Performance Indicators

(1)

Performance Indicators

Kindergartens

Education Bureau HKSARG

2017

(2)

Background ... 2

Framework of Performance Indicators for Kindergartens ... 5

Domain I: Management and Organisation ... 14

Domain II: Learning and Teaching ... 28

Domain III: School Culture and Support for Children ... 45

Domain IV: Child Development ... 55

Appendices ... 85

(Except for commercial or advertising purposes, full or partial reproduction of this booklet with an acknowledgement of the source is permitted.)

1

(3)

Kindergarten education lays the foundation for lifelong learning and its quality has far-reaching impacts for the development of the next generation. Starting from the 2017/18 school year, the Government implements the kindergarten education scheme (Scheme) and improves the quality of kindergarten education in various aspects through a number of measures, which include refi ning the Quality Assurance (QA) Framework, enhancing the governance and transparency of kindergartens, and stepping up monitoring. The current QA Framework comprises School Self-evaluation (SSE) conducted by kindergartens and Quality Review (QR) conducted by the Education Bureau (EDB). Both are conducted on the basis of the Performance Indicators. To dovetail with the development of kindergartens, changes in the society, children’s developmental needs, and implementation of the Scheme, EDB refi ned the Performance Indicators to enhance the current QA Framework and to further ensure the quality of kindergarten education.

To gauge comments and suggestions from various stakeholders, EDB had set up “the Advisory Group on the Review of Performance Indicators” (Advisory Group). Early childhood education experts, frontline early childhood educators and lay members were invited to join hands in refi ning the Performance Indicators. EDB conducted a consultation exercise including seminars and a questionnaire survey to solicit views from all kindergartens on the draft Performance Indicators (Kindergartens) (PIs). After consolidating and considering the views collected, EDB fi nalised PIs, which serve as reference for school self-evaluation and external assessment of all kindergartens.

Background

(4)

To facilitate kindergartens in adopting “Planning-Implementation-Evaluation” effectively when conducting holistic reviews and focused evaluations of their performance, EDB has reorganised the “Areas” and the “Performance Indicators” in Domains I to III by integrating related items. A set of “Guiding Questions” has been prepared under each “Aspect”.

Differentiated “Evidence of Performance” has been provided as reference to facilitate the sustainable development of kindergartens.

Building on achievements and keeping abreast of the latest development

Through SSE, kindergartens have been making continuous improvements and accumulating experiences and achievements in various aspects. The refi ned PIs have taken into account the development of kindergartens as well as the developmental and learning traits of children, with the aim of keeping kindergartens abreast of the times.

Assuring quality while adopting school-based approach

Kindergartens develop at different paces. While providing clear and specifi c criteria to ensure the consistency in reviewing the quality of kindergartens, PIs also allow room for innovation by providing kindergartens with the fl exibility for diversifi ed development. To this end, the refi ned PIs seek to strike a balance between describing school performance in detail and motivating kindergartens to review their school context from multiple perspectives.

Perfecting the existing mechanism and forging ahead into the future

The development of PIs is a continuous process, hinging on the concerted efforts of the KG sector in empirical application and validation. Drawing reference from local and international research fi ndings and practices, EDB had been working in partnership with the KG sector to refi ne the Performance Indicators in a gradual manner, and to tie in with the implementation of the Scheme and the Kindergarten Education Curriculum Guide (2017), with a view to enhancing the QA Framework.

3

(5)

Way Forward

The ultimate goal of EDB is to formulate a set of comprehensive, practicable, reliable and valid PIs as a reference for evaluating the performance of KGs. We believe that continuous empirical application, consultation and research are the driving forces in improving and developing the Pls.

