Professional Development Kai-ming Cheng Chairman, Advisory Committee on Teacher Education and Qualifications

Quality Teacher for Quality Learning! Quality Teachers are Learning Teachers!

Teachers’ Capacity “Subject matter”“Subject matter” Capacity of Lifelong LearningCapacity of Lifelong Learning Basic intellectual attributesBasic intellectual attributes Science & art of learning and teachingScience & art of learning and teaching Knowledge of student developmentKnowledge of student development Capacity to changeCapacity to change Professional attitudes and valuesProfessional attitudes and values Capacity of social interactionsCapacity of social interactions Continuous learning, adaptation and innovationsContinuous learning, adaptation and innovations A Degree Professional Qualification Workplace Internship Continuing Professional Development 學習 Learning!

Initial Education Intern- ship Continuing Professional Development Teachers’ Professional Development

Initial Education Intern- ship Continuing Professional Development Teacher’s Competencies Framework

Basic Values Professional Community SchoolDevelop-mentTeaching&LearningStudentDevelop-ment Teacher’s Competencies Framework

Teaching and Learning DomainStudent Development DomainSchool Development DomainProfessional Relationships and Services  Subject Matter Knowledge - command of subject matter knowledge - updating of subject matter knowledge and search for new subject knowledge - sharing and exchange of subject teaching practice  Curriculum and Pedagogical Content Knowledge - command and application of pedagogical content knowledge - curriculum design, implementation and improvement - updating and sharing of pedagogical content knowledge  Teaching Strategies and Skills, Use of Language and Mulit-Media - knowledge and application of teaching strategies and skills - language proficiency - motivation of student learning through different teaching methods and multi-media - research and dissemination on teaching strategies and skills  Assessment and Evaluation - student assessment methods and procedures - use of student assessment results - evaluation and review of teaching and learning programmes  Students’ Diverse Needs in School - understanding students’ diverse needs - identifying and supporting students’ diverse needs - collegial collaboration in identifying and supporting students’ diverse needs  Rapport with Students - awareness of the importance of establishing rapport with students - building trust and rapport with students  Pastoral Care for Students - providing pastoral care for students - collegial collaboration in providing pastoral care  Students’ Different Learning Experiences - participation and implementation - planning and organization - whole person development of students  School’s Vision and Mission, Culture and Ethos - adaptation to school vision and mission, culture and ethos - actualisation of school beliefs, vision and mission - cultivation of a caring and inviting school climate - contribution to reviewing school vision and mission, as well as promoting school culture and school image  Policies, Procedures and Practices - understanding school goals and policies - implementation of school policies, procedures and practices - formulation of school policies, review of procedures and practices for continuous school development  Home-School Collaboration - understanding students’ family background - communication with parents - involvement in parent-related activities - building trust with parents for further school development  Responsiveness to Societal Values and Changes - awareness and knowledge of societal changes in relation to their impact on school - responsiveness to societal changes and issues related to social values  Collaborative Relationships within School - working relationships with individuals - working relationships with groups - working relationships within formal structures  Teachers’ Professional Development - sharing of knowledge and good practices with others - contribution to teachers’ professional development  Involvement in Policies Related to Education - awareness and knowledge of policies related to education - responsiveness to policies related to education - contribution to policies related to education  Education-related Community Services and Voluntary Work - interaction with the broader community - participation in education-related community services and voluntary work SIX CORE VALUES THAT UNDERPIN THE WHOLE FRAMEWORK belief that all students can learn andhave a right to realize their potential love and care for students respect for diversity diligence, commitment and dedication to the profession collaboration, sharing and teamspirit passion for continuous learning, self ‑ reflection and excellence BASIC PREMISE: THE PERSONAL GROWTH AND DEVELOPMENT OF TEACHERS A Teacher Competencies Framework

Teacher Competency Framework as a frameworkas a framework as a mapas a map as a tool for long-term planningas a tool for long-term planning

Continuing Professional Development Towards a Learning Profession (2003) Initial responses No hard audit No hard audit Initial survey encouraging Initial survey encouraging Hours not a major concern Hours not a major concern Quality & Effectiveness Quality & Effectiveness

Continuing Professional Development Towards a Learning Profession (2003) CPD Activities Academic programmes Academic programmes Interschool sharing Interschool sharing Seminars/Talks/workshops Seminars/Talks/workshops Staff Development Staff Development Research & Development Research & Development ……………………

Continuing Professional Development Academic Programmes

Continuing Professional Development Seminars/Talks

Inter-School Activities

Continuing Professional Development Sharing

Professional Conferences

Continuing Professional Development Research & Planning

Continuing Professional Development Towards a Learning Profession (2003) Steering Committee Steering Committee Overseeing and steering developments Overseeing and steering developments Identification of Success Stories Identification of Success Stories Dissemination of Good Practices Dissemination of Good Practices Demonstration of multiple models Demonstration of multiple models Facilitation of a professional culture Facilitation of a professional culture

Initial Education How do we prepare teachers for new challenges? ResearchResearch –Teachers’ perceptions of the present –Delphi study of the future –Case study of advanced cases Steering CommitteeSteering Committee Consultative CommitteeConsultative Committee Initial Education

How to adapt new teachers to the school reality? Initial thinkingInitial thinking –One year leading to Registration –Portfolio facilitated by Mentors –Monitored by external authority Task Force for InfrastructureTask Force for Infrastructure Task Force for Professional CriteriaTask Force for Professional Criteria Intern- ship

Quality Teacher for Quality Learning! Quality Teachers are Learning Teachers!

Thank you!