Quote:
Originally Posted by Unregistered
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.
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One of the major issues that many have pointed out about the current state of performance review is that teachers who do good work teaching are not considered to have made an impact simply because
1. they do not, or are not given a chance to, showcase their pedagogy at a conference or in school or
2. they are not involved in school-wide events that have no direct relation to teaching.
For 1., any teacher who has attended such presentations often would realize the content is mainly fluff and packaging with no real boost to the academic performance of their students in a national setting.
There are even teachers who set papers based on what they teach for internal assessments and grade their own students unprofessionally by closing one eye.
It is also not surprising that there are teachers who are adept at gaming the system and simply do tasks that are deemed to have non-tangible impacts by SLs who also can use the outcomes for their own portfolios. After all, how to quantify that a teacher has improved the character or morale of students beyond what is written on paper or through perception?
There are teachers who do not even create their own teaching resources, would borrow from other teachers' slides and just go though the slides in class.
Such is the sad and wayang state of affairs