foreword - cotap

The Advisory Committee on Teacher Education and Qualifications (ACTEQ) has been workingon reforms to improve the professional quality of teachers. This volume, concentrating oncontinuing professional development, is the first of a series of documents that reflect ACTEQ’srecommendations.

ACTEQ shares the common understanding that reforms in education are effective only whenthey are undertaken by a teaching force with high professional quality. ACTEQ’s deliberationsfall into three broad categories: initial teacher education, the professional development ofbeginning teachers and the continuing professional development of practising teachers.

In a nutshell, ACTEQ recommends that teacher education institutions should be constructed aslearning communities favourable to developing teachers’ capacity for lifelong learning. ACTEQalso recommends an internship system in order to provide new teachers with a comprehensiveenvironment conducive to their development in professionalism. In the realm of continuingprofessional development, ACTEQ recommends a system that recognises and facilitates teachers’efforts to continuously refresh and upgrade themselves, as is done in most major professions.

All these recommendations will be introduced in separate documents to be published at differentstages. ACTEQ has been careful in deliberating the conditions and support with which therecommendations can be most effectively implemented, whilst causing the minimum disturbanceto the practice of teachers. The documents will embrace such conditions and support systems.

In this document about teachers’ Continuing Professional Development, the recommendationsare accompanied by a Teacher Competencies Framework, which is designed to provide ameaningful map of the dimensions and stages of individual teachers’ professional development.

Since June 2002, when the current discussions started, ACTEQ has been working with the supportand participation, in various ways, of over 200 professionals. What are presented in thedocuments are the results of very intensive and extensive hard work by many parties to whomwe owe our deep gratitude.

Kai-ming ChengChairman, ACTEQ

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The Advisory Committee on Teacher Education and Qualifications (ACTEQ) would like toexpress sincere gratitude to all the frontline practitioners who have participated in theprofessional dialogues and exchanges during the course of developing the generic teachercompetencies framework and the policy framework for teachers’ continuing professionaldevelopment. They include the academics, teachers and principals who have participated aszealous members of the focus group / task force concerned, representatives of the teacher /education bodies who have generously shared their inspirational thoughts during the informalconsultation sessions, as well as the principals and staff of 10 local schools who haveenthusiastically participated in the interactive process of the development of the generic teachercompetencies framework.

In particular, ACTEQ would like to extend a special vote of thanks to Mr TSOI Heung-sang, MrCHEUNG Man-biu, Professor LAM Chi-chung, Ms MAK Wai-ching, Dr Magdalena MOK, DrNG Kwok-hung, Dr WONG Ping-man, Professor HAU Kit-tai, Dr Benny YUNG, Mr GwynEDWARDS, Mr IP Kin-yuen, Professor Allan WALKER and Mr Bruce DAVIS for their invaluablecontributions to the content of this document.

AAAAACKNOWLEDGEMENTSCKNOWLEDGEMENTSCKNOWLEDGEMENTSCKNOWLEDGEMENTSCKNOWLEDGEMENTS

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CONTENTSCONTENTSCONTENTSCONTENTSCONTENTS

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CCCCCHAPTERHAPTERHAPTERHAPTERHAPTER 2 2 2 2 2 A GA GA GA GA GENERICENERICENERICENERICENERIC T T T T TEACHEREACHEREACHEREACHEREACHER C C C C COMPETENCIESOMPETENCIESOMPETENCIESOMPETENCIESOMPETENCIES F F F F FRAMEWORKRAMEWORKRAMEWORKRAMEWORKRAMEWORK ..................................................................................................................................................................................................................................................... 66666

CCCCCHAPTERHAPTERHAPTERHAPTERHAPTER 3 3 3 3 3 TTTTTEACHERSEACHERSEACHERSEACHERSEACHERS’ C’ C’ C’ C’ CONTINUINGONTINUINGONTINUINGONTINUINGONTINUING P P P P PROFESSIONALROFESSIONALROFESSIONALROFESSIONALROFESSIONAL D D D D DEVELOPMENTEVELOPMENTEVELOPMENTEVELOPMENTEVELOPMENT ........................................................................................................................................................................................................ 1212121212

CCCCCHAPTERHAPTERHAPTERHAPTERHAPTER 4 4 4 4 4 RRRRROLESOLESOLESOLESOLES OFOFOFOFOF D D D D DIFFERENTIFFERENTIFFERENTIFFERENTIFFERENT S S S S STAKEHOLDERSTAKEHOLDERSTAKEHOLDERSTAKEHOLDERSTAKEHOLDERS INININININ T T T T TEACHERSEACHERSEACHERSEACHERSEACHERS’ CPD’ CPD’ CPD’ CPD’ CPD .................................................................................................................................................................................... 1616161616

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APPENDICES

A Membership of the Advisory Committeeon Teacher Education and Qualifications ........................................................................... 21

B Membership of the Focus Group on Teacher Competencies andIn-service Professional Developmentand the Task Force on Teachers’ CPD ................................................................................. 22

C Teachers’ CPD Policies and Practices in Selected Regions ............................................... 23

D The Generic Teacher Competencies Framework -an Overview and Content of Each Domain ........................................................................ 24

E Major Modes of Teachers’ CPD Activities .......................................................................... 42

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This decade has seen unprecedented reform in school education; much effort and commitmenthas been directed at improving the quality of education in Hong Kong. Various changes havebeen introduced by schools, focusing on the needs of our children as they journey into a worldrequiring knowledge and attitudes very often different from those taught to their parents.Significantly, the pace of change in society has compelled virtually all people, and educators inparticular, to give due weight to the need for lifelong learning.

For educators, the rapid changes taking place in contemporary society have meant an end tothe sole emphasis on academic achievements. Instead, our schools are concerned to foster thewhole person development of students. A new curriculum has been designed - one capable ofresponding to individual needs and to be tailored by individual school communities. Teachingand learning is no longer confined to classrooms, but extends into the wider community.

The willingness and capacity for lifelong learning, which we expect from our students, shouldalso be reflected in our teachers. Every teacher should be a continuous learner in order toadvance the quality of our education system and the quality of students’ learning. Continuingprofessional development of teachers today is crucial to preparing the citizens of tomorrow.

While the need for a new emphasis on teachers’ continuing professional development is widelyacknowledged, it is less obvious how this can be realised in a meaningful, well-planned andcoherent manner. Numbering more than 50 000, Hong Kong teachers require a common referenceframework for establishing direction and creating momentum in continuing professionaldevelopment.

This development work has been undertaken by the Advisory Committee on Teacher Educationand Qualifications1, which has prepared in this document a framework for teachers’ continuingprofessional development. The framework is supported by the parallel development of a genericteacher competencies framework. Together, the two frameworks provide teachers and schoolswith an essential tool for the advancement of the planning and practice of their professionaldevelopment.

Practitioners in the education sector are invited to give their views and suggestions about boththe generic teacher competencies framework and the policy framework for teachers’ continuingprofessional development. Responses should be sent:

1 See Appendix A for membership of the Advisory Committee on Teacher Education and Qualifications.the Advisory Committee on Teacher Education and Qualifications.the Advisory Committee on Teacher Education and Qualifications.the Advisory Committee on Teacher Education and Qualifications.the Advisory Committee on Teacher Education and Qualifications.

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� by post to : ACTEQ & Professional Development Section, Education & Manpower Bureau,Room 1703, 17 / F, Murray Building, Garden Road, Central, Hong Kong

� by fax to : (852) 2537 2446

� by email to : [email protected]

� (Enquiry telephone number : ( 852) 3150 8006)

This review report is also available at the following websites :

http: / / www.emb.gov.hk / ednewhp / teacher / cpdp / english / home.htm (English)

http: / / www.emb.gov.hk / ednewhp / teacher / cpdp / chinese / home.htm (Chinese)

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CONTEXT AND DEVELOPMENTS

Context

1.1 The need for continuing professional development (CPD) is a deep-rooted conviction inthe teaching profession - to strive in every way for any improvement...so as to fulfil societyexpectations of a profession.2 Such a theme recurs constantly in all documents related toeducation reforms.

1.2 Through CPD, educators meet the rapidly changing needs of students. Over the years,teachers and principals have participated in a wide range of CPD activities through self-initiated learning and school-based staff development. Since the introduction of the SchoolManagement Initiative (SMI) in 1991, SMI schools have been allocating 3 school days perannum for school-based staff development purposes. The practice of arranging 3 staffdevelopment days per school year was further extended to all schools in the territory in1999.

Recent Developments

1.3 The first formal systematic arrangements for the professional development of school-basededucators were developed in 2002 for principals. For newly appointed principals, ThePrincipals’ CPD Framework provides a professional development programme for the firsttwo years of service. For serving principals with two or more years of headship experience,the framework provides for a minimum of 150 hours of CPD over a three-year cycle. Thetimely implementation of the principals’ CPD framework has been an unambiguous stepforward in the enhancement of professionalism in the teaching force.

1.4 As in other places, the work of teachers in Hong Kong is becoming more complex andbroader in scope, and teachers’ CPD needs have to be researched, recognised and supportedif teachers’ aspirations towards fuller professionalism are to be realised. One of the viablemeans is to have a descriptive framework of teacher competencies that embraces theabilities, skills, knowledge and attitudes expected of teachers in different work areas atvarious stages of their professional growth. For this reason, the Advisory Committee onTeacher Education and Qualifications (ACTEQ) set about producing a framework of teachercompetencies within which models of teachers’ CPD might be planned. In February 2002,the Focus Group on Teacher Competencies and In-service Professional Development (theFocus Group) was established and tasked with developing a generic teacher competenciesframework (TCF) for the reference of both teachers and schools. The TCF thus developed

2 Section 2.1.1 of the Code for the Education Profession of Hong Kong (1990).

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was endorsed by ACTEQ in March 2003.

1.5 In the same month, a Task Force on Teachers’ Continuing Professional Development(the Task Force) was set up under ACTEQ to study how teachers’ CPD might suitablybe promoted.3

1.6 In order to have a good grasp of the current situation, the Task Force first set aboutconducting a survey of teachers’ CPD, to which around 1 100 teachers responded. Thereference period was the 2001 / 02 school year. The major findings revealed that, inaddition to participating in the 3 school staff development days (as noted in paragraph1.2 above) :

(a) 82% of the respondents had also pursued other kinds of CPD activities;

(b) 30% of the respondents were studying degree or Postgraduate Certificate / Diplomain Education courses in various institutions and 11% were studying the professionalupgrading courses at the Hong Kong Institute of Education;

(c) apart from those studying the programmes mentioned in (b) above, another 20%indicated that they had spent 30 hours or more on other CPD activities;

(d) counting (b) and (c) together with the time spent on the school staff developmentdays, 60% of the respondents had engaged in CPD activities of about 50 hours ormore in one school year; and

(e) both the manner and content of CPD activities were quite diverse, includingstructured courses, workshops, visits (both local and overseas), mentoring andsharing effective practices with colleagues and other educators.

1.7 Between mid-April and mid-May 2003, the Task Force conducted a series of informalconsultations to gauge practitioners’ views about teachers’ CPD and the recently developedgeneric TCF. A total of seven professional teaching organisations provided feedback,assisting the Task Force with positive comments and thoughtful opinions on the genericTCF and how teachers’ CPD might move forward. In preparing its recommendations, theTask Force also researched the CPD policies and practices of other parts of the world4 andnoted that systemic CPD policies help to advance teachers’ professionalism.

3 See Appendix B for membership of the Focus Group on Teacher Competencies and In-service Professional Developmentthe Focus Group on Teacher Competencies and In-service Professional Developmentthe Focus Group on Teacher Competencies and In-service Professional Developmentthe Focus Group on Teacher Competencies and In-service Professional Developmentthe Focus Group on Teacher Competencies and In-service Professional Developmentand the Task Force on Teachers’ Continuing Professional Development.and the Task Force on Teachers’ Continuing Professional Development.and the Task Force on Teachers’ Continuing Professional Development.and the Task Force on Teachers’ Continuing Professional Development.and the Task Force on Teachers’ Continuing Professional Development.

4 See Appendix C for an overview of teachers’ CPD policies and practices in selected regions.


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1.8 The next chapter describes the generic TCF and explains the professional values on whichit is based. Chapter 3 presents the CPD framework for teachers as recommended by theTask Force.


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A GENERIC TEACHER COMPETENCIES FRAMEWORK

Purpose

2.1 The professional development needs of teachers vary from person to person and fromschool to school. A generic TCF should therefore enable individual teachers to makemeaningful self-evaluations of their learning needs over a wide spectrum of professionalexperience. It must enable schools to address the professional development of their entirestaff in a manner consistent with established theory and effective practice.

2.2 A properly charted TCF greatly assists in the maintenance of an expert professional teachingforce. It serves to illustrate what teacher competencies should broadly embrace duringthe different stages of the teachers’ professional growth and development. It provides atemplate that schools can use for developing school-based professional developmentframeworks- one which is appropriate to their own students, background and mission.And for those schools that already have a professional development framework, it providesa useful tool for evaluation and revision.

2.3 In drafting the generic TCF, the Focus Group believed that the framework must besufficiently robust for:

� teachers, schools, teacher education institutions and other stakeholders to ensurethe professional growth of individual teachers throughout their careers;

� teachers, schools and teacher education institutions to plan professionaldevelopment for school, organisational and individual purposes;

� teacher education institutions to plan the provision of professional developmentprogrammes that match the professional growth and career needs of teachers;

� the Government to formulate policies for teachers’ continuing education and theassociated allocation of resources.


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Underpinnings

2.4 The TCF is guided by the following principles and beliefs:

� as professionals, teachers should be well-equipped with subject and pedagogicalknowledge, professional skills and supporting attitudes and values;

� teachers have a responsibility to be professionally up to date and to strive forcontinuous personal growth and professional excellence through lifelong learning;

� teachers as professionals also have a responsibility to facilitate the professionalgrowth and development of their colleagues;

� individual teachers can choose to specialise or excel in particular dimensions ofschoolwork as they grow in professional maturity;

� schools should be developed as professional learning communities, teachers’professional development should be regarded as an important force in schooldevelopment;

� different schools may like to develop distinctive versions of the TCF appropriate totheir philosophies and circumstances.

2.5 The content of the generic TCF is built on the following underlying principles:

� informed teaching and professional practices improve students’ learning;

� the all-round development of teachers is as important as the all-round developmentof students;

� collaboration and networking are essential in improving teaching effectiveness;

� schools are prominent contributors to the wider community;

� education goals are best achieved through participative leadership and a corporatecapacity to manage change.


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Core Professional Values

2.6 If it is to be an effective guide to personal professional growth and development, a TCFmust be anchored in professional virtue and self-improvement. Becoming a committedprofessional is more than just meeting a set of technical criteria and achieving high levelsof work-related competence. Good teachers are recognised for their love and care forchildren, their passion for the “subject knowledge” they teach, their support andencouragement in helping students to achieve their best and, perhaps above all, theirwholesome personality.

