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Way Forward

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by

SB Lau

on 20 June 2014

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Transcript of Way Forward

Way Forward
-
upon observation and reflection

From where we are...
Self Auditing (school context, developmental stage)
E-P-I-E
SWOT
Strengths > Confidence
Weaknesses > Expectation on our students
Diagnosis
School level
Departmental level
Strategies
Bottom-up
Top-down
Enhancing in
Context
Good practices
(adopt with care, consensus, collabortion)
D1 Management & Organisation

Leadership & Monitoring (effective, just right)
Collaboration & Support
Professional Development (strategic planning)
Change
for a cause
D2 Learning & Teaching
Curriculum & Assessment
Review of curriculum horizontally & vertically
knowledge, skills, attitude and interface
Students' Performance & Appropriate Assessment
Enabling, enriching, extending
Student Learning & Teaching
L & T strategies vs Learning Performance
AFL (questioning, feedback, follow-up, Coop L)
Self-directed learning, Learner Diversity
Expectation

for the better
D4 Student Performance
Attitude & Behaviour
Participation & Achievement
Academic Performance
average > high achievers
Non-academic performance
service & leadership
arts development
comfort zone..
SSE & ESR
Objectives
1. Good practices of other schools especially on making evaluation
departmental & school level
2. Good ideas of school major concerns for school development
(similar background of the sch with us)
Evidence-based, Consideration of School Context
Climb every mountain...
ESR
General impression 普象
Evidence-based 搜證
Auditing of SSE

FI
KLA Development
L& T of subjects

Met SCC students
Umates
Sch Desserts/treats
Office culture
Colleagues
核實


ESR (S3P3) & FI (S3P1)
Curriculum Planning
from NSS > BEd
Pre-S1 Adapation
Basic Education
Junior secondary curriculum
tailoring
Interface
Senior secondary curriculum
Finetuning
SSE
School & Departments更對焦、聚
焦Identifying needs > data & observation >
concensus
Performance of last cycle
Students' needs
Trends in edu, society & the world
Focus & focused
Priorities
Leadership, supervision & monitoring

From School to Departments
/ Departments to School
Major Concerns > Core Strategies > Departmental plans > Expected Student Performance
Mid-year school review > 2nd term adjustment
Final yearly review

Concerted efforts > Uniform practice > Students' habits > Change in performance
To cater for Learner Diversity
Subjects -
Strategies

LS-
Cooperative Learning,
Student mutual contribution/reliance
Maths, Chi Lit- Assessment
Exam questions : Level of difficulty indicated
CHH,Geog - Pre-tasks for demanding assignments
Some subjects -
Graded assignment design

Tasks of different levels of difficulty


Answers framework provided
Increased exposure given
High achievers’ scheme
Partakers
High achievers
data bank> programs or competitions > sharing to schmates
% enrolled & prizes won > leaders academy
Stress Test
Less able
Extra tuitions
More guidance in doing assignments
Teachers
Strategies sharing among T of same KLA
Joined CPD activities related to LD
Head of AC
Remind Ts on examining ss learning problems and try out different ways

LD Strategic Measures
English
 S5, S6 40
high achievers
Additional newspaper reading of editorials and feature articles
 Writing up personal responses on current issues
 Proofreading ex from UE exam
 T’s individual feedback on ss writing
(80% L5 or above DSE 2012)
20
low achievers
More reading on YP
 T’s help on fundamental grammar
 More active role in Gp Discussion
(85% L3 or above)

Independent & Self-directed learning
hardware & softwares
video server
Algodoo, Edmodo, Moodle
Ebook
online past paper scheme accounts, EdCity
tablets, smart phones and PingPong with wireless HDMI
graded materials (books, wkshts, themes, tasks)
strategies
flipped classroom
pre-lesson preparation with follow-up & demonstration
note-taking
set individual learning goal & progress
look up references
consult & discuss
peer teaching
environment
encouragement & coordination of digital HW schemes
selective supervision & let go
students' own ECA
atmosphere
dissemination of good practices among Ts & Ss
Academic
eager to learn
disciplined /motivated
creative
communicative
language
logic
attitude & strategies
able to probe deeper
Expectation on Students
Non Academic
Participation & Achievement
Internal
External
International
Cross Curricular
Modules Integration
Skills Mapping
Delivery & Monitoring
Class differences
CLP
Professional Sharing
Performance Indicator
From Evaluation to Planning
pre-requisite: apt objectives
A balance between quantitative & qualitative feedback
close link with
MC
and
departmental objectives
not LOGISTICS nor ROUTINES
missing on students' performance
depth against many expected outcomes
success criteria /expected outcomes
phasal evaluation
similar schools
new M&O, 3 yrs, ss discipline / lateness
focus on curriculum mapping, L & T
LAC, language environment + room
exposure & achievement for ss
ss led org with good PIE requirement
use of IT
long term plan in sch premise design
long term plan in staff professional development
parents' organised ECA
From last ESR report
From Concluding Remarks (P.13) :
1. Classroom
assessment for learning
could be adopted to better identify students’ learning needs and to inform learning & teaching

2. Teachers could
further adjust the teaching content, pace and strategies
in accordance with students’ learning progress.

3. Teachers should
provide timely, specific and constructive feedback
to help students make further improvement

4.Students should be encouraged to
maximize the use of self-learning strategies
in order to become independent learners
From 2.1 Continuous Development of the School (p.5) :
Middle manager’s role in monitoring the work of student support and promoting collaboration across different student support committees needs to be further strengthened
From 2.2 Learning and Teaching (p.6, 8) :
In NSSC, there is little structured learning time for Aesthetic Development (AD) apart from the offering of Visual Arts as an elective. The majority of AD components are also of students’ performance. To ensure students have
balanced exposure
to, and
progressive development
in, the five learning experiences, the school should consider developing
a holistic planning of OLE for students throughout the three years of NSS education
. This is especially the case in view of the insufficient learning time allocated for the Arts Key Learning Area in the junior form.
The school could consider adopting a
more systematic approach
to helping
junior form students
understand their own interests and abilities which, in turn, facilitate
goal setting for further studies and career mapping
.
In comparison with schools with similar S1 intake, the school performed
barely satisfactorily
in the HKCEE for the past three years but the performance was
slightly below the expected level
.
From 2.3 Student Support and School Ethos (p.10)
From 2.4 Student Performance (p.11)
Full transcript