Excellence Indicators for Teaching
Practices
for Language Education in Kindergartens
Professional
Competence Domain
| Area |
Excellence Indicator |
Evidence of Excellence |
| Curriculum |
1.1 |
Curriculum Planning and Organization |
- Present a pre-primary language curriculum/
programme centered on devising and providing an enriched language learning
environment, in which children can develop their language proficiency
through trying out, exploration and interpersonal interaction.
- Set objectives of learning to help children
develop good verbal and non-verbal communication skills, understanding
what people say and be able to express their ideas clearly and effectively.
These communication skills include facial expressions, body language,
words, phrases and eventually more elaborate sentences. The principle
in designing language activities aims at stimulating children's thinking
and enhancing their language skills.
- Set appropriate language goals in accordance
with children's development, instead of prescribing a set rigid progress
abide by children's age. Benchmarking for learning achievements should
also accommodate children's individual difference in abilities.
|
| |
1.2 |
Curriculum Management |
| Teaching |
1.3 |
Strategies and Skills |
- Appropriate teaching, learning and assessment
methods and strategies are used in line with students' ability and interests
to arouse children's learning interest, enhance their learning and achieve
the learning objectives.
|
| |
1.4 |
Knowledge |
- Show ability to communicate with children
in a friendly and effective manner; make good use of verbal and non-verbal
communication skills. The clarity and fluency of speech serve as a role
model for students.
|
| Student Learning |
1.5 |
Performance and Progress in the Learning Process |
- Assessment/ evaluation based on effectiveness
of learning outcome of children is evident throughout. The teaching
methods may be refined from time to time to enable children to fully
extend their potential and to address the needs and interests of children
of different abilities.
- Maintain a close relationship with children
and show an understanding of their needs and abilities. He/she/they
should show willingness to listen to children, and give encouragement,
advice and positive reinforcement while talking to each individual child.
- The whole program should reflect the teacher(s)
knowledge in directions and vision of pre-primary education.
- Students' progress are suitably assessed
by formative and/or summative assessments. Teacher(s) show awareness
of student's range of abilities, and reflect these in their teaching.
|
| Performance Assessment |
1.6 |
Assessment Planning and Implementation |
| |
1.7 |
Use of Assessment Information |
Top
Student
Development Domain
| Area |
Excellence Indicator |
Evidence of Excellence |
| Attitude and Behaviour |
2.1 |
Attitude and Affective Development |
- Effectiveness of good teaching is mirrored
and revealed by how much the students enjoy and benefit from it.
- Students exhibit rapport and trust to
their teachers, reflecting teacher(s)'s ability to provide warmth and
pastoral care aside from teaching skills.
|
| |
2.2 |
Social Development |
- Fair and able to give due respect to students'
different views and care about their feelings.
|
| Students' Performance |
2.3 |
Academic Performance |
- The program and class teaching show that
children have ample opportunity to learn through play, daily activities,
exploration and sensory activities.
- Students display eagerness to learn, be
able to be suitably focus in activities they are engaged in. They enjoy
and benefit from learning.
|
| |
2.4 |
Non-academic Performance |
- Recognize and value students' achievement
and potential.
- Demonstrate rich knowledge and mastery
of pastoral care work.
|
Top
Commitment
to the Profession and Community Domain
| Area |
Excellence
Indicator |
Evidence of Excellence |
| Commitment to Profession |
3.1 |
Competence and Attitude |
- Proactively provide
support to the teaching profession and the community,
such as participation in and contribution to professional
sharing activities, dissemination of good practices,
involvement in community services or voluntary work.
- Lead and participate
in professional development of novice teachers.
- Assume leadership, facilitating
or co-ordinating role in community services or voluntary
work.
|
| Commitment to Community |
3.2 |
Links with Community and
External Organizations |
Top
Professionalism
Domain
| Area |
Excellence Indicator |
Evidence of Excellence |
| Professionalism |
4.1 |
Self-improvement |
- Commitment to on-going review of the curriculum/program
and taking appropriate follow-up actions, that is, commitment to reflective
teaching which is an integral part of professional excellence.
|
| |
4.2 |
Professional Development |
- Drive and persistence in pursuing continuous
self-improvement and professional development.
- Keeping abreast of developments in education
principles and practices, like the trends and contents of curriculum.
- Develop good rapports and collaboration
with peers and be a good team-worker.
|
| |
4.3 |
Role Mode |
- Build good relationship with parents and
be a good role model to students.
|
Top
School Development
Domain
| Area |
Excellence Indicator |
Evidence of Excellence |
| Activities and Curriculum |
5.1 |
School-based Curriculum |
- Contribute to school-based activities
for effective language learning and teaching in kindergartens.
|
| |
5.2 |
School-based Activities |
| Collaboration |
5.3 |
Home-school Co-operation |
- Establish effective communication with
parents to support students' learning.
- Win support of the broader community in
achieving school goals and priorities.
- Have thorough understanding of and great
sensitivity towards the diverse family factors that may affect students'
learning processes.
|
| |
5.4 |
Collaboration with Stakeholders |
Top |
