[Grem] A tanárok értékelése Szingapúrban

[Emoke Greschik]

Kedves Lista!
Fodor Zoltán levelét átmásolom az eredeti levelezésbe.
*Ne *itt folytassátok!

Köszönettel, szeretettel,
Emőke / Mőci

On Sat, Oct 18, 2025 at 10:55 AM Zoltan Fodor <fodor at bodri.elte.hu> wrote:

> 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
> >
> >_______________________________________________
> Grem mailing list
> Grem at turul.kgk.uni-obuda.hu
> http://turul.kgk.uni-obuda.hu/mailman/listinfo/grem
>
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