1. EC Annual Report, December 11, 2004

2. 教 師 專 業 發 展 Professional Development 師訓及師資諮詢委員會主席 程介明 Kai-ming Cheng Chairman, Advisory Committee on Teacher Education and Qualifications

3. 學生學習素質繫於教師！ Quality Teacher for Quality Learning! 優秀教師善於學習！ Quality Teachers are Learning Teachers!

4. 教師專業素養 Teachers’ Capacity 學科知識 “Subject matter” 學科知識 “Subject matter” 自學能力 Capacity of Lifelong Learning 自學能力 Capacity of Lifelong Learning 基本素質 Basic intellectual attributes 基本素質 Basic intellectual attributes 教學專業認知 Science & art of learning and teaching 教學專業認知 Science & art of learning and teaching 學生成長認知 Knowledge of student development 學生成長認知 Knowledge of student development 變革能力 Capacity to change 變革能力 Capacity to change 專業態度道德 Professional attitudes and values 專業態度道德 Professional attitudes and values 人際交往能力 Capacity of social interactions 人際交往能力 Capacity of social interactions 持續學習創新 Continuous learning, adaptation and innovations 持續學習創新 Continuous learning, adaptation and innovations 學術學位 A Degree 專業資格 Professional Qualification 專業見習 Workplace Internship 專業持續發展 Continuing Professional Development 學習 Learning!

5. Initial Education Intern- ship Continuing Professional Development 教師專業發展階段 Teachers’ Professional Development 職前 初職 在職

6. Initial Education Intern- ship Continuing Professional Development Teacher’s Competencies Framework 教師專業能力理念框架

7. Basic Values Professional Community SchoolDevelop-mentTeaching&LearningStudentDevelop-ment 教師專業能力理念框架 Teacher’s Competencies Framework 學校發展範疇 教與學的範疇 專業群體及 服務範疇 學生發展範疇 專業基本價值

8. 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

9. 教師專業能力理念框架 Teacher Competency Framework 作為理念根據 as a framework 作為理念根據 as a framework 作為「地圖」 as a map 作為「地圖」 as a map 作為規劃參考 as a tool for long-term planning 作為規劃參考 as a tool for long-term planning

10. Continuing Professional Development 持續專業發展 文件 (2003) 《專業的學習、學習的專業》 Towards a Learning Profession (2003) – 三年試行 3 year trial – 軟指標 150 小時 Soft target: 150 hrs/3 yr – 兼顧進修實踐 Study/Practice – 學校為本要求 School-appropriate

11. Continuing Professional Development 持續專業發展 《專業的學習、學習的專業》 Towards a Learning Profession (2003) 初步反應 Initial responses 建立不靠指標文化 No hard audit 建立不靠指標文化 No hard audit 初步調查超過指標 Initial survey encouraging 初步調查超過指標 Initial survey encouraging 時數不是努力方向 Hours not a major concern 時數不是努力方向 Hours not a major concern 以素質、效果為重 Quality & Effectiveness 以素質、效果為重 Quality & Effectiveness

12. Continuing Professional Development 持續專業發展 《專業的學習、學習的專業》 Towards a Learning Profession (2003) 專業發展活動 CPD Activities 學術課程 Academic programmes 學術課程 Academic programmes 校際交流 Interschool sharing 校際交流 Interschool sharing 專業研討 Seminars/Talks/workshops 專業研討 Seminars/Talks/workshops 校內進修 Staff Development 校內進修 Staff Development 研究發展 Research & Development 研究發展 Research & Development ……………………

13. Continuing Professional Development 學術課程 Academic Programmes

14. Continuing Professional Development 研討會 Seminars/Talks

15. Continuing Professional Development 校際交流 Inter-School Activities

16. Continuing Professional Development 同儕分享 Sharing 同儕分享 Sharing

17. Continuing Professional Development 專業會議 Professional Conferences 專業會議 Professional Conferences

18. Continuing Professional Development 研究與規劃 Research & Planning

19. Continuing Professional Development 持續專業發展 《專業的學習、學習的專業》 Towards a Learning Profession (2003) 指導小組 Steering Committee 監察全港進展 Overseeing and steering developments 監察全港進展 Overseeing and steering developments 發掘成功案例 Identification of Success Stories 發掘成功案例 Identification of Success Stories 推廣交流經驗 Dissemination of Good Practices 推廣交流經驗 Dissemination of Good Practices 發展多元模式 Demonstration of multiple models 發展多元模式 Demonstration of multiple models 營造專業文化 Facilitation of a professional culture 營造專業文化 Facilitation of a professional culture

20. Initial Education 如何為新教師準備未來挑戰？ How do we prepare teachers for new challenges? 研究 Research 研究 Research – 教師觀感 Teachers’ perceptions of the present – 發展前瞻 Delphi study of the future – 先例研究 Case study of advanced cases 指導小組 Steering Committee 指導小組 Steering Committee 專業諮詢 Consultative Committee 專業諮詢 Consultative Committee Initial Education

21. 如何讓新教師融入學校現實？ How to adapt new teachers to the school reality? 初步設想 Initial thinking 初步設想 Initial thinking – 一年為期, 註冊前提 One year leading to Registration – 工作記錄, 導師輔導 Portfolio facilitated by Mentors – 專設組織, 全盤監察 Monitored by external authority 基本結構工作組 Task Force for Infrastructure 基本結構工作組 Task Force for Infrastructure 專業要求工作組 Task Force for Professional Criteria 專業要求工作組 Task Force for Professional Criteria Intern- ship

22. 學生學習素質繫於教師！ Quality Teacher for Quality Learning! 優秀教師善於學習！ Quality Teachers are Learning Teachers!

23. Thank you!