Promoting School Self-evaluation Briefing Session on Performance
Indicators (Kindergartens)
Kindergarten Inspection Section, Education Bureau 2018
Workflow
Points to note in Performance Indicators (Kindergartens) (PIs)
Present situation of schools in conducting school self-evaluation (SSE)
How to evaluate the effectiveness of development plans holistically?
How to examine the effectiveness of learning and teaching comprehensively?
How to evaluate the support to children and teachers?
How to formulate annual development plans effectively?
Points to note in PIs
Domains I - III
• Due emphasis should be placed on the
overall performance of a kindergarten, after considering all the performance indicators and the descriptions for each aspect. No single indicator should be used in isolation in judging the performance of it. The
interrelationship of the performance
indicators should be taken into account.
Domain III School Culture &
Support for Children
AreasDomains
Caring & Support Services
School Partners
Cognitive Development
Physical Development Affective & Social
Development
Aesthetic & Cultural Development
Domain IV Child Development Domain I
Management
&
Organisation
School Management
Professional Leadership
Domain II Learning &
Teaching
Curriculum Planning
Child Learning &
Teaching Curriculum
Evaluation
Domain I
Domain II Domain III
Cognitive Development
Physical Development
Affective & Social Development Aesthetic & Cultural
Development
Points to note in PIs
Domains I - III
• The “Guiding Questions” under each aspect aim at guiding kindergartens to evaluate themselves from multiple perspectives for the purpose of promoting diversified development. As every kindergarten is unique, the “Evidence of performance” is neither
exhaustive nor prescriptive, SSE should be conducted with reference to the specific school context.
• As “Guiding Questions” do not correspond to “Evidence of Performance” individually, their numbers are not
necessarily identical. Kindergartens are advised not to regard them as checklists or conduct assessment item by item, as that may result in overlooking the overall performance in a particular aspect.
Points to note in PIs
Domains I - III
• The key of using PIs lies in professional
judgement and experience. Kindergartens should use and interpret them flexibly in
accordance with the actual circumstances.
Points to note in PIs
Domains I - III
• In the course of pursuing quality kindergarten education, the performance indicators and their associated
evidence of performance can be used as a tool to assess performance. They can also help reflect the
stage of development of individual kindergartens. There are four levels of performance, namely “Excellent”,
“Good”, “Acceptable” and “Unsatisfactory”.
• To avoid being fragmented and repetitive, and to retain flexibility in application, evidence of performance is still provided for the “Acceptable” and “Excellent” levels.
The progression from “Acceptable” to “Excellent” implies that the evidence of performance for “Excellent” already
covers that for “Acceptable”. 8
Points to note in PIs
Domain IV
• Child development is an incremental progressive process, and each child develops at his/her own pace and unique pattern. Therefore, the Performance Indicators for Domain IV only provide the developmental characteristics generally shown by children aged three to six who are receiving KG education. Examples are provided for each developmental characteristic, but they are not suggested outcomes that children at specified age should attain.
• While there are seven levels of developmental
characteristics under each aspect, children may display more than one developmental characteristic
simultaneously or exhibit some characteristics before others. Kindergartens may refer to these levels when planning their curriculum, but should not use them to assess children directly.
Building on foundation and taking into account the future changes, explore a direction for future development and plan
the work for next school year
Reviewing the current work plan and school situation
Reviewing school development over the past school year
2.1
2.2 2.3
3.3 3.1
3.2
How to conduct SSE with reference to
PIs?
• Discuss the guiding questions
• Go through the evidence of performance
• Reflect the stage of school development with evidence
• Brainstorm recommendations for further development
• What other questions need to be considered by the school?
Professional judgment, understanding and consensus
How to conduct SSE with reference to
PIs?
School Report Template
Objective of Major Concern ( ): ……
Strategies and tasks of the work plan Evidence:
Please explain the strategies and tasks that were implemented in the domains of
“Management and Organization”, “Learning and Teaching” and/or “School Culture and Support for Children”.
Comments on the effectiveness of the work plan
From the perspective of promoting children’s learning, briefly comment on whether the objectives of the tasks were achieved with reference to the success criteria listed in the work plan and relevant data collected.
