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Originally Posted by Unregistered
Actually it is already communicated to us that appraisal is mainly based on the level of impact. Might sound like priorities are misplaced but the hint is there.
If you just focus on teaching your class well, the impact, at the end of the day, is only on your class. You can make the impact greater by sharing what you have done with your class with other teachers in your level and ensuring they carry it out with their classes. That way, your impact will be increased to level-wide instead of just on your class only.
Granted, it is not easy to do this cos you will need the support of your level teachers and a certain level of influence. But this is one way to kill two birds with one stone.
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At a basketball match if one insist to use your legs to kick the ball because it's more effective, one will definitely be fouled.
KRAs are subjective but also very clear that academics are only one area that one is assessed. Can argue against it till the cows come home, it won't make a difference.
It's also not that "teaching" work is low impact, but it's clearly stated that GEO4s and especially GEO5s are expected to impact teaching beyond just their own class. GEO5s need to make level-wide impact. And these expectations are just for meeting expectations i.e. a C.
Let's say teaching SEN students is one's passion and strength. How to increase impact? Not by teaching more and more classes with SEN students. But by contributing at level-level, school-level, cluster-level or even national-level. High-impact work may not be more effort which is less enjoyable. Mentor younger teachers or peers who need help with SEN students. Write newsletters to share about SEN strategies. Be the IC / initiate some SEN-related committee or event. Make sharing on school, cluster or national platform about teaching SEN students.
High impact work need not be tiring or meaningless. Go with your passion, then extend the level of impact higher.