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

[Emoke Greschik]

Fodor Zoltán level okt.18-n ide másolva    fent / lent pedig Havasi Kati
levele található , amire most a választ küldi Fodor Zoltán
Fodor Zoltán levele :  tárgy:  A tanárok értékelése Szingapúrban
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, Oct 17, 2025 at 8:02 PM Emoke Greschik <greschem at gmail.com> wrote:

> 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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