| (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 themes concerned. |
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For Curriculum Leadership, it means enabling students’ whole-person development and life-long learning capabilities through leading teachers to conduct whole-school curriculum planning and implementation, which is in line with Seven Learning GoalsNote1 set out by the Curriculum Development Council. |
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For Liberal Studies, it means enabling students to make connections among different disciplines, to examine issues from a variety of perspectives, to construct personal knowledge of immediate relevance to themselves in today’s world; and to develop their independent learning capabilities and cross-curricular thinking. |
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For Personal, Social and Humanities Education KLA, it means enabling students to understand themselves, society and the world at large, maintaining a healthy personal development and contributing to the well-being of the family, the local community, the nation and the world as confident, informed and responsible persons. |
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For Physical Education KLA, it means helping students to develop the motor skills, knowledge and positive values and attitude pertaining to leading an active and healthy lifestyle. |
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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 lessons in accordance with the learning targets of the theme, 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 student 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 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 Curriculum Leadership) helping students to obtain profound learning experience, build up generic skills and knowledge and develop positive values through a broad and balanced curriculum. |
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(vii) |
(for Liberal Studies) enhancing students’ understanding of themselves, their society, their nation, the human world and the physical environment; enabling students to develop multiple perspectives on perennial and contemporary issues in different contexts; developing students a range of skills for life-long learning and helping them to become independent thinkers; helping students to appreciate and respect diversity in cultures and views in a pluralistic society and handle conflicting values; and helping students to develop positive values and attitude towards life so that they can become informed and responsible citizens of the society, the country and the humanity. |
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(viii) |
(for Personal, Social and Humanities Education KLA) helping students to acquire knowledge and skills in the humanities and social sciences through observation and experiencing social dynamics to prepare them for participation in society; and nurturing a healthy perception of history and culture, and a sense of responsibility to nature, nation and the world; and |
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(ix) |
(for Physical Education KLA) through physical activities, helping students to develop physical competence, knowledge and generic skills, especially those of collaboration, communication, creativity, critical thinking, as well as the attribute of aesthetic appreciation; and to cultivate positive values and attitudes for the development of an active and healthy lifestyle. |
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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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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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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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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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(i) |
encouraging home-school collaboration; |
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inspiring and providing support to 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) |
All nominees should demonstrate good competence in all domains of assessment in order to be considered for any award. For Liberal Studies, Personal, Social and Humanities Education KLA and Physical Education KLA, the focus of assessment is on the Professional Competence domain and the Student Development domain. In particular, learning and teaching will be emphasised. For Curriculum leadership, the four domains of assessment are equally important. In particular, the leadership role in the planning and implementation of whole-school curriculum will be emphasised. |
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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 Note2
- Conducting school visits which include observation of lessons
(For group nominations, the lessons of all group members will be observed.)
- Interviewing nominees, nominators, seconders, colleagues, 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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| (V) |
CEATE Assessment Panels |
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Four 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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