Outstanding School Awards (OSA) De-briefing for School Sector

Presentation on theme: "Outstanding School Awards (OSA) De-briefing for School Sector"— Presentation transcript:

1

2 Outstanding School Awards (OSA) De-briefing for School Sector
Domain Three: Support for Students and School Ethos

3 Pastoral care (校本輔導) Discipline, guidance and counselling: (訓育, 輔導與諮商)
Effective whole-school approach in nurturing students’ character.

4 Personal, social and cultural development (個人, 社群及文化發展)
Extra-curricular activities: (課外活動) Strong support for a balanced range of extra-curricular activities covering all aspects of students’ development. Cross-curricular programmes: (跨課程活動) Well planned and outstanding civic, moral, sex and environmental education programmes.

5 Support for students with different educational needs (學生支援)
Learning support programmes: (學習支援計劃) Effective plans of learning support for students with learning difficulties and enrichment and extended learning programmes for gifted students. Caring services:(關顧服務) Adequate support for all students.

6 Links with parents and community (與家長及社區的聯繫)
Home-school co-operation: (家校合作) Well established communication channels, and effective partnership with parents. Participation in community affairs: (社區參與) Active in community affairs and creating links with other bodies in promoting student learning.

7 School climate (學校氣氛) Morale: (士氣)
Shared vision and beliefs, strong sense of identity and pride by teachers and students. Human relationship: (人際關係) Teachers’ love and care for students, good relationship among staff, between staff and students and among students. Evident collegial culture and strong alumni connections.

8 Total number of schools participating in domain 3 of OSA: 112 (5
Total number of schools participating in domain 3 of OSA: 112 (5.4% of total number of school in HK as at 2000) Number of schools visited: 8 Result of the winning schools: - Certificate of Merit: 3 Outstanding School Award: 1

9 Nomination Procedures, Award Criteria and Grace Description, Evaluation Process (Paper board, school visits - policy, planning, implementation and evaluation)

10 Concepts and Good Practices Identified
I. The backdrop a. The concepts of “Outstanding, Good”, the operational definitions of “School ethos, personal and cultural development, learning support, educational needs, home-school co-operation, participation in community affairs, morale, human relationship, caring, etc” - Nature of the Domain, core issues of concern.

11 Evaluation (judgmental & developmental)
b. The planning hierarchy: levels of measurement in school context: School Mission School Vision School Goals Programme Objectives Programme Content Evaluation (judgmental & developmental) explicit open countable subjective quantitative implicit latent uncountable objective qualitative

12 II. The Content 1. Pastoral Care
Whole-school Approach to provide discipline, guidance and counselling services (Policy, planning, implementation and evaluation) Comprehensive, pro-active, quality assurance, clear performance standards for cases, groups & programmes.

13 Parents and community resources form an integral of the pastoral services.
The concept and practice of “ideal student”: building good character; appreciation of art and sports; modeling effect; cultivating students’ confidence; self-management; leadership development; volunteerism…etc.

14 Teachers and school members show great team spirit, commitment and a caring attitude, working closely together to achieve the set goal. Provision of a stimulating and caring environment conducive to learning; free and supporting atmosphere enhancing students’ learning opportunities and horizons.

15 2. Personal, Social and Cultural Development
The provision of a rich and wide range of extra-curricular activities (課外活動) to foster students’ all-round development, nurturing and developing their strengths and potentials.

16 The adoption of a community-based approach (use of external resources: NGOs, PTA, Police, Community organizations…etc.) Significant exemplary practices: broadcast studio; IT and communications skills training; 「後現代中學劇場」; experiential-learning field projects; gardening and keeping of pets; thematic-approach in organized group activities; 「一生一體藝」...

17 Choices, interests, creativity, multiple-intelligence, developmental, balancing academic achievement and personal growth, participation and learning, let the students plan and implement… Cross-curricular programmes (CCP): 四大範籌: Civic, Moral, Environmental and Sex Education.