Enquiries, comments and suggestions on PIs are welcome. They can be directed to the Kindergarten Inspection Section, Education Bureau:

Address: Room 1216, 12/F Wu Chung House,

213 Queen’s Road East, Wanchai, Hong Kong Telephone: (852)2892 5458

Fax: (852)3104 0865

E-mail: kginspection@edb.gov.hk

(6)

Domain I Management

and Organisation

Domain II Learning and

Teaching

Domain III School Culture and Support for

Children

Domain IV Child Development

School Management

Professional Leadership

Curriculum Planning

Child Learning and Teaching

Curriculum Evaluation

Caring and Support Services

School Partners

Cognitive Development

Physical Development

Affective and Social Development

Aesthetic and Cultural Development

DomainArea

Scope of Assessment for the Work of Kindergartens

PIs include four major “Domains”, consisting eleven “Areas”, so as to emphasise the different important parts of school work, guiding kindergartens to comprehensively evaluate the effectiveness of their work.

Diagram 1

Framework Overview

Diagram 2

Domain

Framework of Performance Indicators (Kindergartens) Domains I to IV

Area

Performance Indicator

Aspect

4 11 21 41

5

(7)

School Management

1.1 Structure and

Vision

1.

Organisational Structure

3.

Safety and Hygiene

6.

Work Deployment and Support

9.

School Self- evaluation Mechanism 8.

Training and Appraisal 2.

Mission and Objectives

4.

Management of Daily Operation

7.

Communication and Collaboration

10.

Planning and Development 5.

Resource Management

1.2 Administrative

Affairs

1.3 Collaboration

and Support

1.4 Professional Development

1.5 School Self-

evaluation Professional Leadership

AreaPerformance IndicatorAspect Diagram 3

Framework Overview Domain I

Management and Organisation

Domain II Learning

and Teaching

Domain III School Culture and Support for

Children

Domain IV Child

Development Total

Area 2 3 2 4 11

Performance

Indicator 5 4 4 8 21

Aspect 10 8 8 15 41

Principles underlining PIs in the Domain of Management and Organisation

The effectiveness of a school’s management and organisation can be demonstrated by its work in the areas of “School Management” and “Professional Leadership”. “School Management” includes the framework and vision as well as routine administrative affairs of the school, while “Professional Leadership” should embody the attribute of being foresighted.

The Professional Leadership is to guide the school in promoting teachers’ professional development through various approaches, strengthening communication and mutual support among team members, and identifying school needs by self-evaluation with a view to drawing up appropriate development plans and motivating the school to move ahead continuously towards quality education.

Diagram 4

Domain I: Management and Organisation

(8)

work of kindergartens. With reference to curriculum development models, learning and teaching can be categorised into three areas, namely “Curriculum Planning”, “Child Learning and Teaching”, and “Curriculum Evaluation”. These areas are interrelated and interdependent. Through the cyclical process of planning, implementation and evaluation, kindergartens may adjust and refi ne the curriculum continuously so as to achieve the goals of child-centredness and ever-improvement of the quality of learning and teaching.

Diagram 5

Curriculum Planning

Child Learning and Teaching

Curriculum Evaluation

2.1 Curriculum Design

1.

Curriculum Structure

3.

Environment and Equipment

5.

Teaching Skills

7.

Child Learning Process and Performance

8.

Refl ection and Feedback

2.

Teaching Plans

4.

Planning for Assessment of

Child Learning Experiences

6.

Classroom Management

2.2

Teaching and Caring

2.3 Child Learning

2.4 Curriculum Review Domain II: Learning and Teaching

AreaPerformance IndicatorAspect

7

(9)

Principles underlining PIs in the Domain of School Culture and Support for Children

Good kindergarten culture and appropriate support to children is conducive to the promotion of school development and the enhancement of learning and teaching effectiveness. To strategically create school culture and strengthen support for children, kindergartens may set out with the two areas of “Caring and Support Services” and “School Partners”. Kindergarten management should closely communicate and cooperate with staff members, parents and the community to cater for the diverse needs of children and provide appropriate services, with a view to helping children learn happily and grow healthily for whole-person development.

Diagram 6

Caring and Support Services School Partners

3.3 Home-School

Liaison

1.

Caring for Children with Special Needs

6.

Home-school Communication 5.

School Ethos and Interpersonal Relationships

Among Stakeholders

8.

Liaison with External Organisations 2.

Caring and Support Services Tailored to Children’s Backgrounds

and Needs

7.

