Page 8 - Progress Report

Executive summary

This Report summarises the progress made by
COTAP since June 2013 and presents its views and
recommendations, as well as its work plan towards

building a vibrant teaching profession of excellence
for the betterment of students’ achievement and
whole-person development.

COTAP’s logo signifies our In most high-performing Asian education systems
aspiration in building a with brilliant student performance in international
vibrant teaching profession assessment, a more centralised approach to
Preparing teachers & retaining talent Promoting & supporting CPD provided a relatively higher degree of autonomy for
of excellence in Hong Kong
Strengthening school leadership
through the development of teachers and principals has
been adopted. Hong Kong, in comparison, has

schools since the implementation of school-based

respect for school-based decision-making, sharing
providing a platform for interactive exchange management (SBM) in 1999, resulting in a genuine
and collaboration in three main areas of work
of vision and mission by stakeholders and diversity
in pursuit of accountability and quality. With the
more mature development of SBM, schools in

Hong Kong are considered to be the loci of change
and school leaders are expected to bring about
improvement in teacher quality through fostering
a reflective culture that supports evidence-based
practice and accountability for the betterment

of student learning and growth. Against this
background and anchored on the solid foundations
laid down by its predecessor, ACTEQ, COTAP has

worked towards building shared vision, mission
and objectives for the professional development
6 of teachers and school leaders in Hong Kong. It