Recommendations for further improvement/development
2.1 Reviewing the Effectiveness of the Work Plan for the Current School Year
Relationship between Part 2.1 and Last Year Work Plan
Strategies and tasks of the work plan
Evidence
Please explain the strategies and tasks that were implemented in the domains of “Management and Organization”, “Learning and Teaching”
or “School Culture and Support for Children”.
Comments on the
effectiveness of the work plan
From the perspective of promoting children’s learning, briefly comment on whether the objectives of the tasks were achieved with reference to the success criteria listed in the work plan and relevant data collected.
Recommendations for further improvement / development
Task Objectives Strategies/Tasks Time Scale Success Criteria Evaluation Tools/Information Person in Charge Resources Required Remarks
2.1 Reviewing the Effectiveness of the Work Plan for the Current School Year
(17/18 School Report)
Objective of Major Concern ( ): …… Objective of Major Concern ( ): ……
3.3 School Work Plan for Next School Year
(Formulated in 16/17; Implemented in 17/18)
How to examine the effectiveness of
learning and teaching comprehensively?
Comments on the effectiveness of our work Evidence
Please comment on the effectiveness of learning and teaching, and where appropriate, children’s performance may be included as evidence
Recommendations for further improvement/development
2.2 Our Learning and Teaching
Use children’s
performance data as
evidence
Curriculum Planning
2.1
Curriculum Design
1.
Curriculum Structure
2.
Teaching Plans 3.
Environment and Equipment
4.
Planning for Assessment of Child
Child Learning and Teaching
2.2
Teaching and Caring 5.
Teaching Skills
6.
Classroom Management
2.3
Child Learning 7.
Child Learning Process and Performance
Curriculum Evaluation
2.4
Curriculum Review 8.
Reflection and Feedback
Domain II: Learning and Teaching
AreaPerformance IndicatorAspect
I E
P
How to evaluate the support to children and teachers?
Comments on the effectiveness of our work Evidence:
Other than the above comments, over the past year, what other support was made available for children and teachers to cater for changes in the school or service needs? Please provide a brief account and evaluate the effectiveness of the relevant measures.
Recommendations for further improvement / development
2.3 Our Support to Children and Teachers
How to formulate annual
development plans effectively?
• Take self-evaluation results into consideration
• Survey school situation
• Investigate the needs of stakeholders
• Formulate comprehensive development plans
• Objective of major concern that provides a direction for the work plan
• Clear and specific task objectives
• Related implementation strategies
• Concrete success criteria
Survey school situation
Key Work in Future Foundation for Development
Opportunities / Challenges
1. Enhance teachers’ competencies in creating language
environment in order to cultivate reading interests in children
2. Reinforce the element of
exploration in play, and foster children’s play-based learning 3. Strengthen the support for
learner diversity
For each key work in future, analyse the
school situation and the needs of stakeholders from multiple perspectives
Formulate a comprehensive development plan
Formulate a comprehensive development plan:
Objectives
Objective for major concern
• The overall objective of the work plan and provide a direction for the whole plan
Task Objectives
• More detailed and specific
• Allow the overall objective of the plan to be
achieved in a more precise and systematic
manner
Formulate a comprehensive development plan:
Strategies
Understand how big the gap between the expected outcome and status quo is
Strategies
Status quo
Think of ways to narrow the gap
Task Objectives
Expected outcomes
Formulate a comprehensive development plan: Success Criteria
Relevant to Task Objectives
• Success criteria should reflect the extent to
which objectives are achieved instead of whether the strategy was successfully implemented
Concrete, measurable or observable
• The expected outcomes should be measurable or observable. A collection of qualitative or
quantitative data can be used as the evidence for the achievement of objectives.
Reasonable and achievable
• School’s situation and the current stage of development must be considered in order to
come up with a set of reasonable and achievable success criteria.
Success Criteria Success Criteria Success Criteria
Success Criteria Success Criteria
Strategy Strategy Strategy
Strategy
Review
Objectives for
major concern
Task Objective 2
Determine
Task Objective 1
Success Criteria Success Criteria Success Criteria
Strategy
Strategy Task Objective
3
Review
Determine
Determine
