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Notes
on the Indicators
| 1. |
The Indicators
serve as a reference tool only. The focus of assessment
should fare on a nominee's teaching practice as a whole
as well as individual components. Potential awardees are
expected to have their own strengths in specific areas
of practice, rather than a high level of excellence in
all domains. |
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| 2. |
A slight difference should
be noted in the emphasis of assessment for an individual
nomination and a group nomination. The former should focus
on the impact of a teacher, his classroom practices and
other personal qualities, while the latter should focus
more on the collaboration among group members and the
impact on schools and students brought about by the group
as a whole. |
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| 3. |
Potential awardees should
demonstrate that they have effective learning and teaching
skills in the particular school context. Identification
of potential awardees involves professional knowledge
and judgement with reference to the Indicators. The Indicators
show typical evidence of excellence only and do not prescribe
a rigid model of excellence. |
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| 4. |
In line with the objectives
of the Award Scheme, potential awardees are expected to
have the following qualities, in addition to having effective
teaching practices - |
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(a) |
able
to make the teaching practices inspiring, exemplary and/or
innovative under relevant context; |
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(b) |
able
to refine the teaching practices through a process of
reflection and/or collaboration, with evidence of desired
learning outcomes; |
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(c) |
able
to make contribution as a teacher to the school and/or
to the profession; and |
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(d) |
able
to make the teaching practices available for sharing among
other fellow teachers, with a view to inspiring others
to become reflective practitioners seeking to pursue better
teaching and learning. |
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