| (I) |
What is “teaching practice”? |
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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. |
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| (II) |
Assessment criteria |
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(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. |
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(b) |
For the purpose of CEATE, teaching excellence means teaching practices that are |
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(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; |
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(ii) |
based on a coherent conceptual framework, showing reflective practices; |
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(iii) |
inspiring and can be shared with colleagues to improve the quality of education; and |
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(iv) |
instrumental in achieving the learning targets of the KLA/ key area concerned. (For Guidance and Discipline, it means creating a caring and inviting school atmosphere, developing students' positive values, attitudes and behaviour, and providing effective counselling for students with behavioural and emotional problems. For Science Education KLA, it means developing students' curiosity and creativity, as well as interest in science; developing their ability to inquire and solve problems; and enhancing the scientific literacy of students. For Technology Education KLA, it means developing technological literacy in students through the cultivation of technological capability, technological understanding and technological awareness to deal with the challenges of the future.) |
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| (III) |
Domains of Assessment |
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(a) |
Professional Competence |
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Evidence of exemplary practices in professional competence may include but is not limited to |
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(i) |
mastery of subject/ professional knowledge, skills and communication ability; |
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(ii) |
setting appropriate learning objectives for lessonsNote1 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; |
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(iii) |
developing appropriate teaching strategies and using suitable teaching skills to suit the diversified needs of different students, the context and environment; |
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(iv) |
effective classroom instruction, class interaction, class management and/ or implementation strategies of programmes/ projects/ activities; |
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(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 |
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(vi) |
effective assessment of students learning, and appropriate use of assessment information. |
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(b) |
Student Development |
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Evidence of exemplary practices in student development may include but is not limited to |
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(i) |
catering for school-based or student-oriented needs by appropriate adaptation of the curriculum to help students attain the desired learning outcomes; |
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(ii) |
inspiring students of different backgrounds and abilities and motivating them to learn; |
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(iii) |
making positive impacts on students in whole person development and the development of generic skills; |
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(iv) |
providing pastoral care services and student activities; |
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(v) |
building trust and rapport with students; |
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(vi) |
(for Guidance and Discipline) helping students to develop positive values, attitudes and behaviours through reflective and interactive lessons/ activities, as well as effective guidance and discipline programmes; and to become self-discipline, respectful and caring for others. |
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(vii) |
(for Science Education KLA) developing students' curiosity and creativity, as well as interest in science; enhancing their scientific thinking and strengthening their ability in scientific inquiry; developing students to become active learners in science; helping students to make informed judgement based on scientific evidence; and developing the potential of students with a strong interest and talent in science to the full. |
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(viii) |
(for Technology Education KLA) providing students with the opportunities to acquire the essential knowledge and concepts, learn the process and skills, and be aware of the impact of technologies in improving everyday living, and enhancing social and economic development. |
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(c) |
Professionalism and Commitment to the Community |
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Evidence of exemplary practices in professionalism and commitment to the community may include but is not limited to |
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(i) |
the drive to pursue continuous self-improvement and professional development; |
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(ii) |
keeping themselves abreast of developments in education practices and policies, for example, the trends and content of the curriculum; |
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(iii) |
setting themselves as role models; |
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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; |
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(v) |
producing exemplary teaching materials, involving in or contributing to educational research, and/ or publishing of articles on teaching-related topics; and |
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(vi) |
participating in the professional development of novice teachers. |
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(d) |
School Development |
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Evidence of exemplary practices in school development may include but is not limited to |
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encouraging home-school collaboration; |
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inspiring peers and colleagues to collaborate for improvement of learning and teaching; |
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promoting a sharing and collaborative culture among colleagues and stakeholders with a view to developing the school as a professional learning community; and |
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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. |
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(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. |
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| Note 1 |
Under the area of Guidance and Discipline, "lessons" may also be taken to mean programmes/ projects/ activities. |
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| (IV) |
Assessment Procedures |
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Initial Assessment
- 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
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Detailed Assessment Note 2
- Conducting school visits which include observation of lessons Note 3
(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
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Recommendation by the CEATE Assessment Panels |
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Acceptance by the CEATE Steering Committee
and the Assessment Working Group |
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Endorsement by the CEATE High-level Advisory Panel |
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| Note 2 |
Nominees who are unable to make themselves available for detailed assessment will be treated as withdrawals. |
| Note 3 |
Under the area of Guidance and Discipline, "lessons" may also be taken to mean programmes/ projects/ activities. |
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| (V) |
CEATE Assessment Panels |
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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. |
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