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Today 04:13 PM
Unregistered
Quote:
Originally Posted by Unregistered View Post
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
Canít answer all, but will try answering Q1 and 2 based on experience.

It wouldnít 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 - thatís 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 didnít perform to the sub-gradeís 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-gradeís performance grade - panel does not decide on quantum.
Today 03:38 PM
Unregistered
Quote:
Originally Posted by Unregistered View Post
Is it true that cross-level Teachers (secondary to primary) will be reassessed and not be promoted for three years?
I dont think so. My sister got promoted a year after switching.
Today 02:38 PM
Unregistered
Quote:
Originally Posted by weis View Post
Thank you for your advice. As I am applying for a part time master, but some others told me it's useless, hence, dilemma
All the STs in my school do not have masters.. 5 of them. Master is not important. Teaching paedgoy is though.
Yesterday 10:16 PM
Unregistered
Quote:
Originally Posted by Unregistered View Post
Regarding getting C- means no promotion for three years.

I have gotten C- before. The year right after, B and promoted.

So, not true.
Your schoolís 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.
Yesterday 01:00 PM
Unregistered
Quote:
Originally Posted by Unregistered View Post
If i'm not wrong, if no D graders, then 7% of the lowest performers is C- or if got D graders then I think is 3 or 5% will have D or C-.
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
Yesterday 12:15 AM
Unregistered Whatís the difference between ST/Learning Support and ST/SEN?
21-09-2020 09:54 PM
Unregistered
Quote:
Originally Posted by weis View Post
Thank you for your advice. As I am applying for a part time master, but some others told me it's useless, hence, dilemma
I donít think you should pursue a masters for the sole purpose of career progression because it is more likely that you will be disappointed. Pursue it because you have genuine interest in that area of specialisation and how it can help you better in your work. Because if it canít, then quite likely whether you have a masters or not, there wonít be a difference.
21-09-2020 08:44 PM
weis
Quote:
Originally Posted by Unregistered View Post
As in you wish to be become a ST/LT & so on? Not a must but likely to get there faster with the cert
Hi yes. Currently on teaching track. Thanks for your information!
21-09-2020 08:43 PM
weis
Quote:
Originally Posted by Guestsjfir f View Post
I have seen senior teachers without masters... but if you really want to progress beyond that, the knowledge that comes with the masters will come in handy... and also the network the you form...

Many people view masters as an opportunity to get more knowledge... while it is true... i think more importantly, the process of learning how to think and approach a problem is more impt...
Thank you for your advice. As I am applying for a part time master, but some others told me it's useless, hence, dilemma
21-09-2020 07:03 PM
Unregistered
Quote:
Originally Posted by Unregistered View Post
Hi guys, looking for advice on becoming a teacher in MOE.

Iím currently an ECDA certified teacher with a diploma in EC. Iím looking to cross over and becoming a primary school teacher. Is DipEd the only path I have if I did not do exceptionally well in my previous diploma program? I assume itís hard to get into the BA scheme unless I did well (thereís no IGP for the course in terms of poly GPA so I canít compare either).

If I were to pursue DipEd, Iíd like to be an arts teacher. Anyone has any info in terms of salary for that?

Thanks!
Sorry to burst your bubble. These days, it's extremely hard to get into MOE to be a teacher if your academic results are not stellar.

There is excess teachers. Your DipEd comes in handy for MOE Kindergarten though.
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