Page 10 - Professional Standards for Principals of Hong Kong

Accomplished
Competent Distinguished

Principals establish a shared vision on learning Principals
establish
close
Principals uphold the right, responsibility and and teaching among teachers and students. partnership with stakeholders to actualise the
and
effective
capability of all to learn. They have a They have confidence in students’ learning and school’s shared vision on learning and teaching.
comprehensive understanding of the school give them the best learning opportunities Together they take complementary roles to
curriculum and are reflective of existing school through a broad and balanced curriculum. boost students’ confidence and capacity in
culture and practices which have an impact on Principals foster an open culture of trust, enquiry learning.
student learning. They work with teachers to and reflection. While teachers are encouraged to Principals sustain an ethos of learning which
develop goals and ethos favourable to the be autonomous professionals, a collaborative inspires stakeholders to engage in different
pursuit of quality in learning and teaching. culture is also emphasised. forms of enrichment. They shape a unique and
Principals understand the role of schools as Principals ensure focused and sustainable motivating school culture of learning.
learning communities. They themselves are capacity building of teachers for improving As scholar-practitioners, principals manage
active learners continuously equipped with students’ learning outcomes. They motivate organizational knowledge effectively to build up
updated professional knowledge in order to teachers intellectually and construct work intellectual capital of the school. They engage
empower teachers in their endeavours to play settings which are conducive to the stakeholders in professional exchanges and
the role as co-constructors of knowledge. enhancement of their professionalism. As diversified learning opportunities, nurturing an
Principals exercise instructional leadership. life-long learners themselves, they bring in intellectual disposition among them. Such
They provide essential conditions for enhancing collaborative and purposeful learning in the co-construction of professional knowledge also
teachers’ professionalism, including competence school community, building professional learning extends to other schools and the community
in information and media literacy, technological, communities for creation of knowledge. To when principals engage in the sharing of
pedagogical and content knowledge, and achieve professional excellence, they nurture knowledge and experience.
effective learning for students. They ensure that leadership capability on curriculum development Committed to their passion for professional
and enhance teachers’ self-efficacy, building
organisational structures, school policies, collective instructional capacity and influence of excellence, principals create
strategies and resources are all anchored in the schools. environments in which learning flourishes. They
innovative
learning. In achieving collegial harmony, principals contribute to the enhancement of teachers’
They recognise collegial harmony as a strategic professionalism not only in school but also in the
element in school development and build an generate a trusting and enabling climate, education sector. They earn the support of the
organisational climate that nourishes a sense of encouraging mutual recognition and support community towards the teaching profession,
togetherness and a rapport that enables the among stakeholders. mobilising and nurturing people with best
school to develop as a learning organisation. Principals develop teachers to become proactive potential for a career in education to contribute
Realising that education is now in the context of agents of change. They empower teachers to the forging of a top-notch and widely
a fast and vigorous changing world, principals through a range of learning opportunities that respected professional team for the community.
broaden teachers’ horizons to students’ multiple enhance teachers’ leadership skills and As people developers, principals capitalise on
pathways and boost their confidence to nurture development of multiple talents so that student the opportunities arising from diverse strengths
students of different potentials to be leaders in diversity can be accommodated and developed. and thinking while emphasising unity of the
various domains of school life. school. They pursue collegial harmony in which
stakeholders accommodate differences and are
willing to complement each other in the journey
of becoming vibrant learning organisations
which are able to nurture learners to become
leaders of tomorrow.

Versatile Architects of Vibrant Learning Organisations