Page 24 - COTAP Progress Report 2015
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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
• To better inform CPD planning and provision at
► preparing teachers and retaining talent,
system level, a mechanism could be developed
► promoting and supporting CPD, and to gauge the professional development needs
of both teachers and school leaders, including
► strengthening school leadership 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
era, the quality and relevance of professional
initial teacher education (ITE) programmes, development programmes could be further
there should be a mechanism for regular enhanced. More flexibility and, hence, increased
feedback from schools on the attributes, opportunities for professional development,
capabilities and professional conduct expected should be allowed for developing different
of TEI graduates, which could be channeled to modes and duration of programmes, such as
TEIs for reference. a blended mode of self-paced e-learning and
face-to-face tuition.
• To provide student teachers with adequate
opportunities to learn through practice, the • To facilitate reflective practice, self-improvement
teaching practicum could be further enhanced and effective CPD planning at individual and
by close collaboration between TEIs and organisational levels, the current TCF for
schools. teachers would need to be updated and a set of
standards for school leaders developed.
• To help raise professional status and retain
talent, the contributions made by exemplary • To maximise peer learning and support under
teachers and school leaders should be given a collaborative learning culture, professional
recognition and publicity. learning communities could be further
promoted both in and outside schools.
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