Career as Teacher

Originally Posted by Unregistered

The comment with the most wisdom so far

yes because kids are not interested in learning the traditional way, and teaching doesn’t equate to learning …

Originally Posted by Unregistered

somehow i think u guys are missing out a more important point

yes scholar or non-scholar, maybe wont affect grades that much

but ultimately its still down to how the reporting officer or P decides on the grade

if only a few or junior heads speak for an officer and cannot overrule the seniors during ranking, then everything is still pointless la

True that. Certain people who the P earmarked for promotion, will get the good performance grades necessary to expedite their promotion.

Many P when they come in, will replace some of the old timers KPs and install their own people.

Originally Posted by Unregistered

Thank you for sharing

Are you a scholar?

Is your part-time masters fully sponsored? What are the chances of qualifying for full-time masters which is fully sponsored?

Also, it is actually pretty hard to get consistent As and Bs if

1. You are not a scholar.

2. You don't have an RO or SL who can fight for you.

I am not a scholar.

Part-time masters i still need to pay 6K+ upfront when I got accepted but MOE reimburse me when I graduated. So I do consider that fully sponsored but I heard that is some changes to the scheme.

I am just glad and happy to be in the circumstances that I am in. Supportive ROs with colleagues that I can depend on. My SLs are quite demanding and I can vouch that the HODs are tanking most of the responsibilities rather than wholesale push to us.

When will we know the promotee list?

Originally Posted by Unregistered

I am not a scholar.

Part-time masters i still need to pay 6K+ upfront when I got accepted but MOE reimburse me when I graduated. So I do consider that fully sponsored but I heard that is some changes to the scheme.

I am just glad and happy to be in the circumstances that I am in. Supportive ROs with colleagues that I can depend on. My SLs are quite demanding and I can vouch that the HODs are tanking most of the responsibilities rather than wholesale push to us.

No more pdcm.

Need to apply for PG scholarship

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.

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

If you are about to be appointed as KP, how will you be informed? Can you share how you were first poached to become/accept KP position? Is it through RO or SLs, verbally or email? TIA!!

[enjayell]

Originally Posted by Unregistered

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

Unfortunately as previous posters have said, opportunities do depend on school manageable or your RO. Otherwise really need to find your own opportunities. Can always change school to find better opportunities.

I disagree however with dissing and discounting the value of sharings.

As for creation of quality teaching materials, yes perhaps that's sufficient impact for GEO2 & GEO3s, but for GEO4s & GEO5s its assumed to be done.

Happy Term 2 everyone!

Anw, regardless of the salary or pb, just try your best. Sharing resources is the way to go if you want lesser work. It’s totally okay to use your colleagues’ slides and resources in the classroom as long as you know how to tweak it to suit your students. Don’t be selfish and do your own resources and don’t share. Help each other out and don’t just see each other as competitors. In this way, you free up more time to work on projects that you like and will see yourself getting good grades.

Originally Posted by Unregistered

When will we know the promotee list?

Likely this week.