[Grem] Fwd: Ez a kutatás átírhatja, amit eddig az IQ-ról tudtunk

[Emoke Greschik]

Havasi Kati két levele alább: az egyik 1./ ideküldve, a másik 2./
idemásolva

1./  ---------- Forwarded message ---------
From: Katalin Havasi
Ez a kutatás átírhatja, amit eddig az IQ-ról tudtunk

Kedves Zoltán!

Ezt találtam a témában, válaszul a kérdésedre:

*Performance appraisal*

Like every other profession in Singapore, teachers’ performance is
appraised annually by a number of people and on multiple measures,
including their contribution to the academic and character development of
all students in their charge, their collaboration with parents and
community groups, and their contributions to their colleagues and the
school as a whole. Teachers who do outstanding work, receive a bonus from a
school bonus pool.
A fenti idézet ebből a rendkívül jó cikkből származik:

https://asiasociety.org/global-cities-education-network/how-singapore-developed-high-quality-teacher-workforce


Ez a tanulmány is a szingapúri tanárok értékelési rendszeréről szól:

https://mrk.journals.ekb.eg/article_148952_aa515fd7967859e81bb930062a047f6f.pdf


Üdv,
Kati

2./   *A tanárok értékelése Szingapúrban*
Kedves Zoltán, Kedves Érdeklődő Levtársak!

A szingapúri tanárok évenkénti értékeléséről találtam egy részletes cikket.
Ebből kimazsoláztam a lényeget. (Elég nagy kupac mazsola lett belőle. :))

Teachers are evaluated based on the “what” and “how” of performance. The
“what” of performance is captured through Key Result Areas (KRA) which
describes the broad areas of work expected of a teacher. The KRAs for the
Teaching Track are:

 The holistic development of students through:
o Quality learning of students
o Pastoral care and well-being of students
o Co-curricular activities
 Contribution to the school
 Collaboration with parents
 Professional development

The knowledge and skills expected of a teacher complements the KRAs and
they are:
 Knowledge:
o Teaching Area – the content and curriculum knowledge that teachers must
know to teach in the classroom
o Psychology – the knowledge of child development that teachers must know
to maximise pupil potential.
o Developments in the field of education – the knowledge in other areas of
education that mould a complete educator
o Education Policies – the rationale and the philosophy that sets the
direction and focus for teachers to carry out their tasks.
 Skills:
o Teaching Pedagogy – the pedagogic techniques and approaches that
teachers must practise to teach in the classroom.

Teachers are assessed based on their competencies which capture the “how”
of performance.

There are 4 points on the rating scale, ranging from ‘Not Observed’,
‘Developing’ to ‘Competent’ and ‘Exceeding’.

According to the EPMS Dictionary, competencies are “the underlying
characteristics that are proven to drive outstanding performance in a
specific job and are the personal attributes and behaviours that lead to
longer-term achievement and success”.

There is a set of 13 competencies in the Teaching Competency Model which
teachers can use to identify their strengths and weaknesses as areas of
continuous learning and professional growth (see Fig 3).

[Nagyon jó a 3-as ábra, de nem sikerült ideplántálnom. Lásd a teljes
cikkben, aminek a linkje alul megtalálható.]

Teachers are assessed on 9 of the 13 competencies – Nurturing the Whole
Child and the competencies related to Cultivating Knowledge, Winning Hearts
and Minds and Working with Others. The remaining 4 competencies related to
‘Knowing Self and Others’ are not used for assessment purposes but are
considered as emotional intelligence competencies important for self
development.

An important core competency in the teaching track is the ability of
teachers to ‘nurture the whole child’. Teachers are rated on increasing
levels of ability to nurture their students holistically as shown below.

Level 1: Shares values
Shares values with the child through advice, feedback and discussions, with
the intent to nurture the whole child.

Level 2: Sees the possibilities in each child and takes appropriate actions
to convince him of values, and improve his self-confidence.

Level 3: Strives for the best possible provision (Senior Teacher)
Acts consistently in the interest of the child and persists in working for
the best possible outcomes.

Level 4: Encourages others to act in the best interest of the child (Master
Teacher level 1)
Encourages others in the school community to participate in the educational
process to realise the child’s full potential.

Level 5: Influence policies, programme and procedures (Master Teacher level
2)
Takes an active role in initiatives that influence policies, programme and
procedures in line with Nurturing the Whole Child.

Ebből a cikkből származik a fenti szemelvény:

https://www.apec.org/docs/default-source/Publications/2010/7/Replicating-Exemplary-Practices-in-Mathematics-Education-among-APEC-Economies-July-2010/TOC/Christine-Lee-Kim-Eng-and-Mei-Ying-Tan-Rating-Teachers-And-Rewarding-Teacher-Performance-The-Context.pdf


Üdv,
Kati
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