Home-school Cooperation

3.

Caring for and Supporting Newly Admitted Children

4.

Caring for and Supporting Children Transiting to Primary

One 3.1 Caring for and Supporting Children

with Diverse Needs

3.2 School Ethos

3.4 External Liaison Domain III: School Culture and Support for Children

AreaPerformance IndicatorAspect

(10)

child development. These elements are interdependent in promoting child development, which cover four areas, namely “Cognitive Development”, “Physical Development”, “Affective and Social Development”, and “Aesthetic and Cultural Development”. They are interrelated to one another. Yet, it is not surprising that a child may excel in one area but perform less well in another. As such, teachers should track the progress of a child’s development through various channels, so as to understand the child’s abilities in a specifi c area. In addition, kindergartens may conduct SSE by examining children’s development records on grade or school level to refl ect holistically on the quality of education provided.

Diagram 7

1.

Mathematical Logic

2.

Problem- solving

and Exploration

7.

Coordination of Gross Motor Skills

8.

Coordination of Fine Motor Skills

10.

Self-image 11.

Self- management

and Expression

of Feelings

14.

Creativity and Appreciation

Cognitive Development

4.1 Thinking

Ability

4.2 Language

Ability

3.

Listening Ability

5.

Reading Ability

4.

Speaking Ability

6.

Writing Ability

9.

Personal Hygiene and Self-care

Ability

12.

Social Skills 13.

Sense of Responsibility

and Social Morality

15.

Understanding and Appreciating

Local Culture and Other

Cultures

4.3 Physical Movements

4.4 Health Habits Physical Development

4.5 Affective Development

4.6 Social Development Affective and Social Development

4.7 Aesthetic Development

4.8 Initial Under- standing

of Cultures Aesthetic and Cultural Development AreaPerformance IndicatorAspect

Domain IV: Child Development

Whole-person and Balanced Development

9

(11)

Interrelationships of the Domains of PIs

The performance indicators in Domains I to III are collectively known as Process Indicators, refl ecting kindergarten’s capacity in providing quality education. Those in Domain IV are the Outcome Indicators, covering the progress of children in different aspects, to reveal the effectiveness of the kindergarten. The four Domains are inter-related to one another when assessing a kindergarten’s performance.

Diagram 8

Domain I Management

and Organisation

Domain II Learning and

Teaching

Domain III School Culture

and Support for

Children

Domain IV Child Development

School context

(Outcome Indicators) (Process Indicators)

(12)

points should be noted when assessing the work of kindergartens:

Domains I to 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 in Domains I to III. No single indicator should be used in isolation when judging the performance of it. The interrelationship of the performance indicators should be taken into account.

• The “Guiding Questions” under each aspect aim at guiding kindergartens to evaluate themselves from multiple perspectives for the purpose of promoting diversifi ed development. As every kindergarten is unique, the “Evidence of Performance” is neither exhaustive nor prescriptive. SSE should be conducted with reference to the specifi c 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.

• The key of using PIs lies in professional judgement and experience. Kindergartens should use and interpret them fl exibly in accordance with the actual circumstances.

Domain IV

• The performance indicators for the Domain of Child Development are different from those for assessing child learning experiences under the Domain of Learning and Teaching. The indicators for assessment of child learning experiences evaluate children’s learning performance from the curriculum perspective, while the indicators for the Domain of Child Development measure school outputs and refl ect how the work of kindergartens (including teacher professional development, learning environment, curriculum design, caring and support services for children, as well as school culture) promotes the overall development of children.

• Child development is an incremental progressive process, and each child develops at his/her own pace. Therefore, the PIs 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 do not prescribe the level to be met by children of a particular age.

11

(13)

• 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.

• When assessing child development, kindergartens may discuss with teachers about the actual performance of children by making reference to Domain IV of PIs. Instead of determining children’s level of development by a single source of information, kindergartens should gather child development data from various sources, e.g., consolidating feedback from teachers and parents.

• Kindergartens should gather relevant information through continuous observation, interviews, review of children’s work, etc. to gauge children’s development progress.

