[Grem] A tanárok értékelése Szingapúrban

[Zoltan Fodor]

Kedves Kati, kedves Lista!

Ertem en ezt, de itt minden egy kicsit szubjektiv. Erre gondoltam, amikor 
a piac kivalasztasi mechanizmusara es a sportbeli tavolugrasra gondoltam. 
Azok objektiv ertekalkoto mechanizmusok. Biztos jol csinaljak 
Szingapurban, de akkor is van egy mellekize. Mint egy falusi 
szepsegversenyen, ahol minden evben a polgarmester altal kivalasztott 
zsuri a polgarmester lanyat hozza ki gyoztesnek.

Ezert irtam egy objektiv eljarast, kivancsi vagyok, hogy a tanar 
listatagok mit szolnak hozza.

Udvozlettel, Fodor Zoltan

On Fri, 17 Oct 2025, Katalin Havasi wrote:

> 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-Ex
> emplary-Practices-in-Mathematics-Education-among-APEC-Economies-July-2010/
> TOC/Christine-Lee-Kim-Eng-and-Mei-Ying-Tan-Rating-Teachers-And-Rewarding-T
> eacher-Performance-The-Context.pdf 
> 
> 
> Üdv,
> Kati 
> 
>