PROFESSIONAL STANDARDS FOR TEACHERS OF HONG KONG SELF

Standard 1
Standard 2
Standard 3

Instruction:

Please choose the most accurate/ appropriate statement(s) that best describe(s) yourself in that aspect.
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 2: Inspirational Co-constructors of Knowledge

2.1

Develop students' generic skills and entrepreneurial spirit, and enable them to embrace the East-meets-West culture of the territory and cutting-edge technology in order to innovate and thrive amid the uncertainties, complexities and dynamics in Hong Kong as a global city.

Threshold

I implement self-directed learning.

Competent

I integrate self-directed learning into curriculum design, pedagogical strategies and assessment.

Distinguished

I nurture students' self-directed learning ability through curriculum design, pedagogical strategies and assessment and have yielded favourable learning outcomes.

Threshold

I explore strategies to incorporate generic skills in the process of knowledge construction.

Competent

I develop students' generic skills through the curriculum and create opportunities for application in real-life contexts.

Distinguished

I design and deliver a curriculum for students to develop generic skills with application in real-life circumstances, resulting in positive impact on students' lives.

Threshold

I seek to enhance my media literacy and information literacy.

Competent

I use my media literacy and information literacy to guide students in the ethical flexible and effective use of information.

Distinguished

I promote opportunities for students to develop and apply media literacy and information literacy in meaningful contexts through the curriculum.

Threshold

I subscribe to the use of technology to help students' learning.

Competent

I encourage students to embrace technology for learning and the betterment of human livelihood.

Distinguished

I develop students' potential in technology-led learning and innovations for the well-being of humankind.

Threshold

I acknowledge the need to develop an entrepreneurial spirit in students which will prepare them for future challenges and opportunities.

Competent

I create learning opportunities to broaden students' horizons and foster in them an entrepreneurial mindset.

Distinguished

I exemplify the entrepreneurial mindset and nurture this spirit among students and colleagues through learning experiences and school ambience.

2.2

Engage students in deep learning through inspiring them to construct knowledge individually and collaboratively, and ensure their mastery of key competences in and across learning areas for increased competitiveness in the knowledge-based society.

Threshold

I develop students' key competences through activities that can achieve deep learning.

Competent

I develop students' key competences and encourage them to explore learning strategies in pursuit of deep learning.

Distinguished

Under my guidance, students have the key competences and learning strategies to achieve deep learning which is evident in their learning outcomes.

Threshold

I am aware of the role as co-constructor of knowledge. I build learning opportunities in which students work collaboratively with interactive exchange and mutual support.

Competent

I take on the role as co-constructor of knowledge. I create learning communities among students to facilitate construction of knowledge individually and collaboratively.

Distinguished

I excel in the role of co-constructor of knowledge. I engage students in learning communities in which they build knowledge through interaction among themselves and with teachers.

2.3

Design and implement instructional strategies appropriate to students' needs and abilities to maximise learning effectiveness in the era of knowledge and digitalisation.

Threshold

I understand principles of different pedagogical strategies and try them out in different settings.

Competent

I have a wide repertoire of pedagogical and assessment strategies to bring in paradigm shifts fit for purpose.

Distinguished

I have a strong grasp of pedagogical and assessment approaches and I initiate research for the enrichment of overall teaching quality within and outside school.

Threshold

I acknowledge learner diversity and explore ways to address individual needs.

Competent

I embrace the challenge of learner diversity and devise strategies to ensure students perform to the best of their abilities.

Distinguished

I take advantage of the dynamics created by learner diversity to bring out the development of individual potential and learning benefit for all.

Standard 3: Committed Role Models of Professionalism

3.1

Pursue continuing professional development individually and through sharing and collaboration with the professional learning communities, parents, school sponsoring bodies and the wider community in order to contribute to the sustainable development and transformation of the school and enhance change readiness.

Threshold

I am mindful of the holistic well-being of self and maintain a positive self-concept and outlook on life.

Competent

I adopt an all-round approach to my personal development endeavouring to become a person of respectable moral character with a positive mindset.

Distinguished

I am recognised as a role-model of all-round personal growth pursuing positive well-being and respectable character. I also support colleagues on their path of personal development.

Threshold

I actively participate in school professional development activities and readily collaborate with colleagues and external professionals.

Competent

I participate in communities of practice, engaging myself in mutual support with colleagues and mentoring student teachers.

Distinguished

I pursue professional development of different forms with colleagues to maximise the professional capacity of the school.

Threshold

I regard it a responsibility to realise the school vision and mission with colleagues to achieve continuous school development.

Competent

I commit myself to realising the school vision and mission in every aspect of my work.

Distinguished

I contribute to the review of the implementation of school vision and mission and refine policies and practices accordingly.

3.2

Uphold ethical practices and abide by the Code for the Education Profession of Hong Kong; understand the principles of the Basic Law and respect the rule of law as a core value of Hong Kong.

Threshold

I embrace and realise the core professional values.

Competent

Distinguished

I uphold public trust in the profession as I realise core professional values and maintain high standard of ethics and behaviour within and outside school.

Threshold

I act in compliance with the Code of the Education Profession of Hong Kong, understand the principles of the Basic Law and respect the rule of law as a core value of Hong Kong.

Competent

Distinguished

3.3

Epitomise a quest for equity, excellence and collegial harmony in the teaching profession with professional commitment in school and society.

Threshold

I have a grasp of current educational policies and their implications on my work.

Competent

I have constructive views on current educational policies and engage in professional networks in pursuit of excellence in education.

Distinguished

I present insightful views on educational policies in various occasions, and participate in education-related professional bodies.

Threshold

I take pride in being a member of the teaching profession, pursuing equity, excellence and collegial harmony.

Competent

I regard it an honour to be in the teaching profession and I work with professional networks to realise equity and excellence in education.

Distinguished

I maintain dignity and credibility of the profession and my professionalism is highly regarded by others.

Threshold

I dedicate myself to the nurturing of the young to become responsible citizens, which is a mission entrusted to the teaching profession by the society.

Competent

I see my mission of nurturing the young to become responsible citizens a joint enterprise of all stakeholders; I establish links with the community to achieve education goals.

Distinguished

I recognise education is a joint enterprise of all stakeholders, I therefore build connections for the school and society to serve each other for the betterment of Hong Kong.

Standard 1
Standard 2
Standard 3

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