deiseindublin wrote: » I'm not convinced the numbers are actually useful in a lot of cases. I'm of the opinion that the figures released only tell us that the person who got the job was logged as scoring more overall.
2011abc wrote: » Absolutely a waste of time in many cases ,cobbled together set of random lower scores .The sort of people who fix these dont posses the subtlety or mathematical intelligenece to even disguise their shenanigans .I remember one of mine was just an enormous chunk taken out of the first question's score by the principal who gave half the marks of the other two on the panel .
History Queen wrote: » Just got my scores... what you said appears to be true... I'm not sure what to think now. I'm meeting a member of the interview board tomorrow for feedback so I'll know more then.
History Queen wrote: » I have had disagreements with the principal. On occasions where i was wrong i acknowledged it and moved on. I don't like his personality or the way he operates most of the time, but i think we've an ok professional relationship. I didn't expect to get this post and don't think anyone is out to get me, but scoring 5 marks less than the preferred candidate in Developing Leadership Capacity when I run two large scale projects each year and have a qualification in Leadership and Management (preferred candidate leads nothing and has no qualification, i know as I'm friends with them) does make me wonder if it was a fait accompli before interviews were held. Just to reiterate, I have no complaint about not getting the post, if the candidaye yhey chose hadn't got it i suspect one of two other colleagues would have been chosen. That neing said I would like to be able to work on my application for the future, I can't do that if my feedback doesn't relate to my performance.
amacca wrote: » I cant claim to be an expert and id say there are differences between schools but anecdotally (which doesnt count for much in fairness) it seems in some places its become more of a game of who is the best lickarse I think your best bet is to continue to plug away at it if you want it and definitely get the feedback .....then strengthen that area (even if it doesnt need strengthening and the whole thing is a bit of a sham) You will get there in the end with perseverance if you want It that much.......if they highlight an area for improvement and you improve it and everything else remains at high level its harder for them to deny the next time, watch for them deliberately leaving a get out of jail clause for themselves though Out of curiosity, would you be the more senior candidate, seems to be a bit of a trend of promoting the greener easier to manipulate eager young ones which is a shame and detrimental to staff morale in a lot of cases + lowers standards for everyone in the long run.....for all the guff about ethos/school community etc etc it doesnt seem to operate that way a lot of the time...... Some people play the other way which is make them afraid not to give them the role but thats a trickier game. Personally if they came back saying you scpred low on developing leadership capacity id question how they came to that decision given what you have said regarding leading two large scale projects etc.......you might learn something regarding what they consider their definition of that is or that they are total bluffers that always had their preferred candidate regardless of interview process....now having said that my advice may not be the best you would receive as my own personal preference when faced with this particular kind of **** is to mentally tell them to stick it as far up their asses as it will go and earn multiples of the scheckels they are handing out independantly of the system.....its my opinion they are getting far too much in return for ignoring what their basic role is to try run a school like low end call centre while still retaining all the aspirational dewey eyed educational vocational guff when it suits.
History Queen wrote: » I have had disagreements with the principal.
History Queen wrote: » I didn't expect to get this post and don't think anyone is out to get me, but scoring 5 marks less than the preferred candidate in Developing Leadership Capacity when I run two large scale projects each year and have a qualification in Leadership and Management (preferred candidate leads nothing and has no qualification, i know as I'm friends with them) does make me wonder if it was a fait accompli before interviews were held.
am_zarathustra wrote: » I suspect most people aren't doing it for the money to be fair, handier doing grinds or correcting to be honest, it's definitely not paid well if you are in charge of multiple roles. With regards to fairness, I absolutely agree with a lot of what's said here, I think a lot are predestined before the interview, I think had new management been around a little longer or had I not been heavily involved in an important area of the school as it happened at the time, I may not have succeeded either, despite the work I put in. One thing I do find so odd is the fact that the quality of your teaching doesn't matter, this is bizarre. I am pulled ten ways every day, frequently issues turn up at my door but my classroom management is tight, the kids respect me and my classes are well planned so learning continues. While this isn't exactly within the framework it's also vital when it comes to your colleagues, I can't lead teaching and learning and ask staff to take on new initiatives if I can't walk the walk. Our last round of promotions was crazy really, a number of absoutly top notch teachers lost out to people who can't control a class, and though there is no box for it in the interview, it's still the bulk of what any of us in middle management should be at! This does cause issues, and I feel justifiably! My LC are more important than whatever JC nonsense they are going on about this week
Smacruairi wrote: » The tone of this is spot on. I also can't understand people who couldn't control themselves let alone a class even wanting to go for these roles. Im gonna be extremely prejudiced here but I always find that there is no substitute for trying to lead a school like having to lead a class where no one wants to be there, eg ordinary level Irish last class on a Friday. If you can control that, then put yourselves forward, but don't come preaching about how great and fun teaching is when you teach chemistry where you only have 11 in the class, they're all wicked smart, and they all actually chose the subject (no offence to chemistry teachers, just an example!)
rainbowtrout wrote: » I understand what you're trying to say, but I don't think it's fair. There are plenty of teachers who teach subjects that attract academically able and motivated students who still can't teach and their classes are a mess. Students and staff know who the best teachers are regardless of what is on their timetable.
History Queen wrote: » This thread has been really eye opening. Thanks again for the advive offered. I got my feedback Tuesday and to be fair the person giving it to me gave me some really good advice. He said i need to use the language of laos more and that what beat me was although my examples were good i didn't have that final sentence hammering home how i demonstrated the competency. Having spoken to my friend after getting my feedback she gave me examples of what she said and now I see how she nailed the competency in interview even though in reality I'm doing more things. Long story short: I need to learn how to sell myself. Saying that I'm beginning to suspect, based on what has been posted above, that my forthright nature probably isn't helping me either so a lesson in diplomacy is probably needed too!
rainbowtrout wrote: » But isn't that a whole heap of shit really? If you are using particular buzzwords you'll get the job, even if you don't have the experience or qualifications of another.
am_zarathustra wrote: » I suspect one member of the panel (male and asked if my level of confidence would be off-putting to my classes????)
Treppen wrote: » In spite of the teacher, the academically able and motivated students can still pull it out of the bag as they have a bit more gas in the tank compared to the other weaker classes. Also, grinds can mask a lot of teaching inadequacies, and serve to keep the status quo. I wonder do many schools endeavour to rotate the teachers, or is it the same system of seniority gets higher level and juniors get the weaker classes.
am_zarathustra wrote: » I think it can be subject dependent too, in my option subject it really wouldn't matter who had the class at senior cycle, it's relatively straightforward to teach and is well resourced. Differentiation is almost built in. In my other subject, which is core, you'd have teachers who would prefer to/should teach HL and other who would teach OL, as long as there is consensus amoung staff I don't see this as an issue, you are playing to the strengths of your teachers to provide the best educational outcome. The issue I see more in schools is the soft timetables that are given when the perception is people can't do the job effectively. I would say half our staff teach a full teaching timetable of examinable subjects and would consistently have exam classes. There is a significant cohort who do very little class teaching, lots of LS, BFL etc and run various things within the school. These are never the HL maths teacher or the Irish teacher, they can't afford to give them the time off and won't find a replacement. As teacher shortages continue in certain subjects this will end up damaging the long term career prospects of these teachers (despite them doing the bulk of the actual job of the school) as they won't get a few hours a week off their timetable to sit on LS meetings or run initiatives. Often these are the most competent people in the building, but the competency based interview doesn't account for them have 4 exam classes every year and managing to get them through.
