Page 10 - Professional Standards for Teachers of Hong Kong

Competent
Threshold Distinguished

Teachers integrate self-directed learning into
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Teachers implement self-directed learning and curriculum design, pedagogical strategies and Teachers nurture and develop self-directed learning
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explore strategies to incorporate generic skills in assessment. They develop students’ generic skills ability and place a strong emphasis on supporting
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the process of knowledge construction. by appropriately incorporating them into the the goal, they create learning opportunities and
students to become capable lifelong learners. To realise
In the face of the fast-moving era of knowledge and curriculum. They also create opportunities for implement effective strategies that yield favourable
digitalisation in education, teachers are aware of application of these skills in real-life contexts and learning outcomes. They also design and deliver a
the need for an effective and ethical use of prepare students for lifelong learning. curriculum that enables progressive development and
information and, therefore, seek to enhance their Teachers guide students in the ethical, flexible and integration of knowledge and skills, and strengthens
media and information literacy . They subscribe to effective use of information. They encourage application in relevant and authentic circumstances,
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the use of cutting-edge technology to help students students to have a positive mindset that embraces resulting in positive impact on students’ lives. They share
employ different learning modes that take cutting-edge technology for the betterment of they try out the strategies in their own settings.
these strategies with colleagues and support them as
advantage of digital transformation. They human livelihood. They explore opportunities for Teachers promote opportunities for students to develop
acknowledge the need to develop an entrepreneur- students to understand the East-meets-West and apply media and information literacy in meaningful
ial spirit in their students to prepare them for a culture of Hong Kong and its unique role in the contexts through the curriculum. They unleash students’
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future of challenges and opportunities. They help national and global scene. They create learning potential in technology-led innovations for the well-being
students to understand the unique culture of Hong experience for broadening students’ horizons and view and encourage them to grasp opportunities offered
of humankind. They develop in students a positive world
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Kong as an international city. foster an entrepreneurial mindset for embracing by the strengths and dynamics of Hong Kong as a global
Teachers are aware of their role as co-constructors innovative strategies, which is crucial for their city. Teachers exemplify entrepreneurial spirit and build
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of knowledge . They build learning opportunities in future development. networks to enrich students’ learning experience and,
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which students work collaboratively with interactive Taking on the role as co-constructors of through collegial sharing, they contribute to the making of
exchange and mutual support. They attach knowledge , teachers create learning communities Teachers excel in their role of co-constructors of
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an entrepreneurial and creative ambience at school level.
key
in which the rapport among students facilitate the
importance to developing students’ knowledge . They engage students in learning
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competences through activities that can achieve building up of knowledge individually and communities which motivates students to construct
collaboratively under their guidance. In pursuit of
deep learning . 12 knowledge as learning partners among themselves and
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Teachers implement the curriculum that integrates deep-learning , teachers encourage students to with teachers. Teachers’ enthusiasm for learning inspires
cross-curricular and life-wide learning , making explore learning strategies and reflect on their students in their quest for advancement throughout the
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use of community resources. They understand the learning outcomes. learning process. They reflect on students’ learning
principles of different pedagogical strategies and Teachers participate actively in collaborative lesson outcomes in which deep learning is evident.
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try them out in a range of educational settings. preparation and design the curriculum with take the initiative to work with colleagues in the dynamic
Displaying qualities of curriculum leadership, teachers
They make an effort to incorporate the latest cross-curricular and life-wide learning . They work process of design, implementation and evaluation of
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developments in curriculum and assessment into in alignment with the school direction in curriculum curriculum with inter-disciplinary linkage and interface
their own teaching and constantly review the implementation. They have a wide repertoire of between key stages. With assessment literacy, they
effectiveness. They respect learner diversity and, pedagogical and assessment strategies to bring in strategically adopt a variety of assessment modes to
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with appropriate expectations for student learning, paradigm shifts that are fit for purpose. They research and studies which enrich the overall teaching
promote students’ learning effectiveness. They initiate
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they explore ways to address individual needs. embrace the challenge of learner diversity and quality within or outside school. Facing the challenge of
devise strategies to ensure students perform to the
best of their abilities. diverse learning needs, they are able to take advantage of
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the dynamics of learner diversity to bring benefit to the
learning of all students.
Inspirational Co-constructors of Knowledge