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Maybe when sharing with teachers, can make a sample timetable, so that there is a clear picture, so when teachers who are willing to join RC, they can have a better "comparison", instead of feeling scared about the 6pm.

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Currently some schools are already practising protected time, even for the short breaks in March & Sept.

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EL and MA are taught daily in school.

Will the RC teaching teaching MS still be required to do consultancy work (up to 3 days)?

How many PM sessions are RC teachers expected to teach?

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RC teachers function slightly differently from school teachers, the appraisal might be unfamiliar with them in the job scope, KRA etc, teachers might get uncertain how is it considered as good performance.

Motivating factor:

flexibility of working hour is exciting, it looks quite modern.

Additional comment:

6pm might be a concern for teachers who has the needs to go home early, as in school, 6pm is considered quite late for some of them.

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Does this mean that RC teachers are appraised together with other GEB officers?

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Please correct me if I'm wrong. When RC reaches a steady state, teachers will need to teach both at their assigned school and at RC, which may extend until 6 p.m. I’m not sure if this arrangement will attract teachers to join RC.

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Must they be current HODs to apply for it? Are they also rotated out after 3 years?

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Flexibility for consulting RC Teachers is good

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Flexibility for consulting RC Teachers is good

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I think the consultancy aspect and the flexibility of the mornings (no need to report back to HQ if consulting for a school) might be an enticing selling point. It means that teachers can plan their own mornings around the consultancy meetings. It will definitely appeal to some teachers who want to experience the "work-from-anywhere" life which is the opposite of what we have in schools now.

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Eventually RC teachers will have to return to schools. Some of RC teachers may really NOT have taught in mainstream classes. I hope their transition back to mainstream classes will be a consideration for them- perhaps something similar to cross-level deployment teachers?

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What about parking within the RC schools?

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While we are trying to retain GE teachers (including GE CL teachers?) from transferring out in 2025-2026, how can we ensure that during this transitional period, they are not overloaded by being assigned too much MS work? For example, teaching MS classes or MS subjects (e.g. CCE Mother Tongue).

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If I were to join as a RC teacher, how will I be appraised? Will it be at GEB or at the school?

Since the RC teacher is straddling MS classes but with a reduced workload, will I be seen as a lesser contributing EO of the school. Who will be my RO to speak on my behalf?

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Can a teacher change subject when joining RC? This is due to deep interest and to try something different.

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To establish the RC from scratch is definitely exciting and something exciting that teachers can look forward to. My concern is as in any good thing, parents may encourage their children to go to RC for a very different reason, i.e. to build their portfolio for DSA.

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Do we foresee the case where we do not have sufficient teachers going to teach RCs?

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Will teachers who choose to stay and teach in mainstream be confirmed of a place in the school they are currently in? Can SLs actually say there are no places available for them?

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1) Some younger ones may be keen to try HQ/RC stint, comms on their career options must be clearly communicated

2) Some more 'senior' ones may choose to remain in sch

3) Option to stay in sch (eg 1 class) and teach lessons in RC in the afternoon may be a more popular option

4) Many may not enjoy the PD coaching work, currently done by GE officers

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I think the answers to these questions will really depend on teachers' season of life. In SHPS, there is really a mix of demographics.

Option 1 will be exciting for those who are able to devote more bandwidth to "set up these RCs" because it is like setting up a new school.

Option 2 might be the "bo bian" choice for many teachers who don't wish to start anew as they have established roots in the school. They might not want to teach fully MS, but they don't want to participate in OPE as well. They might begrudgingly take up this offer.

Option 3 is interesting because of the possibility of cross-level deployment (for CL teachers only?). It might cater to some teachers who prefer to teach older students.

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Besides the Teachers, is there a consideration for the KPs that are in this meeting now as well? :) Would we be expected to hold our positions out as well? Some of us are also up for KP rotation within schools. So does being in the RC mean "rotation" as well?

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Younger teachers who have just join service might prefer to gravitate towards mainstream curriculum for greater stability

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I personally feel that more experienced teachers might prefer staying in schools (more comfortable and familiarity) and transiting into the mainstream, where they might be deployed to teach HAL. Going to RCs, and having to do curriculum work might not be that appealing to the more senior and experienced teachers.

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Transition period is challenging because teachers have to report 2 afternoons a week to plan the new curriculum in RC and this is on top of current committee work, CCA and other school meetings.

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How long can teachers who choose to be RC teachers remain in the role? For example, do they need to be rotated out after three years?

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If I am already in my early 50s, I may not want to join the RC. This is because after 3 years of posting to HQ, I will go to another school where I have to start from scratch.

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Please share any other comments or suggestions here.

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Add on your responses as a new post.

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Add on your responses as a new post.