Job Discussion Forums

[waltgomez]

I left Saudi Arabia 5 ½ years ago and am applying for a job in Saudi again- I got these reqs from the employer/recruiter:

"...all candidates who have worked (or are currently working) in Saudi Arabia are now required by the Ministry of Education to provide the following:
* Performance Evaluation
* Employment Certificate/ Official Document from HR that states the reason for leaving
* No Objection Certificate
* Final Exit..."

I have an NOC and final exit from 5 years ago but I don't have the "Performance Evaluation" or the "Employment Certificate stating the reason for leaving" ( whatever that is).

Please advise if you know anything about it.

Also, I have a new passport now.

[plumpy nut]

[scot47]

NOC/LONO was two years, later reduced to one year. We now have the unusual doctrine that "The NOC is not a legal requirement but may be an administrative requirement by some employers." So said the legal bod in the "Arab News" a while back.

[ttxor1]

not speaking specifically for Saudi, but a performance evaluation could be an observation conducted by a head of department/academic manager which 'rates' your teaching based on department/program goals. Pasted below are the principles of one such document by an employer.

Lesson plan is complete and professionally presented

Lesson plan has a clearly defined language and/or skill aim(s) that is/are measurable

Lesson plan has comprehensive and descriptive language analysis that relates to lesson aims

Lesson plan has realistic/thoughtful predictions of potential problems and appropriate solutions

Predictions of problems with target language/skills show a clear understanding of students’ ability and age

Interaction patterns (e.g. working in pairs, small groups, open class) are included

Interaction patterns are varied, well-planned and appropriate

Stage procedures (i.e. what the teacher and students are going to do) are clear

Stage procedures are descriptive and appropriate considering stage aims
Staging is logical in terms of overall lesson aims

Stage aims are clear, measureable, clearly defined and appropriate for the age group

Planned pacing shows an awareness of time constraints

Planned pacing is appropriate to the students’ needs

Teacher has planned to present and practice language through an appropriate context

Teacher has planned suitable productive activities

Productive activities have communicative purpose

Feedback is planned at appropriate points throughout the lesson

Teacher has planned an appropriate balance and frequency of stirrers and settlers

Lesson includes a fun warmer

Lesson contains a high level of creativity/use of imagination/self produced materials

Level of challenge is sufficient

Level of challenge is high (e.g. students are encouraged to produce natural language)

Level of challenge is adjusted in response to student performance

Staging, pacing and interaction patterns generally follow the lesson plan

The amount of practice for students is sufficient

Teacher provides opportunities for production during the lesson

The amount of production from students is high and appropriate

The language being practiced is useful and authentic

Activities are effective in meeting their stage aims

Activities motivate students through competition/fun

Teacher ensures that all students are engaged and involved in activities

Teacher monitors effectively and promotes output

Teacher creates opportunities for personalisation

Rapport and classroom atmosphere are positive

Rapport and CA are very positive (e.g. SS addressed by name, consistently praised, cooperation present)

Classroom and behaviour are well-managed (e.g. VN limited; students are on task and focused, etc.)

Teacher effectively adapts lesson plan to deal with emergent language/conditions/student questions

Lesson aims are sufficiently met (e.g. target language is presented, practiced and produced)

Teacher identifies issues in observation feedback

Teacher effectively self-assesses and diagnoses issues in observation feedback and is able to reflect critically

Materials are appropriate to the lesson aims and age group

Materials are creative / creatively adapted from the course book or the supplementary resources

Teacher has focused on a previously identified area (e.g. giving instructions) and shown marked improvement

Signposting is present and clear on whiteboard

Lesson content is relevant to the students needs/lives

The lesson features adequate focus on pronunciation

Teacher engages with the students on a personal level at some point during the lesson

Teacher actively encourages learner autonomy (e.g. through self-study/extension activities at home)

During the lesson students are reminded of their progress, and how it meets their needs and learning goals

Teacher demonstrates effective use of tech tools such as the IWB or tablets

Teacher uses tech tools to promote an interactive classroom

Teacher uses wide range of visual images and/or audio to support learning

Teacher experiments with software (e.g. ActiveInspire, Prezi) to enhance delivery of lesson content

Use of tech tools facilitates achievement of lesson aims

The use of tech tools promotes a student centred classroom

[dragonpiwo]

If you did a short contract and never had an iqamaa, would you need an NOC or not?

[nomad soul]

[coder]

,,

[scot47]

If you were on a business visa then you were not working, nudge, nudge, wink, wink.