Page 25 - COTAP Progress Report 2015
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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
that supports evidence-based practice and • Reflective practice, self-improvement and
accountability. effective CPD planning are realised at
individual and organisational levels.
• To further broaden their horizons, cross-sector
attachments of middle managers and principals ► Enhanced teacher quality
could be considered.
• Teachers are equipped with the necessary
• To better pool experience and expertise in attributes and capabilities that meet the
mentoring, a comprehensive mentorship expectations of schools and society;
scheme could be considered, with coordination
and support at system level, to enhance school- • High importance is attached to practice in
based mentoring for practitioners transitioning practice; and
into new career stages, including student and
novice teachers, middle leaders and newly- • The quality of professional development
appointed principals. programmes is enhanced.
Guided by its vision, mission, objectives and ► Supportive environment for professional
strategies, and taking into account the views of development in place
stakeholders as set out in the preceding paragraphs,
COTAP has decided on three main targets, each • More space for CPD is created;
with a number of specific details —
► Strengthened school leadership and reflective • Increased opportunities and modes of
professional learning are provided to meet
culture the needs of the teaching profession;
• Professional expertise is maximised to
promote excellence in teaching and
leadership in and outside schools; and
• Talent is attracted, retained and engaged.
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