Written assessments such as dictations, tests or examinations should not be used to assess children. Kindergartens should collect child development data on a regular basis, so as to check their learning progress and render appropriate support to cater for the needs of individual children.

• KGs may adjust the Developmental Characteristics under Domain IV having regard to its vision and mission as well as children’s background, so as to facilitate teachers’

understanding of the tools in reviewing children’s development when conducting SSE.

• “4.2 Language Ability” under the area of “Cognitive Development” refers to the mother- tongue development of children who are mostly taught in mother tongue at kindergartens.

Kindergartens should not use the same performance indicators to assess children’s learning in a second language.

(14)

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 refl ect the stage of development of individual kindergartens. There are four levels of performance, namely “Excellent”, “Good”, “Acceptable” and “Unsatisfactory”:

“Excellent” An exemplary level of performance which can be disseminated as good practices and regarded as a direction for the development of kindergartens.

“Good” A good level of performance with major strengths identifi ed in various aspects, but there is still some room for development.

“Acceptable” A generally satisfactory level of performance, but there is much room for improvement.

“Unsatisfactory” A generally unacceptable level of performance which requires immediate action for improvement.

To avoid being fragmented and repetitive, and to retain fl exibility 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”.

Domain IV

The performance indicators under the Domain of Child Development are Outcome Indicators concerning the various developmental aspects of children. As the socio- economic background of children varies among kindergartens, it is not advisable to grade their performance at four levels (“Excellent”, “Good”, “Acceptable” and “Unsatisfactory”) or standardise children’s development by age. With reference to their contextual factors, kindergartens should set reasonable expectations on children’s performance and then monitor their development through regular reviews. Based on the data collected from various sources, kindergartens can review the effectiveness of their performance for continuous improvement.

13

(15)

Domain I : Management and Organisation

Area : School Management

Performance Indicator 1.1 : Structure and Vision

Aspect 1 : Organisational Structure

Guiding Questions

• How does the school management committee state and defi ne its objectives as well as the roles and responsibilities of its members?

• What are the roles of members of the management¹/ school management committee?

• How does the school defi ne the authorities and responsibilities of its staff?

• What other questions need to be considered by the school?

Evidence of Performance

Excellent Good Acceptable Unsatis-

factory

• The school management committee has a specifi c constitution that elucidates the mission of the school, the objectives of the school management committee, and the roles and responsibilities of its members.

The constitution is recognised and supported by the staff.

• The school management committee is composed of different stakeholders with clear authorities and responsibilities.

Members cooperate to understand the needs of the school and the teaching team through regular meetings. They also jointly formulate long-term goals and major policies in light of the actual circumstances so as to raise the management transparency and accountability, and put in place a clear mechanism to effectively monitor and support the implementation of various plans.

• To strive for self-improvement, the school regularly reviews the implementation progress of work, makes appropriate improvement and takes follow-up actions having regard to the review fi ndings.

• In line with its education objectives and development and subject to the availability of resources, the school fl exibly establishes and refi nes its organisational structure for formulating and implementing various development plans. The distribution of work as well as the authorities and responsibilities of the staff are clearly defi ned.

• In line with the school mission, the school management committee sets goals and defi nes roles and responsibilities of its members.

• The management/school management committee formulates the school mission and monitors school operation.

• In line with its education

objectives and development, the school

establishes an effective organisational structure that is transparent, with the authorities and responsibilities clearly defi ned, so as to strengthen

its administration, management and accountability.

1 The management refers to the principal, vice principal and senior teachers of a school.

(16)

Performance Indicator 1.1 : Structure and Vision

Aspect 2 : Mission and Objectives

• How does the school determine and review its mission and education objectives?

• How does the leadership team² guide the staff in establishing and attaining the school education objectives?

• How does the school explain to parents its mission and education objectives?

factory

• The school education objectives are clear and in line with the objectives of kindergarten education in Hong Kong, which is to help children achieve balanced development in the fi ve domains of ethics, intellect, physique, social skills and aesthetics. In accordance with its vision and mission, the school also formulates school- based development objectives to lay a foundation for children’s lifelong learning.

