Page 8 - COTAP Progress Report 2015

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 PPrreoenpmgtaohrtiiennniggntge&assccuhhpeorposlo lr&teirnaetgdaeirCsniPhinDpg talent 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
of excellence in Hong Kong the development of teachers and principals has
through been adopted. Hong Kong, in comparison, has

provided a relatively higher degree of autonomy for

schools since the implementation of school-based

providainngd acoplllaabtfoorramtiofonrininttherreaectmivaeinexacrheSaatr nsgoef work management (SBM) in 1999, resulting in a genuine
respect for school-based decision-making, sharing
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