2.7 Indeed, the fundamental beliefs, values and attitudes of teachers have to be affirmed beforeany deliberation of teacher competencies can be meaningful. Especially important is theright of each student to a meaningful education and the belief that every student is able tolearn and achieve. From these convictions flow love and care, a respect for the diversebackground of students and commitment to fostering whole person development in everychild.

2.8 Also, teachers as professionals believe in sharing and teamwork. They believe that it isimportant for teachers to establish and maintain collaborative relationships with schooladministrators and colleagues, with students and their parents.

2.9 Equally important is the teachers’ passion for continuous learning and self-improvement.In this era of knowledge expansion, globalisation, high technology and rapid socialtransformation, the belief in effective learning as an ongoing process is a fundamentaltenet of professionalism in teaching. In this regard, a competencies framework plays animportant part in providing teachers with reference descriptors that assist them inidentifying their own strengths and developmental needs.

2.10 Finally, a teacher is valued as a person, whose physical and spiritual well-being is crucialto the teaching profession. The whole person development of teachers is an indispensablepart of their professional growth and development. Because of the demanding nature ofteaching, teachers who manage their own lives well put themselves in a sound position tobe effective professionals. Learning how to maintain physical well-being, manage timeeffectively and handle emotions and stress all contribute to the whole person developmentof teachers. Personal growth and self-management widen horizons, enrich the experienceof life and lay a solid foundation for the move towards fuller professionalism.


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Construction of the Generic TCF

2.11 Like a map, the TCF is a traveller’s guide to the world of teachers’ professionaldevelopment. It lays out the landscape of professional growth and provides both individualteachers and their schools with a sense of ‘where they are’ in the journey to fullerprofessional maturity. However, the “map” does not dictate the routes that the travellerhas to undertake.

2.12 The TCF presented here is deliberately generic. Schools are encouraged and expected tomake their own modifications and build a set of references that identify the way aheadand lead to school improvement through professional development.

The Structure of the TCF - Domains, Dimensions, Strands and Stage Descriptors

Domains and Dimensions

2.13 Professional competencies include the abilities, skills, knowledge and attitudes requiredto achieve professional goals efficiently. To accommodate a wide range of attributes, theTCF has a multi-dimensional hierarchy of domains, dimensions, strands and stagedescriptors.5 The hierarchy takes into account the complex nature of teachers’ work and isstructured to facilitate diverse patterns of teachers’ professional development. The TCF isbuilt around four core domains:

TEACHING AND LEARNINGSTUDENT DEVELOPMENTSCHOOL DEVELOPMENTPROFESSIONAL RELATIONSHIPS AND SERVICES

2.14 Each of the four domains is extended by four dimensions, each of which highlights animportant aspect of teachers’ work. In turn, each dimension includes a number of strands.

2.15 The four core domains of the generic TCF cover the major responsibilities typical of aclassroom teacher. While subject-based class teaching constitutes the bulk of schoolwork,teachers also handle a wide range of responsibilities essential to the whole-persondevelopment of students - including extra-curricular activities, moral / social / civiceducation, guidance and counselling. Moreover, teachers work as members of the schoolcommunity and to contribute to the growth of the whole profession. The domains aredesigned to take the above into account, and are interconnected and interactive with eachother.

5 See Appendix D for an overview of the TCF and detailed content of each of the four domains respectively.


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Strands and Stages of Professional Maturity

2.16 Each dimension has a number of strands with stage descriptors linking typicalcompetencies with particular stages of teachers’ professional maturity. To accommodateindividual capabilities, the stages of professional maturity are not differentiated byarbitrarily selected years of teaching experience. Rather, the adjectives THRESHOLD,COMPETENT and ACCOMPLISHED are used to locate identifiable stages on a continuumof growing professional achievement. This is represented in the generic TCF competencydescriptor chart in a left-to-right sequence. This is not meant to imply a rigid, linear, stage-by-stage progression. Nor is it intended that the right-hand end of the chart represents afinite limit. Rather, the TCF sequence is designed to be open-ended: there will be infiniteprogression all through their careers as teachers refocus their professional commitment toaccommodate the needs of an ever-changing society. In this context, the descriptors providegoals to aim for at particular stages of professional maturity.

2.17 At the left-hand end of the generic TCF, under the THRESHOLD column, the stagedescriptors outline the basic competencies expected of teachers - sufficient for them to beable to perform their daily duties smoothly and independently. Because TEACHING ANDLEARNING is the most important focus of any teacher’s work, it is acknowledged thatthe threshold requirements for this domain will be more sophisticated than those for theothers (the domain of PROFESSIONAL RELATIONSHIPS AND SERVICES, for example).If it were presented graphically, the THRESHOLD would not be a straight line across thedifferent domains and their dimensions.

Emphasis on the Leadership Track

2.18 One more important point has to be made about the generic TCF chart. ‘Expert track’ and‘leadership track’ are legitimate career emphases for all teachers. By deliberate choice, thestatements are slanted towards the leadership qualities required of teachers operating athigher levels of professional competence. In particular, emphasis has been placed on theneed for top professionals to be change-agents in moving professional developmentforward within the education sector. This leadership is NOT to be confused with theexecutive leadership of school administration. Rather, it is the professional leadership bywhich a teacher builds up a collegial culture of professional learning and sharing.


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Application

2.19 The generic TCF is for developmental purposes by both individuals and organisations. Itis designed as a reference tool for individual teachers to locate their own stages ofprofessional maturity and plot their own competency profiles. It is also designed to enableschools to look at the collective competency of their staff at both individual andorganisational levels.

2.20 The TCF provides for the proper planning of all CPD. When considering CPD forindividuals or schools, it is important to bear in mind that the purpose of the TCF is theenhancement of teachers’ professionalism - it is not for standardisation. It would be anabuse of the TCF to use it for high-stake performance assessment. Any use of the stagedescriptors as formal checklists to measure teachers’ performance out of context can onlyresult in stultifying rigidity and lessen their usefulness for teachers’ professionaldevelopment.

2.21 When applying the TCF in CPD planning, a broad perspective should be adopted. It isessential to look at a teacher’s professional experience as a whole and not to be overlyfussy about individual components. A professional development needs analysis mustspan as much frontline data as possible (such as lesson-planning documents, design ofstudent assignments, samples of student work, observation in the classroom, studentassessment methodologies), and should include the self-evaluation and career aspirationof individual teachers.

2.22 While the generic TCF presents an analytical framework of teachers’ professionaldevelopment, it does not follow that all teachers are required to reach the same high levelof competency in all domains. For the wider benefit of the education community, it isimportant to encourage diversity of expertise - individual teachers may have their ownstrengths in specific areas of practice. In this context, the TCF becomes a developmentalframework revealing areas in which individual teachers might specialise or excel. A schoolneeds teachers with diverse talents and strengths. By looking at the competency profilesof individual teachers in a collective way, a school could plan its staff development workstrategically to meet the school’s developmental needs.


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TEACHERS’ CONTINUING PROFESSIONAL DEVELOPMENT

Policy Framework for Teachers’ CPD

3.1 The very construction of a TCF gives additional momentum to the development andmaintenance of a dedicated, professional teaching force. A TCF presents the importantmessage that there are many options available to teachers when moving on to higherstages of professional maturity. At the heart of this progression is the need for CPD - theacknowledgement of its lofty aims and the institutionalisation of its practice by the teachingprofession in Hong Kong.

3.2 A CPD policy is successfully realised only when all teachers are engaged in effectiveprofessional development. To be effective, a professional development policy must impactbeyond those who are already enjoying the abundance of learning opportunities.

Guiding Principles

3.3 The CPD policy is guided by the following principles :

� like most other professionals, teachers are responsible for their own professionalgrowth through lifelong learning;

� teachers have a responsibility to participate in CPD in order to refresh, enrich andbroaden their professional knowledge, skills and experience for the benefit ofstudents;

� teachers work as members of the school community and their CPD contributes tothe collective intelligence of the whole school; contributing to colleagues’professional development also enhances a teacher’s own professional development;

� teachers’ CPD caters for both personal and school developmental needs; theprioritisation of CPD is a matter of agreement between individual teachers andtheir schools;

� teachers’ CPD opportunities need to reflect their unique professional and personalinterests, as well as the stages of professional development they have reached intheir careers.


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Implementation of Teachers’ CPD

3.4 Schools currently set aside three days per year for school-based staff development activities.The themes and topics chosen for the school staff development days are specific andrelevant to the developmental needs of both the school and its staff. By this means allteachers participate in a wide range of professional development activities, includingworkshops and talks by guest speakers, the sharing of learning outcomes among colleagues,school visits and so on. Additionally, individual teachers engage in personal professionaldevelopment activities, initiated by individuals themselves, senior colleagues or theirprincipals.

3.5 With this practice in mind and assessing the needs which lie ahead, ACTEQ proposesthat :

� all teachers, irrespective of their rank and capacity, should engage in CPD activitiesof not less than 150 hours in a three-year cycle;

� time spent on the 3 school-organised staff development days will be fully recognisedand counted towards the CPD requirement.

3.6 The content, mode and timing of activities are the key components of any CPD plan. Withregard to content, the generic TCF provides a reference tool for identifying teachers’professional development needs and a context for aligning these needs with those of theirschools. At the same time, it is also important that teachers’ professional developmentshould contribute to their personal growth and self-advancement. Although it is not feasibleto set a fixed ratio for time allotted to professional needs and that allotted to personaldevelopment, an appropriate balance must be made between these competing demands.The need for proper dialogue in this matter between teachers and their schools is obvious.The ultimate aim is to serve the educational interests of students - their learning and theirdevelopment as citizens of tomorrow.

3.7 To meet the complex demands of today’s education reforms, teachers should have accessto a variety of professional learning experiences through a balanced selection of activities.As a reference for teachers and schools in formulating their CPD plans, the distribution oftime among the various modes of CPD is proposed below :

(a) in a three-year cycle, not less than 50 CPD hours should be spent on structuredlearning (for example, short courses, seminars and conferences, workshops, degree-awarding programmes) and not less than 50 CPD hours on other modes of CPD


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(for example, sharing of good or innovative teaching practice within and acrossschools, sharing of professional readings and ideas in the context of learning /study circles, mentoring, serving in education-related committees, presenting astrainers / facilitators / speakers for professional development programmes); and

(b) the remaining CPD hours can be freely apportioned between structured / otherCPD modes6 at individual teachers’ own discretion.

3.8 Time spent on school-organised staff development days should be appropriately registeredaccording to the mode of professional development experienced. Last but not least,regarding the timing of CPD activities, the three-year cycle provides the flexibility to makeadjustments to suit teachers’ individual circumstances.

Operational Considerations

3.9 The professional needs of teachers vary from person to person and from school to school.It is therefore important for schools to achieve consensus with teachers regarding thecontent, timing and mode of their CPD. Generally speaking, teachers are expected to sharethe same vision and direction as the school. Where necessary, they may need to align theirprofessional development needs accordingly. This convergence is important. Teacherswork as members of the school community and teamwork among teachers providessynergies which are as important as individuals’ CPD needs.

3.10 Teachers have a professional responsibility to plan and manage their own CPD. School-based professional development only proceeds well when schools include the individualneeds of teachers in the planning, facilitating and monitoring of their CPD. When draftingCPD plans, teachers should work out with their schools an appropriate balance betweenschool and teacher needs. It is desirable for both the school and its teachers to maintainformal records of teachers’ CPD. Teachers’ CPD records and staff development plansshould also be included as an integral part of a school’s annual report and annual plan.

3.11 As an important supportive measure, the Government will ensure that relevant trainingprogrammes are provided to personnel working at different levels of responsibility inschools. As early as possible, principals will be given a comprehensive understanding ofthe nature and intended purpose of the TCF. The TCF will be included as a major topic inthe principal training programmes under Teacher Professional Growth and Development, whichis one of the six core areas of school leadership. In this connection, a series of programmeswill be run in the 2003 / 04 school year for serving and newly appointed principals, with


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6 See Appendix E for Major Modes of Teachers’ CPD Activities.

focus on the generic TCF. The series will include the drafting of school-based strategicstaff development plans that would meet the needs of both the school and its teachers.Similar components will be added to the Preparation for Principalship course for teachersaspiring to become principals.

3.12 Apart from principals’ training programmes, workshops and sharing sessions on thegeneric TCF will also be held for teachers, student teachers, teacher educators and officersof the Education and Manpower Bureau. Furthermore, this document is placed on theweb for easy access by the public at large. All these arrangements aim at familiarising therelevant stakeholders with the TCF and the proposed implementation of teachers’ CPD,as well as inviting further views.

3.13 ACTEQ is fully aware that actualisation of a policy on teachers’ CPD can only bemeaningfully achieved through the accumulation of practice and experience over time.As such, ACTEQ recommends the provision of a three-year “try-out period”. “try-out period”. “try-out period”. “try-out period”. “try-out period”. During thistry-out period, schools and teachers can experiment with the content, quantity, record-keeping and resources allocation. At the same time, ACTEQ will work closely with theGovernment in providing schools and teachers with continuous support (including sharingof successful experience), analysing information on and drawing insight from actual fieldexperience. Further recommendations will be made in mid-2007. ACTEQ believes thatsuch a “try-out period” not only helps to promote school-based staff development workbut also enables teachers to feel the positive impact brought about by undergoing CPD.Most importantly, the CPD policy is never meant to place an extra burden on the alreadyvery busy work of a teacher.


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ROLES OF DIFFERENT STAKEHOLDERS IN TEACHERS’ CPD

Teachers

4.1 Teachers should make a leading contribution to the successful implementation of the CPDframework, for CPD is both a right and an obligation to every practitioner. Teachingrequires a constant commitment to self-reflection and the identification of personaldevelopmental needs. By these means teachers gain experience, establish new contacts,explore new knowledge and contribute directly to the development of the school as alearning community. To meet the challenges brought about by the introduction of newcurriculum frameworks, new approaches to instruction and assessment, new school-levelreform and so on, teachers need to take as broad a view of professional development aspossible. Through the existing channels / organisations (for example, the school’ s StaffDevelopment Committee), teachers can participate and assist in the work of formulatingthe direction of professional development of the entire staff and setting the criteria forrecognising CPD activities. At the individual level, teachers should draft their personalprofessional development plans in conjunction with the school.

4.2 Teachers also have responsibility for promoting professional development within theeducation sector. They play a crucial role in supporting their colleagues’ initial training,induction and continuous learning. They are change-agents of educational reform,exercising an increasingly important professional leadership responsibility.

4.3 As a matter of principle in other professions, and as already a practice in Hong Kong,teachers should be prepared to bear the cost, in whole or in part, of engaging in CPD, asan investment in their own professional development and career advancement. Meanwhile,the Government should be responsible for investing in the infrastructure and co-ordinationof CPD facilities.