• The school puts in place a mechanism for its staff to collaboratively work out the objectives, vision and mission of education through discussions and to conduct regular reviews.

• Being forward-looking and crisis-sensitive, the leadership team has an acute sense of changes in society and education sector and is able to draw up effective strategies accordingly and proactively.

• Valuing teamwork, the leadership team works with the staff to develop school policies and establishes a mechanism for evaluating the implementation of policies.

• The school regularly and systematically explains to stakeholders its education objectives, vision and mission. It also establishes effective channels for sharing its vision and exchanging views with new recruits to build a consensus.

• In line with the objectives of kindergarten education in Hong Kong, the school sets its education objectives that cover the fi ve domains of ethics, intellect, physique, social skills and aesthetics.

• The school engages its staff through consultation to formulate education objectives.

• When developing policies, the leadership team takes into consideration the views of staff and changes in the education sector.

• The school explains to parents its mission and education objectives.

2 The leadership team refers to the school management committee members and the school principal.

15

(17)

Domain I : Management and Organisation

Area : School Management

Performance Indicator 1.2 : Administrative Affairs

Aspect 3 : Safety and Hygiene

• What safety equipment is provided by the school?

• What safety measures are in place in the school?

• How does the school handle crises?

• What sanitary facilities are provided in the school?

• How does the school arrange meals for children?

• How does the school arrange afternoon nap areas for children of whole-day classes?

factory

• Taking into account its context, the school formulates explicit and clear safety rules and measures that align with the education-related legislation and guidelines to ensure the safety of children and the staff. The staff fully understands the rules and abides by them.

• Clear and detailed guidelines are laid down to set out preventive measures for predictable crises. In case of accidents, the staff is able to handle and document the incidents effectively and timely and take follow-up actions as appropriate.

• The school has clear guidelines on sanitation, fi re precautions and safety. Each activity area in the school premises is well-ventilated and well-lit. All facilities comply with sanitary requirements. A medical room and standard fi rst-aid kits are available for taking good care of the sick or injured children.

• All areas, activity facilities and resources are regularly cleaned and sanitised. Disinfection work will be strengthened if necessary to ensure the hygiene of the school premises.

• The school formulates safety rules in accordance with the education-related legislation and guidelines to ensure the safety of children and the staff.

The staff is fully aware of the safety rules.

• The school deals with and records emergency incidents.

• All facilities comply with safety and sanitary regulations. The school premises are regularly cleaned and all facilities are kept clean, tidy and sanitised.

• The school takes children’s safety into account when working out the setting of the premises.

• The school properly arranges meals and afternoon nap areas for children of whole-day classes.

(18)

factory

• The school premises conform to safety standards. Exits are free from obstruction.

Soft mats are placed on the fl oor surfaces of all outdoor play areas and large facilities.

Children’s toys and items conform to international safety standards.

• Children’s daily life and health are well taken care of. The school provides them with a balanced diet. A tidy, clean, well-ventilated, comfortable and quiet environment is provided for children to have afternoon naps and meals.

17

(19)

Domain I : Management and Organisation

Area : School Management

Performance Indicator 1.2 : Administrative Affairs

Aspect 4 : Management of Daily Operation

• How does the school enable its staff to understand and comply with legislation and guidelines related to education or school operation?

• How does the school comply with the requirements set out in circulars³ issued by EDB?

• How does the school manage its daily operation?

• How does the school handle its fi les?

factory

• To uphold the law, the school explains to its staff the Education Ordinance, Education Regulations and relevant legislation and guidelines through various effective channels. The school also draws up clear school-based guidelines for its staff to comply with.

• The school complies with the requirements set out in the kindergarten- related circulars issued by EDB and ensures that its staff abides by them.

• The school establishes clear operational procedures. It fl exibly and systematically deploys its staff to ensure smooth daily operation.

• The school has a well-thought-out fi ling system. The fi les are properly and systematically arranged and well kept in an orderly manner. The computerised facilities allow easy and effi cient retrieval and updating of information, thereby enhancing the effi ciency of daily operation.

