NZ Educational Institute president Lynda Stuart told a teachers' strike meeting at Alexandra Park this morning that they should prepare for "the fight of our professional lives" if they reject the latest pay offer. We have their back and they have ours. Striking primary school teachers protest in central Auckland this morning.
The Professional Lives of Teachers in Singapore
Another speaker who spoke from the stage before media were excluded said the Government could afford to pay more if it chose to. The meeting is one of 30 being held around Auckland today, with more planned through the rest of the country later this week. None of the 50 teachers and supporters at a rally on the corner of Karangahape Rd and Ponsonby Rd thought last Thursday's pay offer from the Ministry of Education was enough. The mood was enthusiastic as the group marched around the intersection waving flags and chanting, "Time to teach, time to lead, this is what our children need.
The NZ Educational Institute wants to double the time allowed for teacher professional development outside the classroom from one hour to two hours each week - still well below the five hours a week that secondary teachers get. It doesn't need to happen within two years or three years, but we do need to see an indication around that.
Jo McKendrey, a Newton Central deputy principal who turned 50 today, said schools needed more teachers, better pay and more funding for students who need learning support.
Yet the lessons and Singaporean practices learned and shared by American Math teacher Bill Jackson during this past week's trip to Singapore, not only surprises! Not the sweat-shop robotrons we often encounter in stereotypical depictions, we find concepts such as constructivism and emotional learning of high value. The school day for students begins at AM and ends at PM for primary students and PM or so for secondary students, although this varies according to the needs and activities of each student.
Sports and club activities as well as tutoring and remedial help are provided after school. Although teachers work hard, they seem to be afforded a great deal of respect as evidenced by the fact that the entire country has a national holiday to honor teachers. Many teachers, however, feel that this respect is being eroded and there have been a few recent well-publicized incidences of student rebellion.
- SearchWorks Catalog.
- Stanford Libraries.
- Remnant Population;
- Franz Rosenzweig Sprachdenken: Arbeitspapiere zur Verdeutschung der Schrift.
Teachers get paid well and have good benefits by Singaporean standards In Singapore, every teacher must choose from one of two professional tracks - teaching or leadership. There is also sometimes a third track, specialist, but very few teachers enter this track.
Teachers move their way upwards in these tracks based on the "grades" they receive and generally there are four levels in each track that teachers work through, each one carrying increased salary and responsibilities. In the teaching track, teachers can eventually become senior or master teachers, which mentor new teachers, develop the programs within the school, and focus on school improvement. In the leadership track, teachers can eventually assume leadership roles such as subject or department head, vice-principal and principal, and superintendent, or even work for the Ministry of Education.
Teachers' Professional Lives - Ivor F. Goodson - Google книги
In the specialist track, teachers can become content specialists, develop curriculum, decide which textbooks to use, and possibly do curriculum work for the Ministry of Education. Salary increases are tied to this system and some teachers make more than others based on how far they have progressed.
Teachers get salary increments for longevity as well. Salary increments are tied to this system and if a teacher gets a grade of D, he or she cannot be promoted through a particular track, for three years. If a teacher gets an E grade, he or she is dismissed. Song told us that this is very rare and she had never seen a teacher dismissed in her ten years of teaching, although she has seen incompetent teachers leave the profession of their own volition.
Waikato Journal of Education
Teachers' grades are based on three criteria - performance, contribution, and "estimated potential. Contribution involves the extra things that teachers do for the school, such as chair meetings and committees and teach extracurricular activities. Estimated potential involves the potential a teacher has to improve based on their academic background, performance and contribution. In epistemological terms, this study was qualitative in its interest in the participants' experiences and how they interpreted them.
The nine participant teachers, had all undertaken, over a period of three or more years, a number of courses offered by Orff New Zealand Aotearoa ONZA. Using multiple case studies, this project aimed to gain access to the wealth of knowledge and know- how that teachers develop in their everyday work lives. Mixed methods in the form of questionnaires, observations and interviews and a focus group discussion were used to gather data.
Findings emerging from a quantitative analysis of the questionnaire responses were used to illuminate and triangulate with findings from other data, which were analysed thematically. A recursive approach to analysis of the data produced findings which indicated that the Orff approach impacted upon how teachers thought about what it means to do music, to be a musician and to teach music. These findings are illustrated in individual case studies, which offer a richly textured description of the impact of the Orff approach upon these teachers and their respective classroom practices.
Although all participants described the approach as making an impact in broadly similar terms upon their thinking, the practices observed and reported on in their classroom settings were varied in terms of their choice of materials activities and purposes.
Findings of a more generally thematic nature indicate that the professional learning that occurred for these teachers yielded significant sources of self-efficacy, which in turn impacted upon the formation of professional identity formation.