School Leaders

4.4 Schools should include teachers’ CPD as an important part of their development, whichcontributes to curriculum reform and school-based management for the benefit of students.School leaders, including School Management Committees and school principals, havethe responsibility for ensuring that all staff have ample opportunities to engage inprofessional development activities. They should create professional developmentopportunities that address the aspirations and development of teachers at different careerstages.


16

4.5 Principals should support teachers’ CPD by ensuring that both the teachers’ professionalneeds and the school’s development needs are met. Principals have the responsibility tomotivate staff undergoing CPD and to monitor their progress and effectiveness. It isequally important for them to create opportunities for staff to capitalise on the impactCPD has on their work. For example, the school can introduce the practice of requiringteachers to share the learning outcomes with colleagues. Principals should make teachersunderstand that the CPD of all the staff contributes to the corporate and collectiveintelligence of the whole school and ultimately to effective student learning.

4.6 Finally, school leaders are uniquely placed to engage external contributors in professionaldevelopment programmes. School leaders are able to initiate CPD work with other schools,facilitate the participation of their staff in professional learning and encourage thedevelopment of networks (say, across school districts or within sponsoring bodies). Theyhave opportunities to explore the resources in the community which can maximise materialand other support for their school staff and their professional development.

Teacher Education Institutions

4.7 Teacher education institutions should work in close relationship with schools and theGovernment in supporting teachers’ CPD and in promoting the use of the generic TCF.By incorporating their academic scholarship with schools’ practical experience, teachereducation institutions are in a good position to work in partnership with schools to planand design school-based and individual CPD programmes. Teacher education institutionsenjoy the privilege of acquiring an overview of practices in schools and the benefit ofmore fundamental research into the learning processes of both students and teachers.Teacher education institutions are also well-placed to offer programmes, both school-based and across schools, in the most innovative and effective modes. They are encouragedto serve the development needs of individual teachers, schools and the profession as awhole.

4.8 Additionally, teacher education institutions can provide their own professional assistanceto the Government. They are well placed to audit the quality of professional development,monitor its effectiveness in the classroom and recommend the directions that CPD mightmove in the future.


17

The Government

4.9 The Government should take the initiative in promoting professional sharing and a CPDculture among teachers. It should be firmly committed to developing an environmentwhich encourages the professional development of all teachers. The Government shouldcontinue to provide leadership and support by giving direction and creating themomentum necessary to promote teachers’ CPD. The Government also has theresponsibility for stipulating and enforcing the requirements at critical points of a teacher’scareer , i.e., entry into the profession and promotion.

4.10 The successful implementation of teachers’ CPD is dependent on the availability of timeand resources, and the responsibility has to be shared among the teachers themselves, theschools and the Government. ACTEQ recommends that the Government should continueto invest in teacher development, sponsor policy-initiated training, commission new teachertraining programmes in order to meet prevailing needs and, where necessary, providerelief for teachers on full-time training. At present, the annual expenditure on teachereducation and professional development amounts to $70m. In view of the current fiscalconstraints, the Government should review the existing deployment of funds and itseffectiveness in order to ensure that scarce resources are used in the most effective andequitable manner in the promotion of CPD among all teachers. The Government shouldalso be committed to providing schools with more flexibility in using public funds undertheir control.


18

THE WAY FORWARD

5.1 Opinions on many aspects of educational reform vary widely within the education sector.However, there is a strong consensus among policymakers, school administrators andteachers that teachers’ professional development facilitates the implementation of thecurriculum reform and school-based management. It should be given the highest priority.

5.2 ACTEQ believes that the successful implementation of teachers’ CPD depends very muchon the attitudes of the various stakeholders - teachers, principals, school managementcommittees, teacher education institutions and the Government. Only whole-heartedsupport and professional collaboration can ensure the reliability of a generic TCF and thesuccessful implementation of teachers’ CPD. Over time, it is expected that both the teachingprofession and the Government will share a common wish to nurture the emergence of aself-regulating body within the teaching profession to oversee all matters related toteachers’ CPD.

5.3 At the close of this document, it is worth reiterating that the quality of continuing educationis more important than the quantity. It is not merely the frequency of attendance andparticipation rates that counts. Rather, it is the kind of professional development activitiesthat can leave a mark on the teachers’ perspectives and practice at their different stages ofdevelopment. Indeed, what should be most cherished is the positive impact of teachers’professional learning on the development of students, the school and the teachersthemselves, and this is certainly the outcome of the joint efforts of the Government andthe education sector.


19

Feedback and Sharing of Experience

5.4 ACTEQ welcomes comments on this document. It also looks forward to collecting moreexamples of CPD practice between now and mid-2007 for sharing within the profession.

Please forward your comments and accounts of your valuable experiencePlease forward your comments and accounts of your valuable experiencePlease forward your comments and accounts of your valuable experiencePlease forward your comments and accounts of your valuable experiencePlease forward your comments and accounts of your valuable experience

� by post to : ACTEQ & Professional Development Section, Education & ManpowerBureau, Room 1703, 17 / F, Murray Building, Garden Road, Central, HongKong

� by fax to : (852) 2537 2446

� by email to : [email protected]

� (Enquiry telephone number : (852) 3150 8006)

This document is also available at the following websites :

http: / / www.emb.gov.hk / ednewhp / teacher / cpdp / english / home.htm (English)

http: / / www.emb.gov.hk / ednewhp / teacher / cpdp / chinese / home.htm (Chinese)


20

MEMBERSHIP OF THE ADVISORY COMMITTEE ONTEACHER EDUCATION AND QUALIFICATIONS

(FROM JUNE 2002 ONWARDS)

School / Organisation

The University of Hong Kong

Yew Chung Education Foundation

SKH Bishop Mok Sau Tseng SecondarySchool

The Hong Kong Jockey Club

Munsang College (Hong Kong Island)

Hong Chi Morninghill School (Tsui Lam)

Tung Chung Catholic School

St Paul’s Co-educational (Kennedy Road)Primary School

The Hong Kong Institute of Education

Ling Liang Church E Wun Secondary School

Human Capital Management ConsultingLtd.

The Methodist Church Hong Kong

Education & Manpower Bureau

University Grants Committee


Name

1. Prof CHENG Kai-ming, SBS, JP(Chairman)

2. Dr CHAN Po-king, Betty

3. Dr CHAN WONG Lai-kuen, Anissa, MH

4. Mr CHEN Wei-on, Kenneth

5. Mr CHEUNG Pak-hong, BBS

6. Mrs CHING WAN Yuet-yu, Evonne

7. Mr KOO Chao-ming

8. Mrs LAM LEE Tuen-yee, Lydia

9. Dr LO Mun-ling

10. Mr LO Wai-shing, Vincent, MH

11. Mr NG Hak-kim, Eddie

12. Rev YUEN Tin-yau

13. Mr CHENG Man-yiu (Ex-off icioMember)

14. Miss WONG Hoi-wan, Charmaine (Ex-officio Member)

15. Ms CHEUNG Sau-man, Susanna(Secretary)

AAAAAPPENDIXPPENDIXPPENDIXPPENDIXPPENDIX A A A A A

21

MEMBERSHIP OF THE FOCUS GROUP ON TEACHER COMPETENCIES& IN-SERVICE PROFESSIONAL DEVELOPMENT AND THE TASK FORCE

ON TEACHERS’ CPD

School / Organisation

QESOSA Secondary School

QESOSA Secondary School

Yaumati Catholic Primary School(Hoi Wang Road)

Tsung Tsin College

Hong Chi Morninghill School (Tsui Lam)

Victoria Kindergarten

The Chinese University of HK

Tin Shui Wai Methodist Primary School

QESOSA Branch Primary School

Tai Kwok Tsui Catholic Primary School(Hoi Fan Road)


Human Capital Management Consulting Ltd.

Caritas Lok Kan School

Tung Chung Catholic School

Buddhist Bright Pearl Primary School






Name

1. Mr TSOI Heung-sang (Convener)

2. Ms CHAN Shuk-yee, Karen

3. Mr CHEUNG Chi-hung

4. Mr CHEUNG Man-biu, Robin

5. Mrs CHING WAN Yuet-yu, Evonne

6. Ms KOONG May-kay, Maggie

7. Prof LAM Chi-chung

8. Mr LEUNG Tik-wai

9. Ms LEUNG Yun-lin

10. Ms MAK Wai-ching

11. Dr MOK Mo-ching, Magdalena

12. Mr NG Hak-kim, Eddie

13. Dr NG Kwok-hung

14. Miss SZETO Ka-man

15. Mr TO Kar-hing, Eystein

16. Dr WONG Ping-man

17. Ms CHEN Suk-shyan, Rita

18. Ms CHEUNG Sau-man, Susanna

19. Mr LEE Sha-lun, Sheridan

20. Miss WOO Yu-chun, Eugenie

AAAAAPPENDIXPPENDIXPPENDIXPPENDIXPPENDIX B B B B B

22

TEACHERS’ CPD POLICIES AND PRACTICES INSELECTED REGIONS

In different parts of the world, systemic CPD polices have been established to advance teachers’professionalism :

� In Scotland, A Teaching Profession for the 21st CenturyScotland, A Teaching Profession for the 21st CenturyScotland, A Teaching Profession for the 21st CenturyScotland, A Teaching Profession for the 21st CenturyScotland, A Teaching Profession for the 21st Century (2001)7 introduces a contractual35 hours per year of CPD for all teachers. The Scottish model of continuing education isan appropriate balance of personal professional development, attendance at nationallyaccredited courses and school-based learning activities. CPD is a condition of serviceincluding every teacher having a commitment to CPD. CPD is regarded as an essentialopportunity for staff and should be accessible and applicable to every teacher.

� In EnglandEnglandEnglandEnglandEngland, the General Teaching Council has initiated the Teachers’ Professional LearningTeachers’ Professional LearningTeachers’ Professional LearningTeachers’ Professional LearningTeachers’ Professional LearningFramework Framework Framework Framework Framework (2003)8. The framework provides a map of professional developmentexperiences for both teachers and those who support, advise and facilitate teachers’learning and development. The Framework acknowledges that “learning runs through ateaching career. It takes place every day, formally and informally, through a wide rangeof learning experiences, deepening and revitalising teachers’ skills, abilities, values andknowledge.”9

� Teachers’ CPD policies in mainland Chinamainland Chinamainland Chinamainland Chinamainland China are referred to as continued education policiescontinued education policiescontinued education policiescontinued education policiescontinued education policiesand they embrace the principle that CPD opportunities are made “available to all teachers,giving priority to backbone teachers, offering training according to needs and emphasisingreal results.” (The Ministry of Education, People’s Republic of China, 2001)10. Specifically,all serving teachers are required to undertake 240 hours of CPD activities in a 5-yearcycle.

7 Scottish Executive (2001). A Teaching Profession for the 21st Century : Agreement reached following recommendationsmade in McCrone Report

8 General Teaching Council for England (2003). The Teachers’ Professional Learning Framework9 General Teaching Council for England (2003). The Teachers’ Professional Learning Framework10 The Ministry of Education, People’s Republic of China (2001). “The Development of Education for All in China -

International Conference on Education, 46th Session, Geneva, 2001”.

AAAAAPPENDIXPPENDIXPPENDIXPPENDIXPPENDIX C C C C C

23

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AAAAAPPENDIXPPENDIXPPENDIXPPENDIXPPENDIX D D D D D

24

Com

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Dis

play

s a

basi

cco

mm

and

ofco

nten

tkn

owle

dge

ofth

e su

bjec

tsas

sign

ed to

teac

h, b

ut m

ayno

t be

awar

e of

gaps

and

mis

conc

eptio

nsin

the

basi

csu

bjec

t con

tent

.H

as s

pora

dic

and

infr

eque

ntup

datin

g of

subj

ect

know

ledg

e.

Dis

play

s ge

nera

lco

mm

and

of su

bjec

tm

atte

r kno

wle

dge,

but

has d

iffic

ulty

inar

ticul

atin

g co

nnec

tions

with

oth

er p

arts

of a

key

lear

ning

are

a(K

LA)

Regu

larl

y up

date

s an

dse

arch

es fo

r new

subj

ect m

atte

rkn

owle

dge

with

a v

iew

to e

nric

hing

con

tent

know

ledg

e of

rela

ted

subj

ects

with

in a

KLA

Atte

nds

shar

ing

and

exch

ange

ses

sion

s on

teac

hing

pra

ctic

e in

spec

ific

subj

ect a

reas

with

in th

e sc

hool

whe

nin

vite

d to

Dis

play

s so

lid a

ndex

tens

ive

subj

ect

mat

ter k

now

ledg

e;ab

le to

initi

ate

purp

osef

ul a

ndm

eani

ngfu

l int

egra

tion

of c

onte

nt k

now

ledg

ew

ithin

and

acr

oss

the

KLA

s whe

re n

eces

sary

Prom

otes

upd

atin

g of

subj

ect m

atte

rkn

owle

dge

and

sear

chin

g fo

r new

subj

ect m

atte

rkn

owle

dge

amon

gco

lleag

ues i

n re

spon

seto

cur

rent

cur

ricu

lum

deve

lopm

ents

and

emer

ging

edu

catio

nal

initi

ativ

es

Take

s a

lead

in s

hari

ngan

d co

nduc

tsex

chan

ge o

f ide

as o

ngo

od te

achi

ng p

ract

ice

in sp

ecifi

c su

bjec

t are

asw

ithin

the

prof

essi

on

Dis

play

s sou

ndco

mm

and

of su

bjec

tm

atte

r kno

wle

dge;

abl

eto

mak

e co

nnec

tions

amon

g th

e su

bjec

tsw

ithin

a K

LA; h

as a

thor

ough

und

erst

andi

ngof

the

tren

ds a

nd is

sues

in th

e K

LA(s

) in

whi

ch h

e/

she

teac

hes

Initi

ates

col

labo

ratio

nam

ong

colle

ague

s in

upda

ting

and

sear

chin

gfo

r new

sub

ject

mat

ter

know

ledg

e fo

r exc

elle

nce

in te

achi

ng a

nd le

arni

ng

Part

icip

ates

act

ivel

y in

shar

ing

and

exch

ange

sess

ions

and

mak

esfr

eque

nt c

ontr

ibut

ions

with

in a

s w

ell a

s ou

tsid

esc

hool

Dis

play

s ad

equa

teco

mm

and

of su

bjec

tm

atte

r kno

wle

dge

and

show

s no

gap

s or

mis

conc

eptio

ns in

bas

icsu

bjec

t con

tent

; aw

are

of th

e tr

ends

and

issu

esin

the

KLA

s in

whi

chhe

/ s

he te

ache

s

Freq

uent

ly u

pdat

es a

ndse

arch

es fo

r new

subj

ect m

atte

rkn

owle

dge

in re

latio

nto

cur

rent

cur

ricu

lum

deve

lopm

ents

as

wel

las

em

ergi

nged

ucat

iona

l ini

tiativ

esan

d pr

iori

ties

Part

icip

ates

vol

unta

rily

in s

hari

ng s

essi

ons

and

mak

es s

pora

dic

cont

ribu

tions

to th

eex

chan

ge o

f ide

as o

nte

achi

ng p

ract

ice

insp

ecifi

c su

bjec

t are

asw

ithin

the

scho

ol


25

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Te

achi

ng a

nd L

earn

ing

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Te

achi

ng a

nd L

earn

ing

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

n

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Dis

play

s ba

sic

know

ledg

e of

the

curr

ent

curr

icul

umob

ject

ives

,pe

dago

gy a

ndsu

bjec

t con

tent

;ab

le to

impa

rtba

sic,

cor

esu

bjec

t mat

ter t

ost

uden

ts, b

utm

ay n

ot b

e ab

leto

ant

icip

ate

stud

ent

mis

conc

eptio

ns.

