Page 8 - Professional Standards for Teachers of Hong Kong

Competent
Threshold Distinguished

Teachers believe in whole-person education which Teachers seek to promote a whole-person Teachers participate in the design and monitoring
education curriculum. As role models of moral
aims at the development of students’ moral, virtues, positive values and attitudes , they make of school policies and curriculum so that they are in
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intellectual, physical, social and aesthetic potential. conscientious effort to facilitate a balanced growth line with the underpinning philosophy of
They support and practice a whole-person of students through the curriculum and in their daily whole-person education. They contribute to the
education curriculum which attends to a balanced interactions with students. They enhance students’ cultivation of school ethos which manifests moral
growth of students in these areas. They aspire to capacity for self-management, self-regulation and virtues, positive values and attitudes . They see it
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be role models of moral virtues, positive values and lifelong learning, equipping them to face challenges as their mission and responsibility to nurture
attitudes7 expected of students. As global citizens, that may emerge at different stages of their students to become informed and responsible
they enhance their knowledge of current issues in personal and social development. They provide Teachers
members of the global society.
the local, national and global scene and relate their learning experiences to broaden students’ promote students’ growth and
teaching and guidance to these issues. understanding of the changing world. development through collaborating with families,
Teachers see actualising students’ potential as a Teachers coach their students along their life support within and beyond school settings to
communities, and other professionals. They enlist
goal of whole-person education. They help journeys. They foster students’ self-understanding, devise strategic plans which enable students to
students understand themselves and have a basic goal setting and reflective thinking at different make informed choices with regard to life
grasp of their potential at different stages of growth. stages of growth through teaching and guidance. aspirations, empowering them to unfold their
They trust, encourage and support students in They identify students’ potential and provide them potential. They participate actively in the
taking up challenges in life. Being aware of with learning opportunities to realize their strengths formulation of school policy for career and life
life-planning8 as an ongoing process for personal and explore multiple pathways for the future. planning and play a prominent role in the
Through sharing their passion for learning,
fulfilment, they explore study and career teachers cultivate a positive ethos and establish an implementation .
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opportunities for students and take up their role in environment conducive to learning. They also Teachers contribute significantly to the making of a
implementing the school policy for life-planning guide students in building congenial relationships stimulating and inviting school environment which
education. with their peers, teachers, parents and the offers learning experiences for students of different
Teachers are aware of the importance of a positive community through learning activities and personal abilities, interests and aptitudes to develop an
learning environment. They ensure that it is examples. intrinsic quest for learning, as well as emotional
physically safe and well-managed, maintaining a Teachers apply their knowledge and understanding development.
and social competence, achieving all-round
disciplined and harmonious environment which of socio-cultural differences in their daily
facilitates mutual support for learning and growth. interactions with students. They create an inclusive Teachers play a part in the creation of a school
Adopting a positive attitude towards socio-cultural learning environment in which students of different educational needs and socio-cultural backgrounds
climate which enables students with different
differences and their students’ diverse needs, backgrounds and educational needs feel valued to advance each other’s potential and build on the
teachers seek to equip themselves with relevant and value each other. They advance students’ strengths of their differences. In collaboration with
knowledge and skills. They educate students to potential in every aspect of life and encourages colleagues, they work on the
design,
respect each other’s differences and culture. them to complement each other on the path of implementation and evaluation of school policies
learning and growth. and practices to ensure all students are treated
with equity and can learn and grow from the
enriched experience that a pluralistic culture can
offer.

Caring Cultivators of All-round Growth