18 3. Support for students with Different Educational Needs (拔尖補底)
Well-designed and effective orientation programmes for new comers. Special programmes for “gifted students” Effective implementation of curriculum to cater for individual needs: high order thinking skills, language proficiency, self-learning capacity.

19 Arrangement of Remedial learning services: the involvement of the school principal, teachers, parents and social workers; a standard and functional referral system; established MIS, a set of contingency measures for crisis management and evaluation included in the school’s policy and procedural manual; the establishment of a strong, professional and committed guidance and discipline team.

20 Early identification and successful handling of students’ issues and problems.
Strong support, structured staff development and training programmes for teachers concerned. Caring services for staff members of the school.

21 4. Link with Parents and Community
Home-School co-operation: contextual analysis on the rationale, history, culture, development and operations of PTA - roles and functions. Genuine, true support, mutual respect, openness and partnership.

22 Training and supportive programmes for teachers and parents involved.
Successful re-definition and re-positioning of relationship between the school and the community - effective use of community resources at different levels: individual, group and whole-school.

23 5. School Climate How school mission statements are interpreted and transformed into core values and beliefs upheld by teachers and students. Delegation of authority; span of control, communication and decision making patterns (bottom-up v.s. top-down), high trust v.s. low trust; team spirit; democratic atmosphere, strong sense of identity; Alumni - that the entire school life is Enjoyable.

24 傑出學校獎勵計劃 範疇三：校風及培育 幼稚園組

25 範疇三：校風及培育 1 校本輔導 2 個人，社群及文化發展 3 為有不同需要的學生提供支援 4 與家長及社區的聯繫 5 學校氣氛

26 範疇三：校風與培育

27 範疇三：校風與培育 校本整合性 前瞻性地積極主動 態度、認知、技能 自我完善 學生為本 家長為夥伴 教師協作

28 校本輔導 政策 辦學目標 計劃 校本強弱項 實踐 幼班適應活動 評估 專業發展 學校使命 特性及認同 服務對象 幼兒生活情景
政策 辦學目標 學校使命 特性及認同 計劃 校本強弱項 服務對象 幼兒生活情景 實踐 幼班適應活動 小一入學預備活動 教學前輔導 評估 專業發展 針對性 成效、發展及延展指標

29 個人，社群及文化發展 政策 課外活動、校外活動 計劃 發展元素 (公民、道德、環境教育等) 實踐 多元化 評估 目標聚焦 幼兒為本，全面發展
政策 課外活動、校外活動 幼兒為本，全面發展 目標訂定，均衡與取捨 計劃 發展元素 (公民、道德、環境教育等) 活動項目連貫性 活動效果的緊構性 實踐 多元化 資源有效利用 創意、參與性 評估 目標聚焦 幼兒個人成長指標 組別、班別社群正面發展

30 為不同需要的學生提供支援 政策 需要分析及評估 計劃 關顧服務與日常運作 實踐 融合教育理念的貫通 評估 過程與成果評估 整體政策
政策 需要分析及評估 整體政策 幼兒個別特性 計劃 關顧服務與日常運作 善用社區資源 人力與資源配套 實踐 融合教育理念的貫通 關注個別幼兒學習風格 團隊成員協作 評估 過程與成果評估 個別幼兒的互動與成長

31 與家長及社區的聯繫 政策 夥伴精神 計劃 多層面參與 實踐 家展參與各項活動 評估 質素與成效評估 責任與承擔 各司各職，相輔相承
政策 夥伴精神 責任與承擔 各司各職，相輔相承 學校在社區的角色 計劃 多層面參與 家長教育 家校一致性 實踐 家展參與各項活動 支援及提升家長質素與親子關係 質量平衡 評估 質素與成效評估

32 學校氣氛 政策 共同使命及歸屬感 計劃 全校團隊及有關人員的聯繫 離校學生歸屬感 實踐 老師團隊活動 評估 凝聚力的彰顯 使命認同與自豪
政策 共同使命及歸屬感 使命認同與自豪 計劃 全校團隊及有關人員的聯繫 離校學生歸屬感 實踐 老師團隊活動 學校員工及家長互相支持與關懷 評估 凝聚力的彰顯

