – Transition Planning TBC 2
content and assessment by Mdm So
Strategies on teaching special needs 3 Developing Behaviour Modification 6 July 2
students Plans by Psy Team

Note:
Priority – Please rank your learning needs in order of priority 1, 2, 3, 4, 5, etc. with 1 being the most critical and 5 being the least critical
Learning mode 1. OJT 2. Workshop/ Seminars 3. Sharing Session 4. Projects/ Assignments 5. e-learning 6. Work 7. Others (please specify)
Attachment

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