Mak

es s

pora

dic

atte

mpt

s to

stre

ngth

en o

rup

date

ow

nkn

owle

dge

base

for t

each

ing

and

to sh

are

peda

gogi

cal

cont

ent

know

ledg

e w

ithco

lleag

ues.

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:C

urric

ulum

and

Cur

ricul

um a

ndC

urric

ulum

and

Cur

ricul

um a

ndC

urric

ulum

and

Peda

gogi

cal

Peda

gogi

cal

Peda

gogi

cal

Peda

gogi

cal

Peda

gogi

cal

Con

tent

Con

tent

Con

tent

Con

tent

Con

tent

Know

ledg

e*Kn

owle

dge*

Know

ledg

e*Kn

owle

dge*

Know

ledg

e**

The

conc

ept o

f ped

agog

ical

cont

ent k

now

ledg

e (P

CK

)w

as fi

rst p

ropo

sed

bySh

ulm

an (1

986)

and

deve

lope

d w

ith c

olle

ague

sin

the

Kno

wle

dge

Gro

wth

inTe

achi

ng p

roje

ct. S

hulm

anw

rote

that

PC

K “

repr

esen

tsth

e bl

endi

ng o

f con

tent

and

peda

gogy

into

an

unde

rsta

ndin

g of

how

part

icul

ar to

pics

, pro

blem

s,or

issu

es a

re o

rgan

ised

,pr

esen

ted

and

adap

ted

toth

e di

vers

e in

tere

sts

and

abili

ties

of le

arne

rs, a

ndpr

esen

ted

for i

nstr

uctio

n.”

(198

7) S

ince

then

, the

term

PCK

has

bee

n w

idel

y us

edan

d ha

s al

so b

een

elab

orat

ed a

s “w

hat

teac

hers

kno

w a

bout

thei

rsu

bjec

t mat

ter a

nd h

ow th

eytr

ansl

ate

that

kno

wle

dge

into

cla

ssro

om c

urri

cula

rev

ents

” an

d as

“a

kind

of

craf

t kno

wle

dge

that

goe

sbe

yond

com

man

d of

sub

ject

mat

ter o

r gen

eral

peda

gogi

cal p

rinc

iple

s to

an

unde

rsta

ndin

g of

how

toim

part

a p

artic

ular

sub

ject

mat

ter t

o le

arne

rs.”

Com

man

d an

dap

plic

atio

n of

peda

gogi

cal

cont

ent

know

ledg

e

Cur

ricu

lum

desi

gn,

impl

emen

tatio

nan

dim

prov

emen

t

Upd

atin

g an

dsh

arin

g of

peda

gogi

cal

cont

ent

know

ledg

e

Has

ade

quat

e kn

owle

dge

of th

e cu

rren

t cur

ricu

lum

obje

ctiv

es, p

edag

ogy

and

subj

ect c

onte

nt; t

ries

toan

ticip

ate

stud

ent

mis

conc

eptio

ns w

hen

impa

rtin

g ba

sic

subj

ect

cont

ent t

o st

uden

ts

Has

sol

id u

nder

stan

ding

of th

e ra

tiona

le,

prin

cipl

es a

nd s

truc

ture

sof

the

subj

ect c

urri

culu

mgu

ides

issu

ed b

y th

eC

urri

culu

m D

evel

opm

ent

Cou

ncil

(CD

C);

effe

ctiv

ely

impl

emen

tsth

e C

DC

cur

ricu

lum

guid

es w

ith o

ccas

iona

lat

tem

pts

to a

dapt

the

curr

icul

um a

ccor

ding

tost

uden

ts’ d

iver

se n

eeds

Regu

larl

y up

date

s hi

m- /

hers

elf

with

cur

rent

lear

ning

theo

ries

and

curr

ent c

urri

culu

mob

ject

ives

, as

wel

l as

the

reco

mm

enda

tions

of t

heC

DC

cur

ricu

lum

gui

des

Dem

onst

rate

s se

cure

know

ledg

e an

dun

ders

tand

ing

of th

e cu

rren

tcu

rric

ulum

obj

ectiv

es,

peda

gogy

and

sub

ject

cont

ent;

can

usua

llyan

ticip

ate

stud

ent

mis

conc

eptio

ns w

hen

impa

rtin

g su

bjec

t con

tent

tost

uden

ts

On

the

basi

s of

the

curr

icul

um p

repa

red

by th

eC

DC

and

taki

ng in

to a

ccou

ntth

e re

sour

ces a

vaila

ble,

atte

mpt

s to

dev

elop

a s

choo

l-ba

sed

curr

icul

um to

cat

er fo

rsp

ecifi

c le

arni

ng n

eeds

of

grou

ps o

f stu

dent

s

Con

duct

s con

tinui

ng se

arch

for t

he d

evel

opm

ent o

fpe

dago

gica

l con

tent

know

ledg

e an

d in

form

edte

achi

ng p

ract

ice;

mak

esco

nsci

entio

us e

ffort

s to

inte

grat

e al

l the

sede

velo

pmen

ts to

hel

pst

uden

ts le

arn

mor

eef

fect

ivel

y

Dem

onst

rate

s ex

tens

ive

know

ledg

e of

the

curr

ent

curr

icul

um o

bjec

tives

,pe

dago

gy a

nd s

ubje

ctco

nten

t; ta

kes

the

initi

ativ

e to

sha

re s

uch

know

ledg

e am

ong

colle

ague

s fo

r the

impr

ovem

ent o

f tea

chin

gan

d le

arni

ng

Wor

ks in

clo

seco

llabo

ratio

n w

ithco

lleag

ues

in c

urri

culu

mad

apta

tion

and

inno

vatio

nw

ith a

vie

w to

cont

inuo

usly

dev

elop

ing

and

impr

ovin

g th

e sc

hool

-ba

sed

curr

icul

um to

max

imis

e th

e ef

fect

s on

stud

ents

’ lea

rnin

g

Initi

ates

col

labo

ratio

n an

dsh

arin

g am

ong

colle

ague

sin

the

sear

ch fo

r the

deve

lopm

ent o

fpe

dago

gica

l con

tent

know

ledg

e an

d in

form

edte

achi

ng p

ract

ice

toac

hiev

e ex

celle

nce

inte

achi

ng a

nd le

arni

ng

Dem

onst

rate

s a

high

leve

lof

info

rmed

pro

fess

iona

lkn

owle

dge

of th

e cu

rren

tcu

rric

ulum

obj

ectiv

es,

peda

gogy

and

sub

ject

cont

ent;

take

s a

lead

inpr

omot

ing

a sh

arin

gcu

lture

am

ong

colle

ague

sw

ith a

vie

w to

dev

elop

ing

the

scho

ol a

s a

prof

essi

onal

lear

ning

com

mun

ity

Dem

onst

rate

s cur

ricu

lum

lead

ersh

ip in

the

deve

lopm

ent o

f the

scho

ol-b

ased

cur

ricu

lum

;m

akes

act

ive

cont

ribu

tions

to s

choo

l-bas

edcu

rric

ulum

dec

isio

nsin

clud

ing

plan

ning

,or

gani

satio

n,im

plem

enta

tion

and

eval

uatio

n

Take

s a

lead

ing

role

inpr

omot

ing

prof

essi

onal

exch

ange

and

shar

ing

ofpe

dago

gica

l con

tent

know

ledg

e w

ith o

ther

teac

hers

with

in a

ndou

tsid

e sc

hool


26

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Te

achi

ng a

nd L

earn

ing

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Te

achi

ng a

nd L

earn

ing

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

n

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Te

achi

ngTe

achi

ngTe

achi

ngTe

achi

ngTe

achi

ngSt

rate

gies

and

Stra

tegi

es a

ndSt

rate

gies

and

Stra

tegi

es a

ndSt

rate

gies

and

Skill

s, U

se o

fSk

ills,

Use

of

Skill

s, U

se o

fSk

ills,

Use

of

Skill

s, U

se o

fLa

ngua

ge a

ndLa

ngua

ge a

ndLa

ngua

ge a

ndLa

ngua

ge a

ndLa

ngua

ge a

ndM

ulti-

Med

iaM

ulti-

Med

iaM

ulti-

Med

iaM

ulti-

Med

iaM

ulti-

Med

ia

Kno

wle

dge

and

appl

icat

ion

ofte

achi

ngst

rate

gies

and

skill

s

Lang

uage

prof

icie

ncy

Empl

oys a

lim

ited

rang

e of

teac

hing

stra

tegi

es a

ndsk

ills

inde

liver

ing

less

ons

to s

tude

nts,

adhe

ring

mai

nly

to th

e or

igin

alle

sson

pla

n.D

ispl

ays

anac

cept

able

com

man

d of

lang

uage

(s);

awar

e of

the

impo

rtan

ce o

fap

prop

riat

e us

e of

lang

uage

as

am

ediu

m o

fin

stru

ctio

n.M

akes

spo

radi

cat

tem

pts

toup

date

him

- /he

rsel

f with

curr

ent r

esea

rch

in te

achi

ng a

ndle

arni

ng w

ith a

view

toim

prov

ing

own

teac

hing

met

hods

.

Show

s ad

equa

tekn

owle

dge

of b

asic

teac

hing

str

ateg

ies

and

skill

s; a

ble

to g

ive

clea

ran

d sy

stem

atic

expl

anat

ions

,in

stru

ctio

ns a

ndde

mon

stra

tions

tost

uden

ts; m

akes

use

of

verb

al a

nd n

on-v

erba

lco

mm

unic

atio

n sk

ills

topr

omot

e te

ache

r-st

uden

t int

erac

tion

Dis

play

s an

ade

quat

eco

mm

and

of la

ngua

ge(s

); ab

le to

mak

e cl

ear

pres

enta

tion

of c

onte

ntus

ing

appr

opri

ate

subj

ect-s

peci

ficvo

cabu

lary

Show

s ri

ch k

now

ledg

ean

d un

ders

tand

ing

ofba

sic

teac

hing

stra

tegi

es a

nd s

kills

;di

spla

ys a

ppro

pria

tepr

esen

tatio

n sk

ills

and

teac

hing

aid

s, e

ffect

ive

use

of v

erba

l and

non

-ve

rbal

com

mun

icat

ion

skill

s, a

s w

ell a

s go

odqu

estio

ning

tech

niqu

esto

focu

s st

uden

ts’

atte

ntio

n an

d he

lpbu

ildin

g co

nfid

ence

Dis

play

s a

soun

dco

mm

and

of la

ngua

ge(s

); ab

le to

use

the

appr

opri

ate

lang

uage

med

ium

for i

nstr

uctio

ndu

ring

less

ons

Show

s mas

tery

of

diffe

rent

teac

hing

stra

tegi

es a

nd s

kills

,an

d ap

plie

s th

emap

prop

riat

ely

to b

uild

up a

lear

ning

envi

ronm

ent c

ondu

cive

to p

ositi

ve a

nd e

ffect

ive

teac

hing

and

lear

ning

proc

esse

s; m

akes

cons

cien

tious

effo

rts

toha

ndle

stu

dent

s’le

arni

ng d

iffic

ultie

s

Poss

esse

s go

odla

ngua

ge p

rofic

ienc

yan

d ac

ts a

s a

good

lang

uage

mod

el to

stud

ents

; abl

e to

use

the

lang

uage

as

anap

prop

riat

e an

def

fect

ive

med

ium

of

inst

ruct

ion

that

faci

litat

es st

uden

ts’

lear

ning

pro

cess

es

Dem

onst

rate

s an

dm

odel

s exe

mpl

ary

teac

hing

str

ateg

ies

and

skill

s; a

ble

to c

reat

ean

d m

aint

ain

ast

imul

atin

g as

wel

l as

harm

onio

us le

arni

ngat

mos

pher

e fo

rst

uden

ts; a

ble

to h

elp

stud

ents

app

ly w

hat

they

hav

e le

arnt

toth

eir d

aily

life

Dis

play

s a

high

leve

lof

lang

uage

prof

icie

ncy

and

henc

epr

ovid

es a

n ex

celle

ntm

odel

ling

effe

ct to

stud

ents

; sho

ws

expe

rtm

aste

ry o

f the

use

of

the

lang

uage

as

anef

fect

ive

tool

tost

imul

ate

and

faci

litat

est

uden

ts’ l

earn

ing

proc

esse

s an

d en

hanc

est

uden

ts’ l

earn

ing

outc

omes


27

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Te

achi

ng a

nd L

earn

ing

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Te

achi

ng a

nd L

earn

ing

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

n

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Te

achi

ngTe

achi

ngTe

achi

ngTe

achi

ngTe

achi

ngSt

rate

gies

and

Stra

tegi

es a

ndSt

rate

gies

and

Stra

tegi

es a

ndSt

rate

gies

and

Skill

s, U

se o

fSk

ills,

Use

of

Skill

s, U

se o

fSk

ills,

Use

of

Skill

s, U

se o

fLa

ngua

ge a

ndLa

ngua

ge a

ndLa

ngua

ge a

ndLa

ngua

ge a

ndLa

ngua

ge a

ndM

ulti-

Med

iaM

ulti-

Med

iaM

ulti-

Med

iaM

ulti-

Med

iaM

ulti-

Med

ia(C

ontin

ued)

(Con

tinue

d)(C

ontin

ued)

(Con

tinue

d)(C

ontin

ued)