33 優質教育基金 傑出學校獎勵計劃2001 範疇三 ：校風及培育 – 師生彼此共同締造一個專業、滿有鼓勵和關懷的校園生活。 小學組 評審經驗分享
日期：二零零二年二月二日

34 範疇三：校風及培育 一.經驗分享活動前題： 1.學校特色 – 歴史、環境、期望、 使命 2.學校背景 3.學生需要 – 兒童發展階段
4.老師專業所長 5.社區背景 6.家校合作關係

35 範疇三：校風及培育 二：校本輔導- 1.訓輔合一 2.校規的用詞：活潑親切的句子 - 採用正面的手法，如『愛護校園』- 避免衝突和壓力。
3.全民皆兵：全體老師皆是輔導老師 – 及早察覺學生的困擾。 4.輔導內容： 個人管理 4.2 建立生活／學習習慣 4.3 重獎勵 4.4 量化評估 5.執行過程：明使命、行有法、重德行 ─ 德行為首、上下一心。群策群力。重視活動的延續性。

36 範疇三：校風及培育 為有不同教育需要的學生提供支援： 三. 融合教育

37 範疇三：校風及培育 三. 融合教育 - (一).資源 1.配合學校教育使命 2.教師專業背景 3.學長／同輩的人際關係訓練
4.尋找家長資源／支援 5.教室,設施／儀器的配合 6.時間表配合

38 範疇三：校風及培育 三. 融合教育 - (二)目的 1.溝通 - 讓學校每一個成員接納,了解,準備, 實行 2.確立計劃的目的 3.準備
1.溝通 - 讓學校每一個成員接納,了解,準備, 實行 2.確立計劃的目的 3.準備 3.1心理準備 3.2環境準備 3.3培訓 – 技巧,知識,課程 3.4表達意見 – 跟進輔導

39 範疇三：校風及培育 三. 融合教育 – (三)計劃 1.詳盡施行計劃 1.1課程剪栽 1.2日期 , 時段 1.3考核形式

40 範疇三：校風及培育 三. 融合教育 – (四)評估 (五)修訂 1.按目的而作出適當的評估 1.釐訂來年計劃
2.參考評估結果,檢討,學習,重新調校

41 範疇三：校風及培育 四.跨課程活動 (一)內容：公民教育 道德教育 性教育 環境教育 (二)學習範疇 – 知識 – 態度 – 技巧

42 例：全校老師共同在其任教科目訂下相關教學目標
(三)方法：協作式 例：全校老師共同在其任教科目訂下相關教學目標 中文 數學 英文 道德教育 孝順父母 常識 體育 美勞 音樂

43 範疇三：校風及培育 四.跨課程活動 (四)在教學計劃內訂下目標 例： 中文：有關孝道的文章
例： 中文：有關孝道的文章 數學：親子學習,數學比賽。環保教育：廢 物設計，循環再用。 美勞：設計廢物回收箱、宣傳海報 音樂：作曲、歌唱比賽 全校主題活動：以配合活動主題

44 五.關顧服務 (一)新來港學童的支援 1.確立清楚方向 ─ 學校的需要、學童的需要(語言、學業)、年齡分佈、基線的確定 1.1學業輔導
1.2情緒輔導 ─ 包括家庭、經濟的需要 2.建立人際網絡 2.1同輩 2.2家長 2.3老師 2.4社區支援 3.認識環境 4.定期評估

45 範疇三：校風及培育 六. 學校氣氛 所有老師和職員均有愛護和關懷學生的心 校長有強烈的教育使命感 校政民主化 學術氣氛活潑開朗
成功轉移教師的角色 師生彼此成功建立互相支持及關懷的關係

46 範疇三：校風及培育 七 . 經驗分享： http://www.ed.gov.hk 八. 表現指標：
八. 表現指標：

47 九. 總結： 綜觀學校的成功是否能： 1.創出空間 2.有為而為 3.反省回饋 4.同心協力

48 十.樂意與你們分享 向黃桂蘭 教育署助理教育主任（資訊科技） 電話：29617308 Fax:25758952
多謝!

