Page 25 - Progress Report
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Strengthening school leadership for school • Schools are accountable, reflective
improvement and continuity of teaching and dynamic professional learning
expertise organisations;
• To take forward school improvement, school • School leadership is enhanced to take
leaders should be committed to transforming forward school development; and
schools and building a reflective school culture
• Reflective practice, self-improvement and
that supports evidence-based practice and
effective CPD planning are realised at
accountability.
individual and organisational levels.
• To further broaden their horizons, cross-sector
► Enhanced teacher quality
attachments of middle managers and principals
could be considered. • Teachers are equipped with the necessary
attributes and capabilities that meet the
• To better pool experience and expertise in
expectations of schools and society;
mentoring, a comprehensive mentorship
scheme could be considered, with coordination • High importance is attached to practice in
and support at system level, to enhance school- practice; and
based mentoring for practitioners transitioning • The quality of professional development
into new career stages, including student and programmes is enhanced.
novice teachers, middle leaders and newly-
► Supportive environment for professional
appointed principals.
development in place
• More space for CPD is created;
Guided by its vision, mission, objectives and
strategies, and taking into account the views of • Increased opportunities and modes of
stakeholders as set out in the preceding paragraphs, professional learning are provided to meet
COTAP has decided on three main targets, each the needs of the teaching profession;
with a number of specific details — • Professional expertise is maximised to
► Strengthened school leadership and reflective promote excellence in teaching and
culture leadership in and outside schools; and
• Talent is attracted, retained and engaged.
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