1408 Student Discipline Officer (SDO) /Admiralty
Job position: Student Discipline Officer (SDO)
Salary range: $2800-$3300
Name of Authority: Qihua Primary School
Contract Period: From 1 Sep 2026 to 31 Dec 2027
* Services are not required on Saturdays, Sundays and gazetted public holidays
* Personnel shall be deployed during the June and December school holidays, subjected to the school’s operational needs and will be compensated based on the actual days worked at the agreed rate. The working hours during the June and December school holidays is 8am-5pm (inclusive of 0.5hr lunch break).
Requirements:
The Personnel shall minimally have the following qualifications, skills and experience:
The personnel Student Discipline Officer (SDO) must be registered with MOE as of ITQ closing date.
The Personnel preferably have the following qualifications, skills and experience: Qualifications:
* Candidate must be a former MOE Primary School teacher or possess relevant qualifications in Education, Counselling, Social Work, Psychology, or a related field.
Experience:
* Must have at least 2 years of working experience in student welfare, social services, community work, or a primary school setting; experience in school-based student development or pastoral care roles is an advantage
* Knowledge of child protection policies, basic counselling techniques, and case management processes is preferred; familiarity with MOE frameworks and school operational culture is an added advantage Skills and Competencies:
* Strong interpersonal and communication skills, with the ability to engage students, staff, and families from diverse backgrounds
* Able to work independently and collaboratively within a multi-disciplinary team environment
* Skilled in de-escalation, with the ability to remain calm and self-regulated during tense interactions, modelling composure for students
* Applies boundaries and consequences consistently, fairly, and without bias, so students experience discipline as just rather than arbitrary
* Observational and surveillance literacy — able to review CCTV footage systematically to reconstruct incident timelines, identify key actors, and extract relevant evidence to support case documentation
* Statement documentation — able to conduct structured, age-appropriate interviews with students to obtain clear and accurate accounts, and to record statements objectively without editorializing
* Incident reporting — able to produce timely, factual, and well-organised incident reports that meet school and MOE documentation standards, capturing essential details for case follow-up and escalation where necessary
* Attention to detail and record accuracy — maintains precise and up-to-date case records, ensuring information is retrievable and auditable for review by Year Heads or school leaders Disposition and Approach:
* Believes that behaviour is communication — able to look beyond surface conduct to understand the unmet needs or lagging skills driving a student's behaviour
* Restorative in orientation — inclined to repair relationships and rebuild trust rather than default to punitive responses
* Strengths-based mindset — sees students as capable of growth and frames interactions around building skills, not assigning blame
* Prioritises genuine rapport with students as the foundation for any behavioural intervention
* Passionate about working with at-risk students, with empathy and emotional resilience for those from complex and challenging backgrounds
* Proactive, adaptable, and possesses a good working attitude with a willingness to learn and take on new challenges
Job Scopes：
The SDO shall report to the school's Head of Department (Student Development) and School Leaders. The SDO works closely with students, school staff, and external agencies to provide timely support for at-risk students, and to promote a safe, inclusive, and nurturing school culture grounded in positive discipline and restorative practice.
A. Morning Engagement from 7am to 7.35am
* Be present in the canteen and open court during morning arrival to build positive rapport with students.
* Observe student demeanour and flag any immediate concerns (e.g. distressed students, unusual behaviour) to relevant Form Teachers or Year Heads promptly.
* Support orderliness and noise management in the canteen during the morning period.
B. Recess & Lunch Supervision
* Be on active lookout during recess and lunch periods in the canteen, corridors, and common areas.
* Monitor student behaviour and intervene early to de-escalate tensions or potential conflicts.
* Engage students proactively — mingling, mentoring, and building rapport as part of a positive discipline presence.
* Document and report incidents observed during these periods to the relevant Year Head on the same day.
C. Discipline Case Investigation & CCTV Support
* Assist staff in investigating discipline cases by reviewing CCTV footage as part of fact-finding.
* Document a clear and factual summary of findings, including time, location, persons involved, and the sequence of events.
* Document the outcome of each discipline case, including the actions taken, consequences applied, and any follow-up measures agreed upon.
* Ensure all case records — statements, CCTV findings, and outcomes — are stored accurately and confidentially.
D. Restorative Practice
* Conduct restorative conversations with both victim(s) and perpetrator(s) following discipline incidents.
* Work with Year Heads and Form Teachers to determine the appropriate restorative intervention (e.g. restorative dialogue, circle, or written agreement).
* Document the outcomes of restorative conversations and follow up on agreed actions to monitor progress.
* Model and reinforce restorative language and approaches in day-to-day student engagement.
E. At-Risk Student Support
* Assist in identifying, supporting, and monitoring students with social, emotional, behavioural, or attendance concerns.
* Work closely with key personnel (e.g. Year Heads, Form Teachers, School Counsellors, Student Welfare Officer) to develop appropriate intervention plans.
* Provide case support including home visits where appropriate to support student discipline and welfare.
* Maintain accurate case notes and documentation for student support and engagement efforts, ensuring confidentiality.
* Assist in reporting and evaluation processes related to student development outcomes.
F. After-School Programmes
The SDO supports two types of after-school programmes for students with identified needs:
* After-School Detention (ASD) — a structured consequence for students who have breached school rules, conducted with consistency and firmness.
* Supervise students during detention, ensuring orderliness and purposeful use of time.
* Maintain attendance records and follow up with parents/guardians of students who are absent.
* After-School Intervention (ASI) — targeted programmes designed to equip students with the skills and dispositions needed to make better choices
* Monitor student attendance and document observations as structured feedback for teachers.
* Work closely with Form Teachers and Year Heads to ensure continuity between in-school support and after-school intervention.
G. Student Profiling & Collaboration
* Work closely with Student Development Department staff, Form Teachers, and Subject Teachers to understand students' profiles and needs.
H. Patrol & Community Culture
* Conduct regular walkabouts within the school to maintain positive discipline through observation, mingling, and mentoring.
* Engage in regular patrolling outside the school area after school from 1.30pm to 2.00pm to ensure the safety and discipline of students and to infuse a positive community culture.
I. Administrative & Other Duties
* Maintain orderliness of classrooms and facilities used for after-school programmes.
* Any other duties as assigned by Head of Department (Student Development) and School Leaders.
Maxhunt Resource Pte Ltd | EA Licence: 22C1322
Cynthia Lai | Registration No: R25146301