49 傑出學校獎勵計劃 校風及培育評審小組 特殊學校評審總結 二ＯＯ二年二月二日

50 特殊學校-最具特色的地方 對處理特殊教育需要及個別差異有超卓的掌握 隊際協作及跨專業界別協作出色 家校合作出色 跨學科課程有特別處理
善用地區資源

51 對處理特殊教育需要及個別差異有超卓的掌握
有效能地為個別學習需要設計活動/課程 為同學設計個別學習計劃 課外活動設計針對同學需要

52 隊際協作及跨專業界別協作出色 隊際/跨專業界別協作氣氛良好 能體現全校參與的精神 很多協作教學例子 訓輔合一

53 家校合作出色 家長特別關心學生學習需要 家長對學校有歸屬感 家長與學校伙伴關係強烈 家校合作發展成熟

54 跨學科課程有特別處理 透過生活學習、常識科處理 能將各學科的學習透過與日常生活有關的統整活動處理

55 善用地區資源 各學校均能活躍與地區組織協辦活動 積極地善用地區資源

56

57

58

59

60 AN OVERVIEW OF STRENGTHS AND AREAS FOR FURTHER DEVELOPMENT IN NOMINATED SCHOOLS

61 SUPPORT FOR STUDENTS AND SCHOOL ETHOS
DOMAIN THREE: SUPPORT FOR STUDENTS AND SCHOOL ETHOS

62 PASTORAL CARE Strengths
Many nominated schools adopted a whole-school approach Clear school policy & plan Well aware of the need to give teachers support

63 PASTORAL CARE AREAS FOR FURTHER DEVELOPMENT
A more proactive approach Parents and community resources mobilized Lack of proper design

64 PERSONAL, SOCIAL AND CULTURAL DEVELOPMENT Strengths
A wide variety of extra-curricular activities (ECA) Programmes and activities mostly effective A whole-school approach towards ECA

65 Unclear priority accorded to ECA
PERSONAL, SOCIAL AND CULTURAL DEVELOPMENT AREAS FOR FURTHER DEVELOPMENT Unclear priority accorded to ECA Students’ choice of ECA was unduly affected Balance between academic attainment and ECA Holistic plan Self-reflection and on-going evaluation

66 SUPPORT FOR STUDENTS WITH DIFFERENT EDUCATIONAL NEEDS Strengths
Well aware of different or additional needs Support to under-achievers and junior schoolmates Enhancement programmes for the gifted Assistance rendered by school social workers,non-government organizations and community agencies

67 Tailor-made remedial training for special needs
SUPPORT FOR STUDENTS WITH DIFFERENT EDUCATIONAL NEEDS AREAS FOR FURTHER DEVELOPMENT Tailor-made remedial training for special needs Curriculum tailoring for diverse students’ ability Unclear as to the value and meaning of ‘caring services’ Staff development programmes to better equip teachers

68 LINKS WITH PARENTS AND COMMUNITY Strengths
Schools took a proactive and leading role in developing and building positive relationship with parents Involvement of parents as partners Keep parents informed about the operation of the school Community support and extra external resources

69 LINKS WITH PARENTS AND COMMUNITY AREAS FOR FURTHER DEVELOPMENT
Lack of overall policy and plan Active involvement of parents not the norm Evaluation remained at a superficial level Findings not always used in further planning

70 SCHOOL CLIMATE Strengths
Teachers supportive of school vision/mission Strong groups with team spirit Teachers generally caring and sympathetic towards students Harmonious atmosphere , mutual trust and support

71 SCHOOL CLIMATE AREAS FOR FURTHER DEVELOPMENT
build staff’s collective ownership of SVM encourage individual teacher’s professionalism for continuous improvement