Career as Teacher

Originally Posted by Unregistered

I have some very straightforward questions about this.

Based on what I've heard, major significant mistakes usually warrant a D while minor significant ones warrant a C-.

However, since it is a must for every school to dish out at least a few C-, does this mean that:

1. Performance grades in a school are based on a bell-curve? Also, for grade C, how many different segregations of performance are there (e.g. is it 1.25/1.5/1.75?)?

2. If you're in a "chiong" school, simply doing the bare satisfactory minimum (no significant mistakes made) may also warrant a C- because others are seen to be performing better?

3. Has there been any past cases where an individual felt that the given grade was unfair or poorly justified, and tried to dispute?

Thank you

Can’t answer all, but will try answering Q1 and 2 based on experience.

It wouldn’t fit exactly into a bell curve, but yet somewhat like it. The better performance grades will have fewer people, while C and C+ will have the majority of people - that’s the part it resembles bell curve.

If everyone is deemed to have C or above performance grade, then the last or last few ranked officers may get C- because we have to adhere to the quota of C-/D. Note that C- is not to say the officer didn’t perform to the sub-grade’s performance, but that he/she performed RELATIVELY weaker.

We tend to band a number of teachers together within each performance grade, ie, their performances are similar to one another, but yet different across bands. This allows the P to then vary the quantum given for each band within the allowed quantum band for the sub-grade’s performance grade - panel does not decide on quantum.

Originally Posted by Unregistered

Note that C- is not to say the officer didn’t perform to the sub-grade’s performance, but that he/she performed RELATIVELY weaker.

thank you for your inputs.

however, isn't C- between good and below average?

Originally Posted by Unregistered

thank you for your inputs.

however, isn't C- between good and below average?

Exactly, below average is a relative grade isn't it?

Originally Posted by Unregistered

Exactly, below average is a relative grade isn't it?

C, be it plus or minus, is still a GOOD grading, but we all know that it is playing with words and you got to buck up when that minus appears.

Originally Posted by Unregistered

C, be it plus or minus, is still a GOOD grading, but we all know that it is playing with words and you got to buck up when that minus appears.

It is abit like Good conduct.

Every school is a good school, remember? So in the same light, every teacher is a good teacher even for those who are ranked C-

Originally Posted by Unregistered

Your school’s ranking panel cmi Or you simply wow everyone and rocketed your way to B...using whatever methods unknown to humankind. It is definitely not a norm for a C- to go to B the next ranking. Mind sharing why you got C-? That might shed some light.

C- during my first year of teaching. I did relief teaching till August before I had my own classes.

You can view the promotion as a batch promotion. Though if getting C- means no promotion for the next three years held true, then I wouldn’t have been promoted anyway.

As for getting a B the next year, some factors I can think of:
- I told my P I wanted to know how to get an A or a B.
- I had a change of RO.
- Someone nominated me for OCA and I won it.
On hindsight, it was largely human factors that changed my performance grading. My work and work ethic remained similar for both years.

Originally Posted by Unregistered

C- during my first year of teaching. I did relief teaching till August before I had my own classes.

You can view the promotion as a batch promotion. Though if getting C- means no promotion for the next three years held true, then I wouldn’t have been promoted anyway.

As for getting a B the next year, some factors I can think of:
- I told my P I wanted to know how to get an A or a B.
- I had a change of RO.
- Someone nominated me for OCA and I won it.
On hindsight, it was largely human factors that changed my performance grading. My work and work ethic remained similar for both years.

And that is why the ranked appraisal system is complete ******** as Louis Ng most recently pointed out.

As a new RO myself it was very very very difficult to fight for people who genuinely deserved better, if going against the sometimes ill-informed opinions of more powerful and influential ROs who have entrenched themselves in much more favourable positions in the office political landscape.

Originally Posted by Unregistered

C- during my first year of teaching. I did relief teaching till August before I had my own classes.

You can view the promotion as a batch promotion. Though if getting C- means no promotion for the next three years held true, then I wouldn’t have been promoted anyway.

As for getting a B the next year, some factors I can think of:
- I told my P I wanted to know how to get an A or a B.
- I had a change of RO.
- Someone nominated me for OCA and I won it.
On hindsight, it was largely human factors that changed my performance grading. My work and work ethic remained similar for both years.

C- doesn't hard-restrict one from being promoted, only a D and/or PRP do, although it usually does delay a normal promotion. Yours was secure because it was a cohort promotion.

Hi everyone, when you have been told that your CEP is very high, one of the highest in the school, what would that translate into usually? Anyone on ranking panel can share some insight?