• The Education Ordinance, Education Regulations and relevant legislation and guidelines are accessible to the staff. The school makes sure the staff is aware of and abides by them.

• The school complies with the requirements set out in the kindergarten-related circulars issued by EDB.

• The school deploys its staff to handle daily matters.

• Files are systematically arranged and kept to allow easy retrieval.

3 Circulars are different from circular memoranda:

Circulars are used for issuing policies, instructions, guidelines, etc. to specifi c categories/groups of recipients to provide them with long-term reference. They will stay in force over a long period of time until deleted or superseded.

Circular memoranda are issued when the subject matter is one-off in nature or the action required is expected to be completed within a specifi ed period.

(20)

Performance Indicator 1.2 : Administrative Affairs

Aspect 5 : Resource Management

• How does the school store, maintain and replenish teaching resources?

• How does the school enable its staff to make good use of resources?

• How does the school manage and monitor its fi nancial matters?

• Does the management use funds properly to enhance the quality of the school?

factory

• The school strategically uses and explores resources, sets up a teaching resource room or a database, and draws up clear guidelines on the registration and use of resources. Teachers may select relevant resources to cater for children’s needs.

• A sound mechanism for resource management is in place to maintain a systematic record of the utilisation and replenishment of teaching resources.

Information of the latest resources available is provided to the staff through various means.

• The school management committee establishes a proper and stringent internal control and reporting mechanism;

plans in accordance with EDB circulars and guidelines; as well as deploys government and non-government funding properly and timely to provide quality kindergarten education.

• The school sets up an appropriate and clear pay scale so as to maintain the stability of teaching team.

• The school establishes a systematic mechanism for the management and senior staff to prepare the school budget.

Clear procedures are also established to manage the school accounts systematically.

• An area is designated for storing teaching resources.

The resources are regularly tidied up or replenished.

• A manual on the use of resources, including inventory lists and user guidelines, is provided for the staff’s easy reference.

• The school management committee monitors the school accounts and utilizes government grant according to its ambit to ensure proper use of government and non- government funding.

• A teacher pay scale is in place and the staff is aware of it.

• The management prepares the school budget and submits it to the school management committee for approval.

• Funds are used with reference to the budget to transform formulated plans into practice.

19

(21)

Aspect 5: Resource Management (cont'd)

factory

• All income and expenditure items are closely monitored so that they are used timely and fl exibly to transform formulated plans into practice.

• The school account is regularly monitored and clearly recorded.

Monthly audit is conducted to compare the budgets with the actual expenses incurred. Adjustments to revise the budgets for various work plans can be done in the forthcoming year.

• The school prepares a monthly fi nancial statement on its income and expenditure. Reviews on the budget and actual expenses are conducted.

(22)

Performance Indicator 1.3 : Collaboration and Support

Aspect 6 : Work Deployment and Support

• What are the qualifi cations of the teachers⁴?

• How does the school deploy teachers and non-teaching staff?

• How does the school support the new recruits or inexperienced staff?

• How does the school lead its staff in their work?

factory

• Teachers possess professional qualifi cations. The staff is enthusiastic about further studies and an atmosphere conducive to learning can be found. Besides being professionally qualifi ed, the staff possesses various expertise.

• A mechanism is in place to allocate teaching and non-teaching duties with reference to school’s development needs, as well as teachers’ abilities, strengths, experience, qualifi cations and preferences.

• Appropriate allocation of duties is made according to school needs and non-teaching staff’s abilities, experience and preferences.

• The staff understands the principles of duty allocation. The duties and responsibilities are clearly delineated.

• A sound induction mechanism is in place to assign experienced staff to support new recruits or inexperienced staff to enable them to adapt to the working environment and daily routines.

• The school encourages and supports its staff as appropriate and closely collaborates with them to promote their professional development.

• Teachers possess professional qualifi cations.

• The school allocates teaching and non-teaching duties with reference to teachers’ experience, abilities and professional training experiences.

• Allocation of duties is made according to school needs and non-teaching staff’s abilities and experience.

• The school supports new recruits or inexperienced staff to enable them to adapt to the working environment and daily routines.

