Chief Executive's Award for Teaching Excellence (2011-2012)
Home  
Foreword  
Press Releases / Speeches  
Objectives and Eligibility  
Nomination and Assessment
Awards  
Result of Assessment
Organisation  
Award Presentation Ceremony  
Contact Us  
   
 
Chief Executive's Award for Teaching Excellence (2011-2012)
Chief Executive's Award for Teaching Excellence (2011-2012)
Nomination and Assessment
 

Assessment

(I) What is “teaching practice”?
 

For the purpose of CEATE, “teaching practice” refers to the learning experiences provided by a teacher that facilitate the learning of students as a result of the teacher’s professional knowledge and skills in lesson planning, teaching pedagogy, curriculum and assessment design, adaptation of materials, etc.

   
(II) Assessment criteria
 
(a)

Assessment of nominations will focus on four domains of assessment. Recognising that teaching practices cannot be separated into discrete areas, the Assessment Panels will adopt a holistic approach when considering the nominations. The focus of CEATE is on learning and teaching.

(b) For the purpose of CEATE, teaching excellence means teaching practices that are
 
(i) outstanding and/or innovative and proven to be effective in enhancing students’ motivation and/or in helping students to achieve the desired learning outcomes; or
creatively adapted from exemplary teaching practices from elsewhere to suit the local (i.e. school-based and/or student-based) context, with proven effectiveness in enhancing students’ learning outcomes;
(ii) based on a coherent conceptual framework, showing reflective practices;
(iii) inspiring and can be shared with colleagues to improve the quality of education; and
(iv) instrumental in achieving the learning targets of the KLA/ key area concerned. (For Arts Education KLA, it means developing creativity and imagination; developing skills and processes; cultivating critical responses and understanding arts in context. For Information Technology in Education, it means improving students' learning outcome with information technology and developing their information literacy. For Pre-primary Education, it means fostering children’s holistic and balanced development in cognitive, language, physical, affective, social and aesthetic aspects through arousing their curiosity and providing them with integrated, diversified and pleasurable learning experiences.)
   
(III) Domains of Assessment
 
(a) Professional Competence

Evidence of exemplary practices in professional competence may include but is not limited to
 
(i) mastery of subject/professional knowledge, skills and communication ability;
(ii) setting appropriate learning objectives for lessons in accordance with the learning targets of the subject/ key area, as well as effective organisation and planning of teaching to ensure students’ attainment of the learning targets;
(iii) setting appropriate learning objectives for lessons in accordance with the learning targets of the subject/ key area, as well as effective organisation and planning of the teaching work to ensure students’ attainment of the learning targets;
(iv) effective classroom instruction, class interaction, class management and/or implementation strategies of programmes/projects/activities;
(v) adopting a student-centred teaching strategy, designing learning activities that are related to the daily lives of students, providing students with various learning experiences, enabling students to scaffold their knowledge and establishing positive value and attitude; and
(vi) effective assessment of student learning, and appropriate use of assessment information.
(b) Student Development

Evidence of exemplary practices in student development may include but is not limited to
 
(i) catering for school-based or student-oriented needs by appropriate adaptation of the curriculum to help students attain the desired learning outcomes;
(ii) inspiring students of different backgrounds and abilities and motivating them to learn;
(iii) making positive impacts on students in whole-person development and the development of generic skills;
(iv) providing pastoral care services and student activities;
(v) building trust and rapport with students;
(vi) For Arts Education KLA: adopting appreciating, creating and performing activities, complementing teaching with diversified learning and teaching strategies to develop students’ aesthetic sensitivity, creativity, critical thinking skills and communication skills, while nurturing their positive values and attitudes, and life-long interest in the arts;
(vii) For Information Technology in Education: providing adequate learning opportunities to develop students’ competence in using information technology for learning and in daily life, to enjoy learning and develop self-learning skills; using information technology as a tool wisely for building up learning communities and enhancing collaborative and interactive learning; and fostering students to use information technology ethically; and
(viii) For Pre-primary Education: nurturing children’s interest in learning and their positive learning attitudes, as well as catering for their developmental needs to help them develop and apply the basic skills to lay the foundation for life-long learning; and nurturing children’s positive values and good habits to prepare them for future life and whole person development.
(c) Professionalism and Commitment to the Community

Evidence of exemplary practices in professionalism and commitment to the community may include but is not limited to
 
(i) the drive to pursue continuous self-improvement and professional development;
(ii) keeping themselves abreast of developments in education practices and policies, for example, the trends and content of the curriculum;
(iii) setting themselves as role models;
(iv) proactively providing support to the teaching profession and the community, such as participation in and contribution to professional sharing activities, dissemination of good practices, and involvement in community services or voluntary work;
(v) producing exemplary teaching materials, involving in or contributing to educational research, and/or publishing of articles on teaching-related topics; and
(vi) participating in the professional development of novice teachers.
(d) School Development

Evidence of exemplary practices in school development may include but is not limited to
 
(i) encouraging home-school collaboration;
(ii) inspiring peers and colleagues to collaborate for improvement of learning and teaching;
(iii) promoting a sharing and collaborative culture among colleagues and stakeholders with a view to developing the school as a professional learning community; and
(iv) taking a leadership role among colleagues and stakeholders in promoting a consensus on and the actualisation of the school vision and mission through one’s own exemplary practices and sharing of experience, focusing energy on achieving continuous school development, and realising the essence of the school culture and ethos through a variety of effective channels.
(e) The focus of assessment is on the Professional Competence domain and the Student Development domain. In particular, learning and teaching will be emphasised. However, all nominees should demonstrate good competence in all domains of assessment in order to be considered for any kinds of award.
   
(IV) Assessment Procedure
Initial Assessment
(To be conducted tentatively in November & December 2011)

  • Vetting and examining materials submitted with the nominations
  • Interviewing nominees (For group nominations, the presence of only the group leader/representative will suffice.)
  • Short-listing nominations for detailed assessment
Detailed Assessment Note 1
(To be conducted tentatively in January & February 2012)
  • Conducting school visits which include observation of lessons (For group nominations, the lessons of all group members will be observed.)
  • Interviewing nominees, nominators, seconders, students and/or parents
  • Examining more evidence from nominators and nominees
Recommendation by the CEATE Assessment Panels
Acceptance by the CEATE Steering Committee
and the Assessment Working Group
Endorsement by the CEATE High-level Advisory Panel
   
 

Note 1  Nominees who are unable to make themselves available for detailed assessment will be treated as withdrawals

   
(V) CEATE Assessment Panels
 

Three Assessment Panels, each comprising experts and academics in the respective education field, experienced school heads, experienced frontline teachers and a parent, will be set up to examine the nominations and recommend the ones to be awarded. The assessment results will be submitted to the CEATE Steering Committee and the Assessment Working Group for acceptance. They will then be verified and endorsed by the CEATE High-level Advisory Panel, whose decision is final.

Information on members of the CEATE Assessment Panels will later be available on "Organisation" page of this website.