Instruction:
  1. Please choose the most accurate/ appropriate statement(s) that best describe(s) yourself in that aspect.
  2. When an accurate/ appropriate descriptor is not available, you can first choose the stage you belong to and edit the descriptors to substantiate your choice.
Standard 1: Caring Cultivators of All-round Growth
1.1a
Nurture students holistically through character building.
Threshold

I support and practice whole-person education.

Competent

I support, practice and encourage others to implement whole-person education.

Distinguished

I promote whole-person education by participating in the design and monitoring of school policies and curriculum, ensuring that they are in line with the belief.

1.1b
Nurture students holistically through serving as a role model of all-round personal development with moral virtues, positive values and attitudes, and local, national and global awareness.
Threshold

I aspire to be a role model of positive values and attitudes expected of students.

Competent

I make conscientious effort to be a role model of positive values and attitudes through teaching and daily interactions with students.

Distinguished

I endeavour to be a role model of positive values and attitudes and contribute to the cultivation of a school ethos that manifest such values.

Threshold

I enhance my knowledge of current issues in the local, national and global scene and relate my teaching and guidance to these issues.

Competent

I am aware of current issues local, national and worldwide and I provide learning experience to broaden my students' understanding of the changing world.

Distinguished

I keep myself abreast of worldwide issues and see it as my mission and responsibility to nurture students to become informed and responsible global citizens.

1.2
Chaperon students in the journey of understanding self and unfolding potential to stand up to changes and challenges, and enhance their capacity for self-management, self-regulation and lifelong learning.
Threshold

I have a basic grasp of students' potential at different stages of their growth and I see actualising these potential as a goal of education.

Competent

I coach students along their life journey, helping them to understand and manage themselves. I also provide learning opportunities for them to unfold their potential.

Distinguished

I take up my role as a life coach who equip students for life challenges and collaborate with families, communities and other professionals to foster students' realisation of potential.

Threshold

I explore study and career opportunities for students and take my role in implementing the school policy for life planning education.

Competent

I identify students' potential and create opportunities for them to explore multiple pathways for the future.

Distinguished

I am aware of my students' potential and play a prominent role in the setting of school policy for career and life planning.

1.3
Create a harmonious, inviting and supportive environment conducive to students' motivation to learn and rapport-building with peers, teachers, parents and the wider community.
Threshold

I ensure a safe, well-managed and harmonious learning environment to facilitate students' mutual support for learning and growth.

Competent

I establish an environment with positive ethos for students to learn and build congenial relationships with peers, teachers, parents and the community.

Distinguished

I create friendly settings for students to learn and build positive relationship. I also contribute to the making of an inviting school environment in which stakeholders work together for their all-around-development.

1.4
Accommodate students' diverse and special educational needs to enable them to advance their potential, and mutually affirm and respect each other in a pluralistic society.
Threshold

I adopt a positive attitude towards students' socio-cultural differences and educate them to respect each other's differences and culture.

Competent

I create an inclusive learning environment in which students of diverse backgrounds and needs complement each other on the path of learning and growth.

Distinguished

I contribute to the building of a school ethos in which all students are treated with equity and benefit from a pluralistic culture.

  • Standard 1
  • Standard 2
  • Standard 3