• The school guides its staff members to carry out their job duties.

4 Teachers include the school principals, vice principals and senior teachers.

21

(23)

Domain I : Management and Organisation

Area : Professional Leadership

Performance Indicator 1.3 : Collaboration and Support

Aspect 7 : Communication and Collaboration

• How does the school facilitate communication among staff?

• What is the working relationship between the management and the staff?

• How does the management enhance the liaison between the leadership team and the staff?

• How does the management create a collaborative culture in school?

factory

• A mechanism is in place that provides

multi-directional communication channels to release information and collect views in both top-down and bottom-up manners. Through candid communication, the management prudently considers the staff’s suggestions. Discontent of the staff is properly resolved and a consensus is reached.

• The management takes the initiative to encourage dialogues with the staff;

willing to listen, accept and respect the staff’s views. A harmonious relationship is maintained. The school cares about the welfare of the staff. There are welfare facilities and incentive system to foster a sense of belonging among staff.

• An appraisal system is set that fairly and appropriately commends the staff with good performance.

Staff interactions are encouraged through diversifi ed activities to avoid unnecessary misunderstanding among staff.

• The management creates a pleasant working atmosphere. The staff is very satisfi ed with the working environment and fi nds their work meaningful. The staff works as a team and collaborate with and support one another with trust in an effort to achieve the education objectives of the school.

• Proper channels are available to release information and collect views from the staff.

• The school encourages communication among staff.

The staff cooperates with one another while discharging their duties properly.

• The management maintains a harmonious working relationship with the staff.

Staff benefi ts are in place.

• The management commends the staff with good performance and addresses their grievances.

(24)

Performance Indicator 1.4 : Professional Development

Aspect 8 : Training and Appraisal

• How does the school formulate its staff training plans?

• How does the school encourage and support its staff in their pursuit of further studies?

• How does the school evaluate the effectiveness of its training plans? How does the school assess its staff performance?

• To what extent does the staff accept the assessment content and standards?

• How does the appraisal system correlate with the staff’s professional development?

• How does the school set up the mechanism for staff promotion?

factory

• The school formulates school-based staff training plans with clear objectives to encourage their participation, so as to meet the diverse needs of children. The school fully utilises resources to release the staff for further studies. The development plans tie in with the school development and meet the needs of the staff.

• The school encourages the staff to pursue further studies by providing them with relevant information and opportunities.

Through diversifi ed training strategies, including lesson observation and discussions with the management or peers, the school gives teachers suggestions for improvement and develops a culture of a learning community, so as to promote professional development and enhance work quality.

• The school evaluates the effectiveness of training plans and takes follow-up actions timely so that staff is able to consolidate and apply what they have learnt.

• A fair and open appraisal system and a self-evaluation mechanism are in place with emphasis on staff’s accountability.

The assessment content and standards are agreed by the staff. Through the appraisal system, the staff has a better understanding of their strengths and development needs.

• Taking the suggestions of EDB into account, the school establishes a school-based career ladder and formulates staff continuous professional development plans with clear objectives, with a view to encouraging and supporting the staff in their pursuit of further studies and providing them with training opportunities in various forms.

• The school has a staff appraisal policy and procedure in place. The staff in general accepts the assessment content and standards.

• The appraisal system identifi es the strengths and development needs of the staff.

23

(25)

Aspect 8: Training and Appraisal (cont'd)

factory

• The appraisal system enables the school to formulate concrete professional development plans, which in turn foster the professionalism of the staff and serve as a reference for school development.

• The school establishes, in light of its context, a fair and transparent mechanism for staff promotion. It not only motivates the staff to exploit their strengths and raises their professional standards and morale, but also supports school development.

(26)

Performance Indicator 1.5 : School Self-evaluation

Aspect 9 : School Self-evaluation Mechanism

• What is the school self-evaluation (SSE) mechanism of the school?

• How does the school engage its staff in SSE?

• How does the school determine the scope and procedures of SSE?

• How does the school follow up the SSE fi ndings?

• How does the school build and foster an SSE culture?

