<div dir="ltr"><div>Kedves Lista!</div><div>Fodor Zoltán levelét átmásolom az eredeti levelezésbe.</div><div><font size="4"><b><u>Ne </u></b></font>itt folytassátok!</div><div><br></div><div>Köszönettel, szeretettel,</div><div>Emőke / Mőci</div></div><br><div class="gmail_quote"><div dir="ltr" class="gmail_attr">On Sat, Oct 18, 2025 at 10:55 AM Zoltan Fodor <<a href="mailto:fodor@bodri.elte.hu" target="_blank">fodor@bodri.elte.hu</a>> wrote:<br></div><blockquote class="gmail_quote" style="margin:0px 0px 0px 0.8ex;border-left:1px solid rgb(204,204,204);padding-left:1ex">Kedves Kati, kedves Lista!<br>
<br>
Ertem en ezt, de itt minden egy kicsit szubjektiv. Erre gondoltam, amikor <br>
a piac kivalasztasi mechanizmusara es a sportbeli tavolugrasra gondoltam. <br>
Azok objektiv ertekalkoto mechanizmusok. Biztos jol csinaljak <br>
Szingapurban, de akkor is van egy mellekize. Mint egy falusi <br>
szepsegversenyen, ahol minden evben a polgarmester altal kivalasztott <br>
zsuri a polgarmester lanyat hozza ki gyoztesnek.<br>
<br>
Ezert irtam egy objektiv eljarast, kivancsi vagyok, hogy a tanar <br>
listatagok mit szolnak hozza.<br>
<br>
Udvozlettel, Fodor Zoltan<br>
<br>
On Fri, 17 Oct 2025, Katalin Havasi wrote:<br>
<br>
> Kedves Zoltán, Kedves Érdeklődő Levtársak!<br>
> <br>
> A szingapúri tanárok évenkénti értékeléséről találtam egy részletes cikket.<br>
> Ebből kimazsoláztam a lényeget. (Elég nagy kupac mazsola lett belőle. :))<br>
> <br>
> <br>
> Teachers are evaluated based on the “what” and “how” of performance. The<br>
> “what” of performance is captured through Key Result Areas (KRA) which<br>
> describes the broad areas of work expected of a teacher. The KRAs for the<br>
> Teaching Track are:<br>
> <br>
> The holistic development of students through: <br>
> o Quality learning of students<br>
> o Pastoral care and well-being of students <br>
> o Co-curricular activities<br>
> Contribution to the school<br>
> Collaboration with parents<br>
> Professional development<br>
> <br>
> The knowledge and skills expected of a teacher complements the KRAs and they<br>
> are: <br>
> Knowledge:<br>
> o Teaching Area – the content and curriculum knowledge that teachers must<br>
> know to teach in the classroom<br>
> o Psychology – the knowledge of child development that teachers must know to<br>
> maximise pupil potential.<br>
> o Developments in the field of education – the knowledge in other areas of<br>
> education that mould a complete educator<br>
> o Education Policies – the rationale and the philosophy that sets the<br>
> direction and focus for teachers to carry out their tasks.<br>
> Skills:<br>
> o Teaching Pedagogy – the pedagogic techniques and approaches that<br>
> teachers must practise to teach in the classroom.<br>
> <br>
> Teachers are assessed based on their competencies which capture the “how” of<br>
> performance. <br>
> <br>
> There are 4 points on the rating scale, ranging from ‘Not Observed’,<br>
> ‘Developing’ to ‘Competent’ and ‘Exceeding’. <br>
> <br>
> According to the EPMS Dictionary, competencies are “the underlying<br>
> characteristics that are proven to drive outstanding performance in a<br>
> specific job and are the personal attributes and behaviours that lead to<br>
> longer-term achievement and success”.<br>
> <br>
> There is a set of 13 competencies in the Teaching Competency Model which<br>
> teachers can use to identify their strengths and weaknesses as areas of<br>
> continuous learning and professional growth (see Fig 3). <br>
> <br>
> [Nagyon jó a 3-as ábra, de nem sikerült ideplántálnom. Lásd a teljes<br>
> cikkben, aminek a linkje alul megtalálható.]<br>
> <br>
> Teachers are assessed on 9 of the 13 competencies – Nurturing the Whole<br>
> Child and the competencies related to Cultivating Knowledge, Winning Hearts<br>
> and Minds and Working with Others. The remaining 4 competencies related to<br>
> ‘Knowing Self and Others’ are not used for assessment purposes but are<br>
> considered as emotional intelligence competencies important for self<br>
> development.<br>
> <br>
> An important core competency in the teaching track is the ability of<br>
> teachers to ‘nurture the whole child’. Teachers are rated on increasing<br>
> levels of ability to nurture their students holistically as shown below.<br>
> <br>
> Level 1: Shares values<br>
> Shares values with the child through advice, feedback and discussions, with<br>
> the intent to nurture the whole child.<br>
> <br>
> Level 2: Sees the possibilities in each child and takes appropriate actions<br>
> to convince him of values, and improve his self-confidence.<br>
> <br>
> Level 3: Strives for the best possible provision (Senior Teacher)<br>
> Acts consistently in the interest of the child and persists in working for<br>
> the best possible outcomes.<br>
> <br>
> Level 4: Encourages others to act in the best interest of the child (Master<br>
> Teacher level 1)<br>
> Encourages others in the school community to participate in the educational<br>
> process to realise the child’s full potential.<br>
> <br>
> Level 5: Influence policies, programme and procedures (Master Teacher level<br>
> 2)<br>
> Takes an active role in initiatives that influence policies, programme and<br>
> procedures in line with Nurturing the Whole Child.<br>
> <br>
> <br>
> <br>
> Ebből a cikkből származik a fenti szemelvény:<br>
> <br>
> <a href="https://www.apec.org/docs/default-source/Publications/2010/7/Replicating-Ex" rel="noreferrer" target="_blank">https://www.apec.org/docs/default-source/Publications/2010/7/Replicating-Ex</a><br>
> emplary-Practices-in-Mathematics-Education-among-APEC-Economies-July-2010/<br>
> TOC/Christine-Lee-Kim-Eng-and-Mei-Ying-Tan-Rating-Teachers-And-Rewarding-T<br>
> eacher-Performance-The-Context.pdf <br>
> <br>
> <br>
> Üdv,<br>
> Kati <br>
> <br>
>_______________________________________________<br>
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</blockquote></div>