Mot

ivat

ion

ofst

uden

t lea

rnin

gth

roug

hdi

ffere

ntte

achi

ngm

etho

ds a

ndm

ulti-

med

ia

Rese

arch

and

diss

emin

atio

non

teac

hing

stra

tegi

es a

ndsk

ills

Reac

ts to

stu

dent

s’re

spon

ses

by d

raw

ing

on a

lim

ited

rang

e of

teac

hing

met

hods

and

tech

nolo

gies

incl

udin

gIT

in e

duca

tion

Dem

onst

rate

s ge

nera

lkn

owle

dge

of re

sear

chin

teac

hing

and

lear

ning

but

doe

s no

tbe

lieve

that

he

/ sh

eha

s a

part

to p

lay

Mak

es c

onsc

ient

ious

effo

rts

to m

otiv

ate

and

enga

ge s

tude

nts

with

ava

riet

y of

teac

hing

met

hods

and

tech

nolo

gies

whi

lego

ing

on w

ith a

plan

ned

less

on

Show

s in

tere

st in

othe

rs’ r

esea

rch

inte

achi

ng a

nd le

arni

ngan

d oc

casi

onal

ly tr

ies

to in

corp

orat

e th

eir

resu

lts in

to h

is /

her

teac

hing

Empl

oys

flexi

bly

aw

ide

rang

e of

ada

ptiv

eap

proa

ches

and

tech

nolo

gies

tom

otiv

ate

and

enha

nce

stud

ent l

earn

ing,

at

times

dev

iatin

g fr

om a

plan

ned

less

on to

purs

ue in

tere

st th

atar

ises

in a

lear

ning

situ

atio

n

Supp

orts

and

ass

ists

colle

ague

s in

the

deve

lopm

ent o

fef

fect

ive

clas

sroo

mm

anag

emen

t str

ateg

ies

as w

ell a

s ex

celle

ntte

achi

ng a

nd le

arni

ngpr

actic

e

Dem

onst

rate

s gr

eat

flexi

bilit

y an

dre

spon

sive

ness

;su

cces

sful

ly m

otiv

ates

stud

ent l

earn

ing

and

supp

orts

stud

ent

lear

ning

pro

cess

es w

ithco

ntin

uous

exp

ansi

onof

the

repe

rtoi

re o

fte

achi

ng m

etho

ds a

ndte

chno

logi

es to

mat

chst

uden

ts’ l

evel

of

inte

llige

nce

and

inte

rest

Con

duct

s sc

hola

stic

and

/ or

act

ion

rese

arch

and

take

s in

itiat

ives

tosh

are

the

resu

lts w

ithco

lleag

ues

/ w

ithin

the

prof

essi

on


28

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Te

achi

ng a

nd L

earn

ing

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Te

achi

ng a

nd L

earn

ing

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Teac

hing

and

Lea

rnin

g Do

mai

n

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Dim

ensio

n :

Dim

ensio

n :

Dim

ensio

n :

Dim

ensio

n :

Dim

ensio

n :

Ass

essm

ent

Ass

essm

ent

Ass

essm

ent

Ass

essm

ent

Ass

essm

ent

and

Eval

uatio

nan

d Ev

alua

tion

and

Eval

uatio

nan

d Ev

alua

tion

and

Eval

uatio

n

Stud

ent

asse

ssm

ent

met

hods

and

proc

edur

es

Use

of s

tude

ntas

sess

men

tre

sults

Eval

uatio

n an

dre

view

of

teac

hing

and

lear

ning

prog

ram

mes

Abl

e to

follo

wth

e st

atut

ory

asse

ssm

ent a

ndre

port

ing

requ

irem

ents

and

know

s how

to p

repa

re a

ndpr

esen

tin

form

ativ

ere

port

s to

stud

ents

;re

cogn

ises

the

leve

l at w

hich

apu

pil i

sac

hiev

ing

and

asse

sses

pup

ilsag

ains

tat

tain

men

tta

rget

s, w

here

appl

icab

le w

ithgu

idan

ce fr

oman

exp

erie

nced

teac

her.

Mak

es a

ppro

pria

te u

seof

est

ablis

hed

asse

ssm

ent m

etho

dsan

d pr

oced

ures

;m

aint

ains

com

preh

ensi

ve re

cord

sof

stu

dent

pro

gres

s as

wel

l as

achi

evem

ent

and

prov

ides

ess

entia

lfe

edba

ck to

stud

ents

Acc

epts

that

asse

ssm

ent r

esul

tsm

easu

re e

ffect

iven

ess

of le

arni

ng a

ndte

achi

ng, b

ut ra

rely

refe

rs to

ass

essm

ent

resu

lts w

hen

plan

ning

a le

sson

Aw

are

of e

valu

atio

nto

ols

for t

each

ing

and

lear

ning

; sho

ws

inte

rest

in e

valu

atio

n of

ow

nsu

bjec

ts

Use

s est

ablis

hed

asse

ssm

ent m

etho

ds a

ndpr

oced

ures

pro

ficie

ntly

,an

d oc

casi

onal

ly a

dapt

sth

em to

mat

ch th

e na

ture

of th

e te

achi

ng a

ndle

arni

ng b

eing

ass

esse

d;pr

ovid

es s

tude

nts

with

posi

tive

feed

back

that

rein

forc

es s

tude

ntac

hiev

emen

t and

focu

ses

on im

prov

emen

t

Read

ily u

ses

asse

ssm

ent

resu

lts to

impr

ove

teac

hing

and

lear

ning

, to

plan

for t

he c

lass

as

aw

hole

, and

occ

asio

nally

to p

lan

for i

ndiv

idua

lsan

d gr

oups

of s

tude

nts

Abl

e to

rela

te t

heev

alua

tion

resu

lts o

f the

diffe

rent

lear

ning

prog

ram

mes

in s

choo

l to

own

teac

hing

; use

sev

alua

tion

data

effe

ctiv

ely

to in

form

scho

ol-b

ased

cur

ricu

lum

deci

sion

s

Use

s a

wid

e re

pert

oire

of

asse

ssm

ent m

odes

and

cons

iste

ntly

mat

ches

thes

eto

the

teac

hing

and

lear

ning

bei

ng a

sses

sed;

prov

ides

stu

dent

s an

dpa

rent

s w

ith a

ccur

ate

and

info

rmat

ive

asse

ssm

ent

repo

rts a

t app

ropr

iate

times

Use

s as

sess

men

t res

ults

effe

ctiv

ely

to im

prov

ete

achi

ng a

nd le

arni

ng, a

ndto

pla

n fo

r the

who

le c

lass

,as

wel

l as

for i

ndiv

idua

lsan

d gr

oups

of s

tude

nts

acro

ss a

yea

r lev

el o

rw

ithin

a p

artic

ular

key

lear

ning

are

a

App

reci

ates

the

core

issu

esin

des

igni

ng sc

hool

-bas

edev

alua

tion

for t

heim

prov

emen

t of t

each

ing

and

lear

ning

; abl

e to

choo

se a

ppro

pria

teev

alua

tion

tool

s and

desi

gn s

impl

e ev

alua

tion

tool

s if n

eces

sary

Revi

ews

cons

tant

lyth

e va

riou

sas

sess

men

t mod

es a

ndal

igns

them

with

the

curr

ent c

urri

culu

mob

ject

ives

and

cur

rent

belie

fs a

nd p

ract

ices

inas

sess

men

t

Use

s as

sess

men

tre

sults

con

sist

ently

tode

velo

p pr

ogra

mm

esth

at im

prov

e st

uden

tle

arni

ng

Take

s a

lead

inde

sign

ing

and

impl

emen

ting

anef

fect

ive

eval

uatio

npr

ogra

mm

e fo

r the

scho

ol-b

ased

impr

ovem

ent o

fte

achi

ng a

nd le

arni

ng


29

Com

pete

ncy

Desc

ripto

rs in

the

Stud

ent D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e St

uden

t Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Stud

ent D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e St

uden

t Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Stud

ent D

evel

opm

ent D

omai

n

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:St

uden

ts’

Stud

ents

’St

uden

ts’

Stud

ents

’St

uden

ts’

Dive

rse

Dive

rse

Dive

rse

Dive

rse

Dive

rse

Nee

ds in

Nee

ds in

Nee

ds in

Nee

ds in

Nee

ds in

Scho

olSc

hool

Scho

olSc

hool

Scho

ol

Und

erst

andi

ngst

uden

ts’

dive

rse

need

s

Iden

tifyi

ng a

ndsu

ppor

ting

stud

ents

’di

vers

e ne

eds

Col

legi

alco

llabo

ratio

n in

iden

tifyi

ng a

ndsu

ppor

ting

stud

ents

’di

vers

e ne

eds

Has

bas

icun

ders

tand

ing

of s

tude

nts’

char

acte

rist

ics

atdi

ffere

ntde

velo

pmen

tal

stag

es, s

tude

nts’

diffe

rent

lear

ning

styl

esan

din

telli

genc

es,

fam

ilyba

ckgr

ound

san

d in

tere

sts.

Show

saw

aren

ess o

f the

impa

ct o

fst

uden

ts’

dive

rse

back

grou

nds

onth

eir l

earn

ing

proc

esse

s.

Has

ade

quat

eun

ders

tand

ing

ofst

uden

ts’

deve

lopm

enta

lch

arac

teri

stic

s an

dfa

mily

bac

kgro

unds

;sh

ows

awar

enes

s of

stud

ents

’ diff

eren

tle

arni

ng s

tyle

s an

din

telli

genc

es

Mak

es e

ffort

s to

acqu

ire

the

nece

ssar

ykn

owle

dge

and

skill

sfo

r ide

ntify

ing

stud

ents

’ div

erse

nee

ds

Aw

are

of th

eim

port

ance

of

colla

bora

ting

with

colle

ague

s in

iden

tifyi

ng a

ndsu

ppor

ting

stud

ents

’di

vers

e ne

eds

Has

goo

dun

ders

tand

ing

ofst

uden

ts’

deve

lopm

enta

lch

arac

teri

stic

s, fa

mily

back

grou

nds,

diff

eren

tle

arni

ng s

tyle

s an

din

telli

genc

es

Mak

es e

ffort

s to

iden

tify

stud

ents

’di

vers

e ne

eds;

atte

mpt

sto

ada

pt th

e cu

rric

ulum

and

man

agem

ent

stra

tegi

es to

sui

tst

uden

ts’ d

iffer

ent

leve

ls o

f int

eres

t,ab

ilitie

s an

d ne

eds

Col

labo

rate

s cl

osel

yw

ith c

olle

ague

s in

iden

tifyi

ng a

ndsu

ppor

ting

stud

ents

’di

vers

e ne

eds

whe

nin

vite

d to

Has

thor

ough

unde

rsta

ndin

g of

div

erse

lear

ning

nee

ds a

ndin

telli

genc

es o

fin

divi

dual

stud

ents

; abl

eto

ant

icip

ate

chan

ges

inst

uden

t nee

ds b

ecau

se o

fgr

eat s

ensi

tivity

to th

efa

ctor

s th

at a

ffect

stu

dent

need

s suc

h as

deve

lopm

enta

lch

arac

teri

stic

s an

d fa

mily

fact

ors

Mak

es c

onsi

sten

t effo

rts

to id

entif

y st

uden

ts’

dive

rse

need

s, in

clud

ing

spec

ial e

duca

tion

need

s;m

akes

freq

uent

atte

mpt

sto

ada

pt th

e cu

rric

ulum

and

man

agem

ent

stra

tegi

es to

sui

tst

uden

ts’ d

iffer

ent l

evel

sof

inte

rest

, abi

litie

s an

dne

eds

Take

s th

e in

itiat

ive

toco

llabo

rate

with

colle

ague

s fo

r tim

ely

effo

rts

to id

entif

y an

dsu

ppor

t stu

dent

s’ d

iver

sene

eds

Take

s a

lead

inex

plor

ing

the

com

plex

ity o

f the

vari

ous

fact

ors

that

affe

ct st

uden

t nee

ds a

ndin

pro

mot

ing

amon

gco

lleag

ues

a pr

oact

ive

appr

oach

toun

ders

tand

ing

stud

ents

’di

vers

e ne

eds;

take

s th

ein

itiat

ive

in s

hari

ngvi

ews

and

expe

rien

cew

ith c

olle

ague

s

Show

s ex

empl

ary

prac

tice

in id

entif

ying

and

supp

ortin

gst

uden

ts’ d

iver

se n

eeds

,in

clud

ing

spec

ial

educ

atio

n ne

eds,

whe

npl

anni

ng a

nd d

esig

ning

curr

icul

ar e

vent

s bo

thin

side

and

out

side

clas

sroo

m

Play

s a

lead

ing

role

inpr

omot

ing

colla

bora

tion

amon

g co

lleag

ues

for

mor

e ef

fect

ive

and

timel

y ef

fort

s to

iden

tify

and

supp

ort s

tude

nts’

dive

rse

need

s


30

Com

pete

ncy

Desc

ripto

rs in

the

Stud

ent D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e St

uden

t Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Stud

ent D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e St

uden

t Dev

elop

men

t Dom

ain

Com

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1Th

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ssen

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l tea

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In th

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are

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s.


32

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and

part

icip

ate

in a

bala

nced

rang

e of

activ

ities

for t

heir

who

le p

erso

nde

velo

pmen

t

Con

stan

tly o

ffers

appr

opri

ate

advi

ce,

guid

ance

and

ass

ista

nce

to s

tude

nts

inco

nduc

ting

activ

ities

/pr

ogra

mm

es; p

rovi

des

stud

ents

with

effe

ctiv

etr

aini

ng fo

r dev

elop

ing

thei

r pot

entia

l

Mak

es c

onsc

ient

ious

effo

rts

to e

nsur

e th

atth

e pl

anne

d ac

tiviti

es /

prog

ram

mes

are

of a

bala

nced

var

iety

cove

ring

one

or m

ore

ofth

e fiv

e es

sent

ial

aspe

cts

of m

oral

,in

telle

ctua

l, ph

ysic

al,

soci

al a

nd a

esth

etic

deve

lopm

ent

Initi

ates

col

labo

ratio

nam

ong

colle

ague

s in

prov

idin

g st

uden

tsw

ith o

ppor

tuni

ties

topa

rtic

ipat

e in

aba

lanc

ed ra

nge

ofac

tiviti

es fo

r the

irw

hole

per

son

deve

lopm

ent


Cri

tical

ly m

onito

rsim

plem

enta

tion

ofac

tiviti

es /

prog

ram

mes

, mak

ing

timel

y m

odifi

catio

nsw

hene

ver n

eces

sary

;ev

alua

tes

outc

omes

and

the

impa

ct o

n st

uden

ts

Ass

umes

a le

adin

g ro

le in

plan

ning

and

org

anis

ing

activ

ities

/pr

ogra

mm

es o

f div

ersi

fied

mod

es to

sui

t stu

dent

s’di

ffere

nt in

tere

sts

and

need

s; h

as c

lear

idea

s an

dw

ell-s

et g

oals

rega

rdin

g th

eex

pect

ed o

utco

mes

of s

uch

activ

ities

/pr

ogra

mm

es

Ass

umes

a le

adin

g ro

le in

prov

idin

g st

uden

ts w

ithad

equa

te a

nd e

qual

oppo

rtun

ities

to p

artic

ipat

ein

a w

ide

rang

e of

act

iviti

esfo

r the

pur

pose

of

deve

lopi

ng th

eir m

ultip

lein

telli

genc

es, e

nric

hing

thei

r life

exp

erie

nces

and

prom

otin

g lif

e-lo

ngle

arni

ng.

