Career as Teacher

Originally Posted by Unregistered

Are you a GEO3?

Nope, GEO 4..

Originally Posted by Unregistered

Nope, GEO 4..

You must be doing very well. A geo4 getting A's is pretty good especially if you're a non-KP.

Originally Posted by Unregistered

You must be doing very well. A geo4 getting A's is pretty good especially if you're a non-KP.

I'm guessing that he IS a KP (or at least being groomed to be one) in order to get such grades.

At GEO4, hard to justify those grades if the officer isn't performing any KP roles.

Originally Posted by Unregistered

I'm guessing that he IS a KP (or at least being groomed to be one) in order to get such grades.

At GEO4, hard to justify those grades if the officer isn't performing any KP roles.

If only GEO4 KPs getting good grades, it's either a deployment problem, appraisal problem, or competency problem lor.

Deployment problem: only the KPs are given work pieces that allow them to make highly visible school-wide (or beyond) impact. Other people don't even get deployed to do such work.

Appraisal problem: panel has a narrow perspective of what high impact work looks like. Or, KPs claiming all credit (and panel giving them all credit) for high impact work.

Competency problem: the non-KPs cannot make it

If SEO holding HOD appointment asked to step down due to length of appointment or age, is he guaranteed a ST/LT appointment?

Originally Posted by Unregistered

If SEO holding HOD appointment asked to step down due to length of appointment or age, is he guaranteed a ST/LT appointment?

Think depends on whether SEO1 or SEO2. I know of 2 HOD who became ST this year lol. Think they were not performing well to begin with anyway

Originally Posted by Unregistered

Think depends on whether SEO1 or SEO2. I know of 2 HOD who became ST this year lol. Think they were not performing well to begin with anyway

which leaves everyone thinking, how did these people make it into a HOD position in the first place...

Originally Posted by Unregistered

If only GEO4 KPs getting good grades, it's either a deployment problem, appraisal problem, or competency problem lor.

Deployment problem: only the KPs are given work pieces that allow them to make highly visible school-wide (or beyond) impact. Other people don't even get deployed to do such work.

Appraisal problem: panel has a narrow perspective of what high impact work looks like. Or, KPs claiming all credit (and panel giving them all credit) for high impact work.

Competency problem: the non-KPs cannot make it

You're quite right. Yet for some reason, these problems or "culture" exist in almost every school. Some schools may even have all 3 of these "problems".

Doubt this is just a school issue already. Probably worsened into a deeply entrenched system issue.

Originally Posted by Unregistered

If only GEO4 KPs getting good grades, it's either a deployment problem, appraisal problem, or competency problem lor.

Deployment problem: only the KPs are given work pieces that allow them to make highly visible school-wide (or beyond) impact. Other people don't even get deployed to do such work.

Appraisal problem: panel has a narrow perspective of what high impact work looks like. Or, KPs claiming all credit (and panel giving them all credit) for high impact work.

Competency problem: the non-KPs cannot make it

Well it also depends on school context. School with many young KP, means they will definitely get the good grades first. Cannot be that GEO4 SH doing SEO1 role gets a C right? While in schools where KPs are mostly SEO, then good grades at GEO4 have to go to normal teachers

Originally Posted by Unregistered

School with many young KP, means they will definitely get the good grades first. Cannot be that GEO4 SH doing SEO1 role gets a C right?

This is exactly what I meant by "deployment problem" and "appraisal problem" in my earlier comment.

Just because a KP is holding a certain title and given certain work pieces to lead/manage/oversee, doesn't always mean that they are the primary driver of the impact of those work pieces that they are managing. It could be a TL under their charge, or a regular experienced teacher, driving most of the progress and outcomes. But if you simply look at the hierarchy at face value, then you will say oh yeah definitely more credit should be given to the Head because he is the Head. But when you go deeper it is not universally the case.

From your statement it seems like the way you will conduct appraisal is.. you only look at who is the formal leadership title holder, accord recognition to the title holder and call it a day.