Page 24 - Progress Report
P. 24
The major views gathered by COTAP from Promoting and supporting CPD for further
stakeholders can be summarised in three areas in enhancement of school effectiveness and
the following paragraphs— teacher quality
► preparing teachers and retaining talent, • To better inform CPD planning and provision at
system level, a mechanism could be developed
► promoting and supporting CPD, and
to gauge the professional development needs
► strengthening school leadership of both teachers and school leaders, including
their preferred types and modes of CPD.
Preparing teachers and retaining talent for • To equip the teaching profession with the
sustaining a high-calibre teaching force necessary knowledge, skills, values and
• To inform curriculum planning and delivery of attitudes for meeting the challenges of the new
initial teacher education (ITE) programmes, era, the quality and relevance of professional
there should be a mechanism for regular development programmes could be further
feedback from schools on the attributes, enhanced. More flexibility and, hence, increased
capabilities and professional conduct expected opportunities for professional development,
of TEI graduates, which could be channeled to should be allowed for developing different
TEIs for reference. modes and duration of programmes, such as
a blended mode of self-paced e-learning and
• To provide student teachers with adequate
face-to-face tuition.
opportunities to learn through practice, the
teaching practicum could be further enhanced • To facilitate reflective practice, self-improvement
by close collaboration between TEIs and and effective CPD planning at individual and
schools. organisational levels, the current TCF for
• To help raise professional status and retain teachers would need to be updated and a set of
talent, the contributions made by exemplary standards for school leaders developed.
teachers and school leaders should be given • To maximise peer learning and support under
recognition and publicity. a collaborative learning culture, professional
learning communities could be further
promoted both in and outside schools.
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