33

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e Sc

hool

Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e Sc

hool

Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

n

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Sc

hool

Visi

onSc

hool

Visi

onSc

hool

Visi

onSc

hool

Visi

onSc

hool

Visi

onan

d M

issio

n,an

d M

issio

n,an

d M

issio

n,an

d M

issio

n,an

d M

issio

n,C

ultu

re a

ndC

ultu

re a

ndC

ultu

re a

ndC

ultu

re a

ndC

ultu

re a

ndEt

hos

Etho

sEt

hos

Etho

sEt

hos

Ada

ptat

ion

toth

e sc

hool

visi

on a

ndm

issi

on, c

ultu

rean

d et

hos

Act

ualis

atio

n of

scho

ol b

elie

fs,

visi

on a

ndm

issi

on

Cul

tivat

ion

of a

cari

ng a

ndin

vitin

g sc

hool

clim

ate

Con

trib

utio

n to

revi

ewin

g th

esc

hool

vis

ion

and

mis

sion

, as

wel

l as

prom

otin

g th

esc

hool

cul

ture

and

scho

olim

age

Has

gen

eral

unde

rsta

ndin

gof

the

scho

ol’s

visi

on a

ndm

issi

onst

atem

ent a

ndre

cogn

ises

the

sign

ifica

nce

ofth

e sc

hool

vis

ion

and

mis

sion

for

own

daily

wor

k;aw

are

of th

ene

ed to

adj

ust t

oth

e sc

hool

envi

ronm

ent

and

reco

gnis

esth

e im

port

ance

of a

ple

asan

tsc

hool

clim

ate

for s

tude

nts’

deve

lopm

ent

and

lear

ning

outc

omes

.

Has

sec

ure

know

ledg

ean

d un

ders

tand

ing

ofth

e sc

hool

’s v

isio

n an

dm

issi

on s

tate

men

t,aw

are

of th

e st

reng

ths

and

trad

ition

s of

the

scho

ol

Aw

are

that

the

scho

olvi

sion

and

bel

iefs

can

be li

ved

up to

thro

ugh

effo

rts

mad

e by

the

staf

f, st

uden

ts a

nd th

eir

fam

ilies

Dev

elop

s con

stru

ctiv

ere

latio

nshi

ps w

ithst

uden

ts to

mai

ntai

n a

posi

tive

and

safe

wor

king

atm

osph

ere

inth

e cl

assr

oom

Show

s in

tere

st in

the

proc

ess

of s

ettin

g /

revi

ewin

g th

e sc

hool

visi

on a

nd m

issi

on,

pays

hee

d to

colle

ague

s’ v

iew

s an

dfe

edba

ck

Ada

pts p

erso

nal

educ

atio

nal p

hilo

soph

y to

the

scho

ol v

isio

n, m

issi

onan

d be

liefs

Atte

mpt

s with

som

esu

cces

s to

real

ise

the

scho

ol v

isio

n an

d be

liefs

inda

ily w

ork

as w

ell a

s da

ilyco

ntac

t with

stu

dent

s,fa

mili

es a

nd th

e br

oade

rco

mm

unity

Atte

mpt

s with

som

esu

cces

s to

cre

ate

a ca

ring

and

supp

ortiv

e cl

assr

oom

envi

ronm

ent c

ondu

cive

tost

uden

ts’ l

earn

ing

proc

esse

s and

who

lepe

rson

dev

elop

men

t

Occ

asio

nally

ven

ture

s ow

nvi

ews

and

sugg

estio

ns o

nse

tting

/ re

view

ing

the

scho

ol v

isio

n an

d m

issi

on,

read

y to

giv

e fe

edba

ckw

hen

invi

ted

to d

o so

;aw

are

of o

wn

resp

onsi

bilit

y fo

rup

hold

ing

the

scho

olcu

lture

Dev

elop

s a

shar

ed v

isio

nan

d m

issi

on w

ithco

lleag

ues,

stu

dent

s an

dpa

rent

s; d

evel

ops a

sens

eof

iden

tity

and

prid

e in

the

scho

ol c

ultu

re a

nd e

thos

Ass

umes

resp

onsi

bilit

y fo

rpe

rsis

tent

ly re

alis

ing

the

scho

ol v

isio

n, m

issi

on a

ndbe

liefs

thro

ugh

diffe

rent

chan

nels

Ass

umes

resp

onsi

bilit

y fo

rcu

ltiva

ting

harm

onio

usst

aff r

elat

ions

hips

as

wel

las

pos

itive

teac

her-

stud

ent r

elat

ions

hips

Regu

larl

y ex

pres

ses v

iew

san

d gi

ves s

ugge

stio

ns o

nse

tting

/ re

view

ing

the

scho

ol v

isio

n an

d m

issi

on;

mak

es c

onsc

ient

ious

effo

rts

to p

rese

rve

apo

sitiv

e sc

hool

imag

e in

daily

con

tact

with

stud

ents

, par

ents

and

the

broa

der c

omm

unity

Take

s a

lead

ing

role

inhe

lpin

g co

lleag

ues,

espe

cial

ly n

ew te

ache

rs,

adap

t to

the

scho

ol v

isio

nan

d m

issi

on w

ith a

vie

w to

focu

sing

ene

rgy

on s

choo

lim

prov

emen

t

Take

s a

lead

ersh

ip ro

le in

prom

otin

g co

lleag

ues’

actu

alis

atio

n of

the

scho

olvi

sion

and

mis

sion

thro

ugh

own

exem

plar

y pr

actic

e an

dsh

arin

g of

exp

erie

nce

Take

s a

lead

ersh

ip ro

le in

culti

vatin

g a

cari

ng a

ndin

vitin

g sc

hool

clim

ate

thro

ugh

colla

bora

tion

with

colle

ague

s, s

tude

nts

and

pare

nts

Mak

es c

ontr

ibut

ions

tore

view

ing

the

scho

ol v

isio

nan

d m

issi

on in

col

labo

ratio

nw

ith c

olle

ague

s, st

uden

ts,

pare

nts

and

the

broa

der

com

mun

ity in

ord

er to

focu

sen

ergy

on

achi

evin

gco

ntin

uous

sch

ool

deve

lopm

ent;

real

ises

the

esse

nce

of th

e sc

hool

cul

ture

and

etho

s th

roug

h di

ffere

ntch

anne

ls


34

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e Sc

hool

Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e Sc

hool

Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

n

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Po

licie

s,Po

licie

s,Po

licie

s,Po

licie

s,Po

licie

s,Pr

oced

ures

&Pr

oced

ures

&Pr

oced

ures

&Pr

oced

ures

&Pr

oced

ures

&Pr

actic

esPr

actic

esPr

actic

esPr

actic

esPr

actic

es

Und

erst

andi

ngsc

hool

goa

lsan

d po

licie

s

Impl

emen

tatio

nof

sch

ool

polic

ies,

proc

edur

es a

ndpr

actic

es

Form

ulat

ion

ofsc

hool

pol

icie

s,re

view

of

proc

edur

es a

ndpr

actic

es fo

rco

ntin

uous

scho

olde

velo

pmen

t

Has

gen

eral

unde

rsta

ndin

gof

ow

npr

ofes

sion

alre

spon

sibi

litie

sin

rela

tion

tosc

hool

goa

ls a

ndpo

licie

s; h

asge

nera

lkn

owle

dge

ofth

e sc

hool

’ses

tabl

ishe

dpr

oced

ures

and

prac

tices

; sho

ws

inte

rest

in th

epr

oces

s of

form

ulat

ion

/re

view

of s

choo

lpo

licie

s.

Has

ade

quat

eun

ders

tand

ing

of s

choo

lgo

als

and

polic

ies

and

thei

r con

nect

ion

with

own

daily

wor

k

Has

ade

quat

ekn

owle

dge

and

unde

rsta

ndin

g of

the

scho

ol’s

est

ablis

hed

polic

ies

and

prac

tices

and

is a

ble

to fo

llow

them

pro

perl

y w

hen

spec

ifica

lly to

ld o

r on

own

initi

ativ

e

Read

y to

par

ticip

ate

inth

e pr

oces

s of

form

ulat

ing

new

scho

olpo

licie

s /

revi

ewin

g th

ees

tabl

ishe

d pr

oced

ures

and

prac

tices

whe

nin

vite

d to

Has

sec

ure

unde

rsta

ndin

g of

scho

ol g

oals

and

sch

ool

polic

ies;

mak

es e

ffort

sto

ens

ure

daily

wor

k is

in li

ne w

ith s

choo

lpo

licie

s

Has

sec

ure

know

ledg

ean

d un

ders

tand

ing

ofth

e re

ason

s be

hind

esta

blis

hed

proc

edur

esan

d pr

actic

es; s

hare

sth

e re

spon

sibi

lity

for

enfo

rcin

g su

ches

tabl

ishe

d pr

oced

ures

and

prac

tices

Show

s co

ncer

n fo

rco

lleag

ues’

vie

ws

abou

tfo

rmul

atio

n of

sch

ool

polic

ies;

spo

radi

cally

enga

ges

in e

xcha

nges

with

col

leag

ues

abou

tth

e is

sues

at s

take

Has

goo

dun

ders

tand

ing

ofsc

hool

goa

ls a

ndpo

licie

s as

wel

l as

thei

run

derp

inni

ngs,

rela

tes

daily

wor

km

eani

ngfu

lly to

sch

ool

goal

s an

d po

licie

s

Take

s th

e in

itiat

ive

toco

llabo

rate

with

colle

ague

s in

impl

emen

ting

scho

olpl

ans

in a

gree

men

tw

ith s

choo

l goa

ls a

ndpo

licie

s

Show

s gr

eat c

once

rnfo

r the

form

ulat

ion

ofne

w s

choo

l pol

icie

s /

revi

ew o

f est

ablis

hed

proc

edur

es a

ndpr

actic

es; c

onst

antly

enga

ges

in d

ialo

gues

and

exch

ange

s w

ithco

lleag

ues

abou

t the

issu

es a

t sta

ke

Has

thor

ough

unde

rsta

ndin

g of

scho

ol g

oals

and

polic

ies

as w

ell a

sth

eir u

nder

pinn

ings

, is

com

mitt

ed to

sch

ool

goal

s in

per

form

ing

daily

task

s

Ass

umes

lead

ersh

ip in

effe

ctiv

ely

enfo

rcin

gth

e im

plem

enta

tion

ofsc

hool

pol

icie

s an

des

tabl

ishe

dpr

oced

ures

Mak

es s

ubst

antia

lco

ntri

butio

ns to

the

plan

ning

and

form

ulat

ion

of s

choo

lpo

licie

s, p

roce

dure

san

d pr

actic

es b

yex

pres

sing

ow

n vi

ews

and

view

s of

colle

ague

s, a

s w

ell a

sgi

ving

con

cret

esu

gges

tions


35

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e Sc

hool

Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e Sc

hool

Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

n

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Ho

me-

Scho

olHo

me-

Scho

olHo

me-

Scho

olHo

me-

Scho

olHo

me-

Scho

olC

olla

bora

tion

Col

labo

ratio

nC

olla

bora

tion

Col

labo

ratio

nC

olla

bora

tion

Und

erst

andi

ngst

uden

ts’ f

amily

back

grou

nds

Com

mun

icat

ion

with

par

ents

Invo

lvem

ent i

npa

rent

-rel

ated

activ

ities

Build

ing

trus

tw

ith p

aren

ts fo

rfu

rthe

r sch

ool

deve

lopm

ent

Has

gen

eral

unde

rsta

ndin

gof

stu

dent

s’fa

mily

back

grou

nds

and

is a

war

e of

thei

r im

pact

on

stud

ents

’le

arni

ngpr

oces

s. A

ble

toad

here

to th

esc

hool

’sre

quir

edpr

oced

ures

for

com

mun

icat

ing

with

par

ents

.Pa

rtic

ipat

es in

pare

nt-r

elat

edac

tiviti

es w

hen

requ

ired

Has

ade

quat

eun

ders

tand

ing

ofst

uden

ts’ f

amily

back

grou

nds;

is a

war

e of

thei

r im

pact

on

stud

ents

’le

arni

ng p

roce

ss

Com

mun

icat

es w

ithpa

rent

s ab

out s

tude

nts’

prog

ress

on

a re

gula

rba

sis

and

is a

vaila

ble

asne

eded

Part

icip

ates

regu

larl

y in

pare

nt-r

elat

ed a

ctiv

ities

and

reco

gnis

es th

e va

lue

of h

ome-

scho

olco

llabo

ratio

n in

sch

ool

deve

lopm

ent

Aw

are

of th

e im

port

ance

of g

aini

ng p

aren

ts’ t

rust

for c

reat

ing

a co

oper

ativ

esc

hool

env

iron

men

t

Mak

es re

gula

r atte

mpt

s to

have

bet

ter u

nder

stan

ding

of s

tude

nts’

fam

ilyba

ckgr

ound

s m

ainl

yth

roug

h di

alog

ues

with

stud

ents

and

thei

r par

ents

Dem

onst

rate

s ef

fect

ive

com

mun

icat

ion

skill

s w

ithpa

rent

s; re

spon

ds re

adily

topa

rent

s’ c

once

rns

Part

icip

ates

act

ivel

y in

pare

nt-r

elat

ed a

ctiv

ities

and

wor

ks in

col

labo

ratio

n w

ithpa

rent

s th

roug

h pa

rent

-te

ache

r ass

ocia

tions

/pa

rent

-sta

ff as

soci

atio

ns(P

TAs /

PSA

s)

