DD's message:
- Pastoral Care: if ever, should be the 1st KPI
- Pupil first! Pupil first!
- Again: the pupil don't care how much you care until they know how much you care.
- Show them care and they on their own will excel
- never let the assessment drive the decision, but rather the outcome driving the decision.
So should we change the order of KRA in the teacher's Work Reveiw? - the key being PC and then follow by Quality Learning?
But yet again, a caring teacher will care to give Quality teaching, isn't it?
My message:
What did I said, what I regret saying, what i had wished to say?
- I brought up about MOE should set C2015 assessments to shift to PC outcomes and priorities, but I was immediately 'shot down' . Initially, I regretted bringing it up. However, thinking back very soon I was glad that it has brought about Mrs Yu sharp 'chiding' that I should not wait upon MOE assessment to decide to do what is right. questioning about why is there changes in assessment assessment driving decision, "never let the assessment drive the decision, but rather the intended outcome driving the decision"
Further thoughts and probing questions to the SMC:
- "it is school leaders who will make the correct shift towards Pastoral Care and Pupil Development as opposed to Exam-oriented"
- are we, the management especially the IP HODs ready to take risk, to change Teachers' priority from Quality Learning to Pastoral Care/ Pupil Development?
- if we shift to priority to PC, what does it look like operationally in a typical subject class?
Pastoral Care is part of the larger Character Development programme, which has always been the foundation and core purpose of all education and educators. Hence the heavy burden and responsibility on Pupil Development.
ReplyDeleteTeachers will need to understand that their responsibilities in Quality Learning, Pastoral Care and CCA are all for this singular purpose of shaping Character.Thus, there is need for any shift. For Quality Learning, Pastoral Care or CCA to be effective, teachers must engage pupils with care, purpose and strategies that involves many, if not all, aspects of Character Development.
Whether PC is given a greater emphasis must be studied in the same light as whether we need assessment to shape behaviors, albeit teachers' behaviors. We need rubrics for Character Development simply because it gives pupils, parents and teachers clarity in the progress of the pupils' strengths and areas of growth. It should not be used to motivate or coerce. Similarly, we believe that every educator has the same purpose to grow and develop pupils, and hence will not require the appraisal system to shape their actions.In fact, the appraisal or assessment system for teachers does not have this as its purpose, its purpose is to identify clearly the levels of actual performance and provide information for further growth and development. Even of teachers see it as a deterrent or motivation, we should never use it to motivate teachers towards actions, growth or development.
We shall endeavor to engage our teachers at their personal life mission level to bring about the shift, or rather rebalance.