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

[Emoke Greschik]

A legfrirssebb ' A tanárok értékelése Szingapúrban' tárgyban Havasi Kati és
Foror Zoltán levelei fent és lent.

Kedves a levelezéshez Hozzászólók! K. Lista!

Sajnos, még csak Fodor Zoltán legutolsó levelét tudtam elolvasni a témában.
Ezért fel sem merült bennem eddig, hogy hozzászóljak, bár most láttam, hogy
a tanárok hozzászólását kéri Zoltán..

Lehet, hogy ha hozzájutok a levelezés elolvasához, hozzá fogok szólni.

Szeretettel,
Emőke / Mőci


On Sat, Oct 18, 2025 at 11:45 AM Emoke Greschik <greschem at gmail.com> wrote:

> 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
>>
>>
--------- következő rész ---------
Egy csatolt HTML állomány át lett konvertálva...
URL: <http://turul.kgk.uni-obuda.hu/pipermail/grem/attachments/20251018/b447ae81/attachment.html>