Job Discussion Forums

kugaas · Joined: 24 May 2009 Posts: 17 Location: London

For those of you who have worked at either KFUPM, KAU or National guards which did you find most rewarding (if more than one of the three or all) or how was your experience with their set-up?

I may have an opportunity to work at either of the three and would like to know other people's experiences about each institution's syllabus respectively.

I've heard that KFUPM has by far the most robust and developed syllabus and thus offers the best professional growth.

nomad soul · Joined: 31 Jan 2010 Posts: 11454 Location: The real world

How exactly are you tying a syllabus to professional growth? In other words, what elements of a syllabus do you believe help the teacher grow professionally? Frankly, it seems you have assumptions about syllabi used in foundation-year programs---that you're putting too much value on them in this context. Besides, the instructors generally don't write the course syllabi.

kugaas · Joined: 24 May 2009 Posts: 17 Location: London

You didn't say whether you have worked at either of the institutions mentioned. Neither did you say that you simply don't understand what it is I am asking.

I am making the assumption that limited course content, range of subject matter, breadth of language items covered has a direct correlation to the value it adds to the teacher's experience. Surely that's not an unreasonable place to start? That for example, sophisticated/well developed learning outcomes lead to more challenging teaching? Or a syllabus that covers all the twelve tenses provides more value than that which covers less. Do these assumptions make sense?

From brief conversations I've had with friends, (who suggested I make such a thread) I recieved straight forward responses making recommendations, citing deficiencies of their previous workplace/s.

Maybe I shouldn't have used the word 'syllabus' but in my defense I did point to 'set-up' and ask for which provided the 'most rewarding experience'.

So I am not only asking about syllabus but also all that comes along with the 'teaching' experience including but not limited to: assessment, evaluations, observations etc.

scot47 · Joined: 10 Jan 2003 Posts: 15343

When people back on Planet Earth see that you have worked in KSA, they will not consider you for employment !

I cannot take "Professional Development" seriously and certainly not in the context of KSA. The OP is trying to impose categories on the region that are not valid.

rollingk · Joined: 23 Jul 2006 Posts: 212

Half empty, half full? Here there's seldom even a damned glass.

sicklyman · Joined: 02 Feb 2013 Posts: 930

I'm not so sure scot47. I do agree that 90% of jobs here are more like suffering from a terminal illness than working your way up a ladder of increasing professional briliance.

Having said that, it is possible to make progress... albeit maybe not directly related to teaching per se. My experience is a case in point. I've been able to do a lot of videography with students and produce material that's been integrated into the syllabus. That was a springboard for much more tech development when I was recruited to be the team lead for converting paper-based new curriculum content to iPads.

I've definitely made professional progress in the two years I've been in Saudi and it looks good on the CV because it's TEFL plus extra skills which I didn't have when I arrived in kingdom.

I accept though that my experience will not be that of the vast majority. I feel very blessed to be doing what I do.

nomad soul · Joined: 31 Jan 2010 Posts: 11454 Location: The real world

Makkah · Joined: 08 Oct 2014 Posts: 113

Take any syllabus and modify to your own class needs.

As regards professional growth you do have those teachers who run to the supervisor / coordinator / principle / department head etc. at every opportunity with 'suggestions' to change / modify 'this' and change 'that'....or why 'don't we try this approach in class'......'I have an idea'. This is professional development for that person alone but on the flip side with these suggested minor changes or new approaches you will have some or many teachers who consider it additional work they have to do in the class or a series of inane workshops where one person will go on and on about what he/she created and how 'useful' it will be for the Saudi students.

My 'professional development' is based on one number, and that is my percentage pay rise each year. Any number above 8% is enough to tell me my employer appreciates the work I have done as a teacher but at the same time I endeavour never to make additional work or impose my ideas / suggestions on my fellow teachers who never asked for them in the first place.