Atte

mpt

s w

ith s

ome

succ

ess

to e

stab

lish

links

and

bui

ldtr

ust w

ith p

aren

ts th

roug

hex

chan

ge o

f inf

orm

atio

nan

d vi

ews

rega

rdin

g da

ilysc

hool

mat

ters

Mak

es fr

eque

nt a

ttem

pts

toha

ve th

orou

ghun

ders

tand

ing

of s

tude

nts’

fam

ily b

ackg

roun

ds th

roug

hda

ily c

onta

ct w

ith s

tude

nts

as w

ell a

s th

eir p

aren

ts

Prov

ides

info

rmat

ion

topa

rent

s fr

eque

ntly

on

both

posi

tive

and

nega

tive

aspe

cts

of s

tude

nt p

rogr

ess;

resp

onse

s to

par

ents

’co

ncer

ns a

re h

andl

ed w

ithgr

eat s

ensi

tivity

Wor

ks in

ope

n, s

uppo

rtiv

ean

d pr

oduc

tive

part

ners

hip

with

stu

dent

s, p

aren

ts a

ndco

lleag

ues

in p

aren

t-rel

ated

activ

ities

Mak

es re

gula

r atte

mpt

s to

build

trus

t with

par

ents

thro

ugh

co-o

pera

tion

with

pare

nts

in d

aily

sch

ool

mat

ters

Has

thor

ough

unde

rsta

ndin

g of

and

grea

t sen

sitiv

ity to

war

dsth

e di

vers

e fa

mily

fact

ors

that

may

affe

ct s

tude

nts’

lear

ning

pro

cess

es

Exer

ts p

ositi

ve in

fluen

ceon

col

leag

ues

thro

ugh

own

exem

plar

y pr

actic

ein

est

ablis

hing

effe

ctiv

eco

mm

unic

atio

n w

ithpa

rent

s

Take

s a

lead

ing

role

inpr

omot

ing

colle

ague

s’in

volv

emen

t in

pare

nt-

rela

ted

activ

ities

Invo

lves

par

ents

in th

esc

hool

’s d

ecis

ion

mak

ing

whe

neve

r app

ropr

iate

with

the

aim

of

cont

inuo

us s

choo

lde

velo

pmen

t


36

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e Sc

hool

Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

nC

ompe

tenc

y De

scrip

tors

in th

e Sc

hool

Dev

elop

men

t Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Scho

ol D

evel

opm

ent D

omai

n

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Re

spon

siven

ess

Resp

onsiv

enes

sRe

spon

siven

ess

Resp

onsiv

enes

sRe

spon

siven

ess

to S

ocie

tal

to S

ocie

tal

to S

ocie

tal

to S

ocie

tal

to S

ocie

tal

Cha

nges

Cha

nges

Cha

nges

Cha

nges

Cha

nges

Aw

aren

ess

and

know

ledg

e of

soci

etal

chan

ges i

nre

latio

n to

thei

rim

pact

on

scho

ol

Resp

onsi

vene

ssto

soc

ieta

lch

ange

s an

dis

sues

rela

ted

to s

ocia

l val

ues

Pays

atte

ntio

nto

and

has

gene

ral

unde

rsta

ndin

gof

wha

tha

ppen

sou

tsid

e th

esc

hool

; sho

ws

conc

ern

for

soci

etal

chan

ges

and

issu

es re

late

dto

soc

ial

valu

es.

Show

s in

tere

st in

the

impa

ct o

f soc

ieta

lch

ange

s on

the

scho

olan

d sh

ows

conc

ern

for

issu

es re

latin

g to

soc

ial

valu

es a

nd s

ocie

tal

chan

ges;

has

a se

cure

gras

p of

maj

orde

velo

pmen

ts w

orld

-w

ide

Mak

es o

ccas

iona

lat

tem

pts

to s

hare

with

stud

ents

diff

eren

tvi

ews

abou

t cur

rent

issu

es

Pays

gre

at a

ttent

ion

toan

d dr

aws s

tude

nts’

atte

ntio

n to

the

poss

ible

impa

ct o

f soc

ieta

lch

ange

s on

thei

rle

arni

ng

Mak

es re

gula

r atte

mpt

sto

enc

oura

ge s

tude

nts

to d

evel

op c

once

rn fo

rcu

rren

t iss

ues

/co

ntro

vers

ial i

ssue

sha

ppen

ing

loca

lly a

ndar

ound

the

wor

ld

Mai

ntai

ns c

urre

ntkn

owle

dge

of lo

cal,

natio

nal a

ndin

tern

atio

nal a

ffair

sw

ith a

vie

w to

mak

ing

appr

opri

ate

and

timel

yre

spon

ses

to s

ocie

tal

chan

ges;

take

sm

easu

res t

o ad

dres

sth

e im

pact

of s

ocie

tal

chan

ges o

n sc

hool

deve

lopm

ent

Enco

urag

es s

tude

nts

tofo

rm in

depe

nden

tju

dgm

ent a

nd d

evel

oppo

sitiv

e so

cial

val

ues

thro

ugh

regu

lar

shar

ing

and

exch

ange

of v

iew

s abo

ut lo

cal

and

glob

al is

sues

Take

s a

lead

ing

role

inpr

omot

ing

awar

enes

san

d kn

owle

dge

ofso

ciet

al c

hang

es a

mon

gco

lleag

ues

for

cont

inuo

us s

choo

lde

velo

pmen

t

Serv

es a

s a

role

mod

elfo

r stu

dent

s in

sho

win

gke

en c

once

rn fo

r loc

al /

glob

al is

sues

and

livi

ngou

t pos

itive

soc

ial

valu

es


37

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Com

pete

ncy

Desc

ripto

rs in

the

Prof

essio

nal R

elat

ions

hips

and

Ser

vice

s Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Pr

ofes

siona

l Rel

atio

nshi

ps a

nd S

ervi

ces

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Prof

essio

nal R

elat

ions

hips

and

Ser

vice

s Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Pr

ofes

siona

l Rel

atio

nshi

ps a

nd S

ervi

ces

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Prof

essio

nal R

elat

ions

hips

and

Ser

vice

s Do

mai

n

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:C

olla

bora

tive

Col

labo

rativ

eC

olla

bora

tive

Col

labo

rativ

eC

olla

bora

tive

Rela

tions

hips

Rela

tions

hips

Rela

tions

hips

Rela

tions

hips

Rela

tions

hips

with

in th

ew

ithin

the

with

in th

ew

ithin

the

with

in th

eSc

hool

Scho

olSc

hool

Scho

olSc

hool

Wor

king

rela

tions

hips

with

indi

vidu

als

Wor

king

rela

tions

hips

with

gro

ups

Wor

king

rela

tions

hips

with

in fo

rmal

stru

ctur

es

Mai

ntai

nsco

rdia

lre

latio

nshi

psw

ith c

olle

ague

sto

fulfi

l dut

ies

assi

gned

by

the

scho

ol. S

how

sw

illin

gnes

s to

wor

k an

dco

ntri

bute

s as

am

embe

r of a

team

in th

esc

hool

. Has

gene

ral

unde

rsta

ndin

gof

the

divi

sion

of w

ork

as w

ell

as th

e du

ties

and

resp

onsi

bilit

ies

of th

e va

riou

sde

part

men

ts,

com

mitt

ees

and

team

s w

ithin

the

scho

ol.

Mai

ntai

ns c

onst

ant

cord

ial r

elat

ions

hips

with

col

leag

ues,

show

ing

resp

ect f

orot

hers

and

val

uing

the

dive

rsity

in th

e sc

hool

com

mun

ity

Wor

ks in

sup

port

ive

and

prod

uctiv

epa

rtne

rshi

p w

ithst

uden

ts, f

amili

es a

ndco

lleag

ues t

o m

aint

ain

a co

oper

ativ

e sc

hool

envi

ronm

ent

Part

icip

ates

inde

part

men

ts /

com

mitt

ees a

s ass

igne

dat

gro

up o

r sub

ject

leve

l; ha

s se

cure

unde

rsta

ndin

g of

the

divi

sion

of w

ork

amon

gde

part

men

ts /

com

mitt

ees

Dev

elop

s con

stru

ctiv

ew

orki

ng re

latio

nshi

psw

ith c

olle

ague

s in

plan

ning

,im

plem

entin

g an

dev

alua

ting

new

idea

s,te

achi

ng s

trat

egie

s an

dth

e ap

plic

atio

n of

lear

ning

tech

nolo

gies

that

impr

ove

lear

ning

outc

omes

for s

tude

nts

Shar

es th

ere

spon

sibi

lity

ofbu

ildin

g up

gro

updy

nam

ics w

ithin

the

team

whi

le e

ngag

ing

insc

hool

act

iviti

es

Part

icip

ates

as

an a

ctiv

em

embe

r in

depa

rtm

ents

/co

mm

ittee

s and

shar

esth

e re

spon

sibi

lity

ofpr

omot

ing

team

spi

rit

and

colla

bora

tive

wor

k

Show

s ac

tive

supp

ort

for a

nd m

aint

ains

clo

seco

llabo

ratio

n w

ithco

lleag

ues

in a

ll as

pect

sof

day

-to-d

ay w

ork

with

in th

e sc

hool

Take

s th

e in

itiat

ive

toco

llabo

rate

with

colle

ague

s in

prom

otin

g te

amw

ork

with

in th

e te

am w

hile

enga

ging

in sc

hool

activ

ities

Take

s th

e in

itiat

ive

toco

ordi

nate

clo

sely

with

colle

ague

s acr

oss

depa

rtm

ents

/co

mm

ittee

s w

ith a

vie

wto

focu

sing

ene

rgy

onco

ntin

uous

sch

ool

impr

ovem

ent

Take

s a

lead

ing

role

inpr

omot

ing

harm

onio

usan

d co

llabo

rativ

e st

aff

rela

tions

hips

in th

esc

hool

Ass

umes

a c

oord

inat

ing

/ le

ader

ship

role

inte

am-b

uild

ing

wor

kw

ithin

the

team

whi

leen

gagi

ng in

scho

olac

tiviti

es

Ass

umes

a le

ader

ship

role

in p

rom

otin

g cl

ose

coor

dina

tion

amon

gde

part

men

ts /

com

mitt

ees

with

a v

iew

to e

nhan

cing

the

qual

ityof

wor

k in

dep

artm

enta

lm

anag

emen

t, hu

man

reso

urce

s man

agem

ent,

finan

cial

man

agem

ent

and

so o

n


38

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

CO

MPE

TEN

TC

OM

PETE

NT

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

DA

CC

OM

PLIS

HED

AC

CO

MPL

ISHE

D

Com

pete

ncy

Desc

ripto

rs in

the

Prof

essio

nal R

elat

ions

hips

and

Ser

vice

s Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Pr

ofes

siona

l Rel

atio

nshi

ps a

nd S

ervi

ces

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Prof

essio

nal R

elat

ions

hips

and

Ser

vice

s Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Pr

ofes

siona

l Rel

atio

nshi

ps a

nd S

ervi

ces

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Prof

essio

nal R

elat

ions

hips

and

Ser

vice

s Do

mai

n

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Te

ache

rs’

Teac

hers

’Te

ache

rs’

Teac

hers

’Te

ache

rs’

Prof

essio

nal

Prof

essio

nal

Prof

essio

nal

Prof

essio

nal

Prof

essio

nal

Deve

lopm

ent

Deve

lopm

ent

Deve

lopm

ent

Deve

lopm

ent

Deve

lopm

ent

Shar

ing

ofkn

owle

dge

and

good

pra

ctic

esw

ith o

ther

s

Con

trib

utio

ns to

teac

hers

’pr

ofes

sion

alde

velo

pmen

t

Prep

ared

tosh

are

know

ledg

e an

dgo

od p

ract

ices

with

col

leag

ues

whe

n in

vite

d to

do so

.Pa

rtic

ipat

es in

scho

ol-b

ased

staf

fde

velo

pmen

tac

tiviti

es /

oth

erpr

ofes

sion

alde

velo

pmen

tac

tiviti

es w

hen

assi

gned

to.

Col

labo

rate

s w

ithco

lleag

ues

to re

flect

upon

and

impr

ove

teac

hing

and

lear

ning

prac

tices

Reco

gnis

es th

atte

ache

rs’ c

ontin

uous

prof

essi

onal

deve

lopm

ent i

s th

e ke

yto

qua

lity

educ

atio

n;ta

kes

the

initi

ativ

e to

purs

ue p

rofe

ssio

nal

deve

lopm

ent a

ctiv

ities

that

suit

own

deve

lopm

enta

l nee

ds

Giv

es a

ctiv

e su

ppor

t to

the

prac

tice

of s

hari

ngkn

owle

dge

and

good

prac

tices

with

colle

ague

s /

teac

hers

of

othe

r sch

ools

Prov

ides

men

tori

ngsu

ppor

t for

stud

ent

teac

hers

/ b

egin

ning

teac

hers

; par

ticip

ates

activ

ely

in s

choo

l-bas

edst

aff d

evel

opm

ent w

ork

/ ot

her p

rofe

ssio

nal

deve

lopm

ent a

ctiv

ities

Faci

litat

es c

olla

bora

tive

teac

hing

am

ong

colle

ague

s fo

r the

bette

rmen

t of t

each

ing

and

stud

ent l

earn

ing;

enco

urag

es /

ass

ists

colle

ague

s to

form

lear

ning

cir

cles

/ne

twor

ks w

ithin

the

scho

ol /

with

in th

e sa

me

dist

rict

/ a

cros

s dis

tric

ts

Prom

otes

who

le-s

choo

lm

ento

ring

pra

ctic

es a

nda

cultu

re o

f col

legi

alsh

arin

g am

ong

colle

ague

s; p

rovi

des

prof

essi

onal

gui

danc

ean

d as

sist

ance

inor

gani

sing

/ p

rom

otin

gsc

hool

-bas

ed s

taff

deve

lopm

ent w

ork

/pr

ofes

sion

alde

velo

pmen

t act

iviti

esw

ithin

the

educ

atio

nse

ctor

Prog

ress

ivel

y ta

kes a

lead

ing

role

insu

ppor

ting

the

wor

k of

othe

r tea

cher

s as

wel

las

in m

odel

ling

and

diss

emin

atin

gex

empl

ary

teac

hing

prac

tices

for c

ontin

uing

pers

onal

and

prof

essi

onal

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lopm

ent

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onst

rate

s an

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odel

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ong

ongo

ing

pers

onal

and

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essi

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gro

wth

,ex

ertin

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sitiv

ein

fluen

ce o

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ers;

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velo

pmen

t act

iviti

esw

ithin

the

sect

or a

ndin

itiat

es c

ontr

ibut

ions

to th

e pr

ofes

sion


39

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ompe

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ain

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asic

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spof

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atio

npo

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tent

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to th

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ssib

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plic

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ns o

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ese

new

initi

ativ

es o

now

n te

achi

ngw

ork.

