Category Level Project Code
Proposed Title of
“Seed” Project
Eligibility Criteria for Seconded Teachers
Contact Person and Phone No.
CDI Section and Fax No.
Personal, Social and Humanities
Education
Secondary PS2021
Supporting School-based Curriculum Planning and Implementation of the Revised JS Chinese History Curriculum in Schools (emphasis on supporting measures for non-Chinese speaking students to learn Modern Chinese History in Chinese)
Applicants should be serving AEOs/EOs/GMs/SGMs of secondary schools in the government or aided sector or under the Direct Subsidy Scheme. They should have a Bachelor degree/Master degree/Doctoral degree or equivalent, and a postgraduate diploma/certificate in education or equivalent, and no less than three years (as at 31 August 2021) of full-time teaching NCS student experience at secondary levels.
Preference will be given to candidates who are majoring in Chinese History/
History. The application can be for full-time or half-time secondment.
Dr CHU Chi-fu 2892 5716
Personal, Social and Humanities Education
Section 2573 5299
Special Educational
Needs
Primary/
Secondary SE0921
Developing the Visual Arts Curriculum for Students with
Intellectual Disabilities (Primary 1 – Secondary 3)
Applicants should be serving teachers of special schools in the aided sector.
They should have no less than three years (as at 31 August 2021) of full-time teaching experience in Visual Arts subject in special schools.
Ms. HON Ka-po, Grace
2892 6418
Special Educational Needs Section
2573 5299
* Information on individual projects can be browsed in the following webpage:
Appendix A(27) Page 1 of 3 Education Bureau
Annual Teacher Secondment Exercise (2021/22 School Year) Education Infrastructure Division
Information Technology (IT) in Education Section Centre of Excellence Scheme
IT in Education Centre of Excellence (CoE) Scheme
Each CoE unit comprises two serving teachers from the same school. Each school has to provide two serving teachers to be the half-time secondees.
Work of the Section
The IT in Education Section is responsible for supporting schools and providing professional advice to teachers to enhance their know-how in using IT in Education and build up their IT capacity.
Main duties of secondees
(a) To develop innovative pedagogy and e-resources in collaboration with members of the focus groups assigned to promote the use of IT in learning and teaching;
(b) To make use of the secondee’s own school as a hub for school networking and a test bed of innovative pedagogy and mobilise teachers in his/her own school to collaborate and test the innovative pedagogy proposed in class;
(c) To line up schools to form district-based/territory-wide professional learning communities/communities of practice, and to share the good IT in Education experiences in regular basis;
(d) To conduct school visits and follow-up visits and offer on-site/online remote support, individually or in a group, to other schools on pedagogical, technological as well as managerial issues related to the implementation of IT in Education, including effective use of e-learning in the blended mode of learning and teaching under the “new normal”;
(e) To plan and organise professional development programmes to share and disseminate the good IT in Education experiences learnt through experiments in his/her own school;
(f) To facilitate teachers to make use of e-assessment to enhance assessment for learning and self-directed learning;
(g) To promote information literacy and provide support in parent education in the context of e-learning and e-safety; and
(h) To keep the IT in Education Section informed of the latest practices and issues related to IT in Education in schools from a frontline practitioner’s perspective and help conveying messages of the Government’s policy and action on various issues relevant to IT in Education to stakeholders including school heads, students and parents.
Normal working locations
The normal working place is the secondee’s own school. Secondees may also be required to work at the office of IT in Education Section at EDB Kowloon Tong Education Services Centre and other locations, such as other schools requesting support services, to be determined by the supervisor in the light of service needs.
Appendix A(27) Page 2 of 3 Education Bureau
Annual Teacher Secondment Exercise (2021/22 School Year) Education Infrastructure Division
Information Technology (IT) in Education Section Centre of Excellence Scheme
Entry Requirements
Applicants should be serving teachers or heads (up to Headmaster II/Principal II level) of primary or secondary schools (including special schools) in the government or aided sector as well as schools under the Direct Subsidy Scheme. They should have no less than 3 years (as at 31 August 2021) of full-time teaching experience in using IT for learning and teaching at primary or secondary level. We will consider applications from nominees who have joined any interflow schemes in the past in view of the nature of the CoE Scheme.
Remarks
(a) Centre of Excellence Scheme is school-based in nature. Thus, applications have to be submitted by school principals instead of individual teacher applicants.
(b) In addition to the application form to be submitted by the applicants, schools should submit a proposal of no more than ten pages containing the following information for the reference and consideration of the Bureau:
Background of school;
three major strengths in e-learning which are in line with the EDB’s policy on IT in Education;
whole-school planning on e-learning implementation, including curriculum planning, capacity building and use of IT tools (e.g. e-textbooks, e-learning resources, e-assessment, etc.) in different KLAs and using IT tools to promote STEM education;
school plan in promoting information literacy, and parent education in the context of e-learning and e-safety (including internet safety, healthy and ethical use of computing devices), if any;
brief description of work done in promoting IT in Education in the past three years (track records), and a concrete e-learning work plan on providing professional support to schools, building their own school’s professional capacity and community of practice in the school sector; and
information on additional manpower support (including an overview of such teachers’
relevant experiences, expertise and major subjects taught) who are considered appropriate to serve as backup to the nominated teachers, if any.
(c) The nominated teachers should indicate clearly in the application their major and minor subjects of teaching in the past three school years, as the teaching experience and subjects taught will be highly related to the professional support duties assigned to them.