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onst

rate

s ge

nera

lun

ders

tand

ing

ofcu

rren

t edu

catio

npo

licie

s; a

war

e of

thei

rim

pact

on

own

teac

hing

wor

k an

d on

the

educ

atio

n se

ctor

as

a w

hole

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esse

s vi

ews

abou

ted

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ion

polic

ies

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es m

ainl

y th

roug

hex

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ge w

ithco

lleag

ues

in a

nis

olat

ed a

nd s

pora

dic

man

ner

Aw

are

of th

ere

spon

sibi

lity

ofin

divi

dual

teac

hers

tore

nder

con

trib

utio

ns to

educ

atio

n-re

late

dpo

licie

s

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onst

rate

s de

taile

dkn

owle

dge

of c

urre

nted

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ion

polic

ies,

deve

lopm

ents

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ges;

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e to

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sage

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r pos

sibl

eim

plic

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ns fo

r sch

ool

deve

lopm

ent a

nd o

wn

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k

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onst

rate

s ab

ility

tofo

rm in

depe

nden

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dgm

ents

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ticul

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the

educ

atio

nal i

ssue

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stak

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a s

yste

mat

ican

d an

alyt

ical

man

ner

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ared

to c

ontr

ibut

eid

eas a

nd su

gges

tions

abou

t edu

catio

npo

licie

s an

d is

sues

whe

n in

vite

d to

do

so

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onst

rate

s goo

dun

ders

tand

ing

and

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e of

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rent

educ

atio

n po

licie

s, th

ere

ason

s an

d pr

inci

ples

behi

nd th

em, a

nd th

eim

plic

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ns fo

r sch

ool

deve

lopm

ent a

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wn

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k

Initi

ates

info

rmal

or

form

al e

xcha

nges

of

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s am

ong

colle

ague

s w

ithin

or

outs

ide

scho

ol w

ith a

view

to p

rovi

ding

sugg

estio

ns /

feed

back

on th

e ed

ucat

iona

lis

sues

at s

take

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s th

e in

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ive

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ntri

bute

con

cret

esu

gges

tions

abo

uted

ucat

ion

polic

es b

ased

on o

wn

idea

s as

wel

l as

view

s of

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er te

ache

rsw

hene

ver

oppo

rtun

ities

ari

se

Has

thor

ough

unde

rsta

ndin

g of

and

mai

ntai

ns u

pdat

edkn

owle

dge

abou

t cur

rent

educ

atio

n po

licie

s; a

ble

to a

ddre

ss th

e im

pact

of

rele

vant

edu

catio

npo

licie

s an

d is

sues

on

the

deve

lopm

ent o

f ow

nsc

hool

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es re

gula

r atte

mpt

sto

pre

sent

vie

ws

and

idea

s on

educ

atio

npo

licie

s an

d is

sues

thro

ugh

diffe

rent

chan

nels

suc

h as

wri

ting

artic

les f

or p

ublic

atio

nan

d pa

rtic

ipat

ion

ined

ucat

ion-

rela

ted

bodi

es

Influ

ence

s th

eG

over

nmen

t in

the

form

ulat

ion

and

impl

emen

tatio

n of

educ

atio

n po

licie

sth

roug

h di

ffere

ntch

anne

ls s

uch

aspa

rtic

ipat

ion

in th

eG

over

nmen

t’s a

dvis

ory

bodi

es, m

akin

gpr

esen

tatio

ns a

t loc

al a

ndin

tern

atio

nal e

duca

tion

conf

eren

ces


40

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDTH

RESH

OLD

THRE

SHO

LDC

OM

PETE

NT

CO

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OM

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NT

AC

CO

MPL

ISHE

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OM

PLIS

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MPL

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DA

CC

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AC

CO

MPL

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D

Com

pete

ncy

Desc

ripto

rs in

the

Prof

essio

nal R

elat

ions

hips

and

Ser

vice

s Do

mai

nC

ompe

tenc

y De

scrip

tors

in th

e Pr

ofes

siona

l Rel

atio

nshi

ps a

nd S

ervi

ces

Dom

ain

Com

pete

ncy

Desc

ripto

rs in

the

Prof

essio

nal R

elat

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hips

and

Ser

vice

s Do

mai

nC

ompe

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y De

scrip

tors

in th

e Pr

ofes

siona

l Rel

atio

nshi

ps a

nd S

ervi

ces

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ain

Com

pete

ncy

Desc

ripto

rs in

the

Prof

essio

nal R

elat

ions

hips

and

Ser

vice

s Do

mai

n

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Di

men

sion:

Dim

ensio

n:Ed

ucat

ion-

Educ

atio

n-Ed

ucat

ion-

Educ

atio

n-Ed

ucat

ion-

Rela

ted

Rela

ted

Rela

ted

Rela

ted

Rela

ted

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mun

ityC

omm

unity

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mun

ityC

omm

unity

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mun

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rvic

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Serv

ices

&Se

rvic

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&Se

rvic

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ntar

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ork

Inte

ract

ion

with

the

broa

der

com

mun

ity

Part

icip

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n in

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n-re

late

dco

mm

unity

serv

ices

and

volu

ntar

y w

ork

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e to

win

the

supp

ort

of th

e br

oade

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mm

unity

inac

hiev

ing

scho

ol g

oals

and

prio

ritie

s;es

tabl

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s an

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essi

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e co

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ts ta

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cally

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ld-w

ide;

ser

ves

asa

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ntri

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ry c

itize

n fo

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ts

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elop

s cl

ose

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the

broa

der c

omm

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ugh

diffe

rent

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nels

such

as f

orm

ing

netw

orks

with

the

othe

rsc

hool

s w

ithin

the

sam

edi

stri

ct /

acro

ss d

istr

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join

tly o

rgan

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mpa

igns

for t

he w

ell-

bein

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ng p

eopl

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dist

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rict

pro

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ittee

s or

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ity se

rvic

es,

mak

ing

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ribu

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/ w

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on th

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nd a

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elpi

ngst

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ts d

evel

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sitiv

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cial

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ues

on th

e ot

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s th

e in

itiat

ive

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tabl

ish

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with

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der c

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unity

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ring

ass

ista

nce

inan

d m

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ntri

butio

ns to

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rent

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catio

n-re

late

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twor

ks w

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de t

he d

istr

ict

Occ

asio

nally

vol

unte

ers

to p

artic

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tpr

ojec

ts, v

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tary

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k co

mm

ittee

s or

com

mun

ity se

rvic

es,

with

a v

iew

to m

akin

gco

ntri

butio

ns to

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atio

n-re

late

dse

rvic

es /

vol

unta

ryw

ork

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ks in

par

tner

ship

with

col

leag

ues

tom

aint

ain

links

am

ong

scho

ols

and

with

the

broa

der c

omm

unity

for

impr

oved

lear

ning

outc

omes

of s

tude

nts

Part

icip

ates

in d

istr

ict

proj

ects

, vol

unta

ryw

ork

com

mitt

ees

and

so o

n as

spe

cific

ally

assi

gned

.

Aw

are

of th

eim

port

ance

of

esta

blis

hing

links

with

the

broa

der

com

mun

ity fo

rim

prov

edle

arni

ngou

tcom

es a

sw

ell a

s th

ede

velo

pmen

t of

stud

ents

’po

sitiv

e so

cial

valu

es. R

eady

topa

rtic

ipat

e in

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rict

pro

ject

s,vo

lunt

ary

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kco

mm

ittee

s an

dso

on

whe

nin

vite

d.


41

AAAAAPPENDIXPPENDIXPPENDIXPPENDIXPPENDIX E E E E E

42

MAJOR MODES OF TEACHERS’ CPD ACTIVITIES

Teachers need access to a variety of professional learning experiences in order to meet thecomplex demands and rapid developments of contemporary society. A survey of teachers’ CPDconducted in March 2003 revealed that the majority of our local teachers did undertake CPD ofvaried modes. Basing on the survey findings, the major modes of CPD activities are outlined inthe following tables. The proposed minimum distribution of time indicated inside the bracketsis meant to serve as a reference for teachers and their schools in drawing up their CPD plans. Toprovide further illustration of how teachers’ CPD is actually implemented, two real-life teachers’CPD diaries are included as samples.

A. Structured Learning (not less than 50 CPD hours in a three-year cycle)

ACTIVITY MODE

LOCAL / OVERSEASCONFERENCES,SYMPOSIA,WORKSHOPS, COURSES

OFFSHORE STUDYVISITS

ELABORATION AND EXAMPLES

Any professional conference, seminar, symposium, formalmeeting, workshop or short course which addresses educationalconcerns, policy-driven initiatives as well as issues related toteachers’ personal development.Examples:� conferences, briefing sessions, workshops on current

education reform or curriculum reform organized by the EMB� seminars, workshops on students’ diverse learning needs or

classroom management organised by the school or schoolsponsoring body (SSB) during the school staff developmentdays

� courses on mentoring, leadership training or managementof emotion and stress, organised by the EMB / tertiaryinstitutions

� authorised training courses related to the LanguageProficiency Requirement (English / Putonghua)

These study visits should be structured to include activities suchas seminars, discussion sessions, school visits and so on.Examples:� study visits to the mainland� overseas study tours organised by teachers’ bodies, the

school, the SSB, the EMB etc.


43

ACTIVITY MODE

HIGHER ACADEMICSTUDY


These programmes are offered by accredited tertiaryinstitutions and may extend across years.Examples:� PhD Programmes; Master Programmes; Bachelor Degree

Programmes; Certificate / Diploma, Advanced DiplomaProgrammes etc. offered by accredited local or overseastertiary institutions

B. Other Modes of CPD (not less than 50 CPD hours in a three-year cycle)

ACTIVITY MODE

JOB ENRICHMENTACTIVITY


Sharing of good practices / professional readings and ideaswithin / outside school for the enhancement of teachers’professionalism and ultimate improvement of students’learning outcomes.Examples:� Engaging in, facilitating or promoting collegial sharing,

collaborative teaching, peer class observation amongcolleagues for the betterment of teaching and studentlearning

� forming learning / study circles among colleagues to shareprofessional readings and ideas

� production and (first) delivery of a professionalpresentation on good / informed practices for sharingamong teachers during school staff development days /sharing sessions organised on a district basis

� visit to other schools / institutions to have professionalexchange and sharing of experience about successfulinnovation / good practices in teaching etc.


44

ACTIVITY MODE ELABORATION AND EXAMPLES

MENTORING

ACTIONLEARNING

Being mentorto a beginningteacher orstudentteacher

Beingmentored

School-basedprojects

Action study

Examples:� pre- and post- lesson observation conferences� counselling and guidance sessions with novice teachers� writing reflective journals / learning logs on theories and workplace

experiences, etc.

Providing systematic guidance and support to a beginningteacher / student teacher in day-to-day work, covering areassuch as subject knowledge, professional skills andinterpersonal relationships.

Also providing pastoral care and spiritual support to help abeginning teacher adapt to the school culture and settle moreeasily into the teaching profession.

Novice teacher engaging in continuous learning under theguidance and support of the school-appointed mentor.

Taking charge of / participating in school-based projects forthe betterment of teaching and student learning.Examples:� school-based quality education fund projects� school-based projects related to moral & civic education,

reading to learn, project learning and informationtechnology for interactive learning

� school-based curriculum tailoring projects

Research and try-out of educational practices in the classroom,with collection and analysis of data regarding their effects onstudent learning.The action study should culminate in a written document orreport on the findings and implications, for sharing anddissemination among practitioners within the education sector.Examples:� application of information technology in one of the key

learning areas� effectiveness of reading to learn in the English / Chinese

subjects


45

ACTIVITY MODE ELABORATION AND EXAMPLES

Publications Written contributions to scholastic / professional journalssharing knowledge and insights on educational issues /professional practices.Examples:� writing an article, discussion paper, report on a school-

based project that contributes to the effective practice ofthe profession

� publication of a book with focus on a specific topic relatedto teaching and learning

� development and production of curriculum / learningmaterials in specific subject areas

Rendering service to the wider professional community andparticipation in education-related committees / workingparties outside school helps to widen exposure and broadenperspective, and is therefore beneficial to a teacher’sprofessional development.Examples:� membership of advisory committees / working groups

set up under the EMB� serving as trainers / facilitators / speakers for teacher

training programmes organised by the EMB / teachers’bodies

� membership of professional associations as well as othereducation-related committees under non-governmentalorganisations / agencies

� participating in education-related community services &voluntary work

SERVICE TO EDUCATIONAND THE COMMUNITY

Othermodes

6

9

6

3

2

10

4

Structuredmode

3

15

4

6

CPD HoursProvider /Organiser

School

HKEAA

School

formerED

School

formerED

ASCD

EMB

School

School

School

Initiatedby

Principal

Principal

Principal

former ED

visiting school

Principal

self

self

Panel Head

Principal

Principal


46

C. Sample Teachers’ CPD Diaries for the 2002 / 03 School Year

Sample 1 Mr Leung is a senior teacher in a secondary school. He is a member of the school’sStaff Development Committee. The 3 staff development days organised by his school in the2002 / 03 school year included a visit, a workshop and professional sharing among colleagues.

Date

Sep 02 toJun 03

Oct to Dec02

10 Oct 02

23 Nov 02

13 Dec 02

16 Dec 02

28 Dec 02

18 Jan 03

5 Feb 03

3 Apr 03

7 Jul 03

Event / Activity

Sharing of good teaching practices withcolleagues (3 sessions)

Attend meetings of HKEAA subjectcommittee (3 sessions)

Visit museums and attend post-visitdiscussion on school staff developmentday

Conduct a district-based workshop forteachers on class management

Give talk to visiting teachers fromanother school

Attend the “Individual DifferencesSeminar Series - A Way to Cater forIndividual Learning Differences throughTeachers’ Professional Development”

Attend a 3-day conference in the USA onteaching and learning

Attend course on “Science UpdateProgramme for Secondary SchoolTeachers”

Action study to develop ESP for juniorscience

Attend self-esteem workshop on schoolstaff development day

Serve as facilitator of sharing ofsuccessful classroom experiences amongcolleagues on school staff developmentday

TOTAL 28 40

Sample 2 Miss Lam is a primary school teacher of six years’ teaching experience. In thisparticular year, her school organised a 20-hour course on teaching through drama and all teacherswere encouraged to attend this course. For all the 3 staff development days, the school arrangedschool visits and professional sharing with teachers of other schools for the staff, with focus onschool-based curriculum design and good teaching practice.

Date

14 Sep 02

Oct toNov 02

22 Nov 02

14 Dec 02

8 Jan 03

6 May 03

14 June 03

1 Nov 02; 7 Mar & 6 June 03

May toJuly 03

Othermodes

6

3.5

13.5

12

Structuredmode

2

3

6

3

3

3

8

CPD HoursEvent / Activity

Attend workshop on team building

Attend workshop / sharing sessionson lesson observation andconferencing skills

Attend course on �� !"#$% ��

Attend seminar on “School-basedcurriculum design on creative writing”

Attend workshop on “Using web-based resources in the learning andteaching of primary mathematics(enhancement)”

Attend “Act to know, know to improve- action research seminar”

Conduct sharing session for colleagueson school-based curriculum design

Participate in school visits andprofessional sharing with teachers ofo t h e r s c h o o l s o n t h e 3 s t a f fdevelopment days

Attend course on “Teaching throughdrama”

Provider /Organiser

School

School

formerED

formerED

EMB

EMB

School

School

School

Initiatedby

Principal

Principal

Self

Self

Self

Principal

Principal

Principal

Principal

TOTAL 28 35


47

foreword - cotap

Documents