• How does the school inform stakeholders of its performance?

factory

• A mature SSE mechanism is in place.

In accordance with its development progress, characteristics and resources, the school holistically review its development. It also evaluates its policies and activities.

• The school makes use of different channels and training activities to enhance the staff’s understanding of SSE, establish a clear framework of evaluation, and actively encourage its staff to plan and formulate evaluation criteria, procedures and tools, with a view to taking forward the evaluation work.

• The school properly delegates authority, enhances the capacities of the team, and creates a frank and open atmosphere to ensure an objective evaluation of the effectiveness of school work.

• The school makes good use of the SSE fi ndings to analyse its performance from multiple perspectives with a view to devising proper development plans for self- improvement.

• The staff always evaluates if their work attains the expected goals, explores ways for further improvement, and applies the cyclical concept of planning, implementation and evaluation in their routine work so as to entrench the SSE culture in school.

• An SSE mechanism is in place for evaluating the school policies and activities.

• The staff is given the opportunities to receive training on SSE and is encouraged to participate in SSE.

• The school determines the scope of evaluation in light of its work plans.

• The school determines the work process of evaluation according to the scope of evaluation.

• The school makes use of school-based SSE tools or those provided by EDB to collect views of stakeholders in order to investigate its work progress.

• The SSE fi ndings serve as a reference for formulating improvement measures or devising development plans for the coming year.

25

(27)

Aspect 9: School Self-evaluation Mechanism (cont'd)

factory

• By means of multi-directional channels, such as school website, the school clearly informs stakeholders and outsiders of its SSE fi ndings and development directions, so as to enhance transparency for the purpose of accountability.

• The school informs parents of its SSE fi ndings and development directions, so as to enhance transparency.

(28)

Performance Indicator 1.5 : School Self-evaluation

Aspect 10 : Planning and Development

• How does the management spearhead the sustainable development of the school using their professional knowledge?

• How does the school formulate its development plans?

• How does the school determine the goals, strategies and success criteria for its development plans?

• How does the management monitor the implementation of development plans?

• How does the school assess the effectiveness of its development plans?

• How does the school inform stakeholders of its development progress?

factory

• With profound professional knowledge and a good grasp of the latest trends of educational development, the management fl exibly applies what it has acquired to lead the school in moving forward, fully demonstrating its professional competency.

• Taking into account its mission and objectives, context and SSE fi ndings, the school formulates its development plans according to priorities and needs.

• In line with the direction of its development plans, the school sets clear goals, appropriate strategies and success criteria to evaluate the effectiveness of its plans.

• An effective monitoring mechanism is in place, under which the school reviews the development plans timely and adjusts strategies and resources as necessary to ensure a smooth implementation of the plans. The school also contemplates follow-up actions to be taken based on the effectiveness of its overall work.

• By means of multi-directional channels, the school properly explains to stakeholders its development progress and encourages them to offer more feedback so as to reach a consensus.

• The management applies its professional knowledge to lead the staff in promoting school development.

• Development plans are comprehensive, with goals, implementation strategies and success criteria.

• The management leads the staff in implementing various work plans according to schedule.

• The school monitors the implementation of various work plans and reviews their effectiveness upon completion.

• The school informs parents of its development progress.

27

(29)

Domain II : Learning and Teaching

Area : Curriculum Planning

Performance Indicator 2.1 : Curriculum Design

Aspect 1 : Curriculum Structure

• How does the school establish its curriculum aims?

• How does the school work out the learning and teaching strategies?

• How does the curriculum facilitate child development in all aspects?

• How do the arrangements and planning of the curriculum suit the developmental needs, abilities, interests and experiences of children?

• How does the school work out the daily activity schedule to foster the balanced development of children?

factory

• The school establishes the curriculum aims that are in line with the overall aims of kindergarten education in Hong Kong and the developmental needs of the school.

• Child-centred learning and teaching strategies are embedded in the school curriculum, which appropriately addresses children’s developmental characteristics and needs at different ages.

• The curriculum facilitates the holistic and balanced development of children in the domains of ethics, intellect, physique, social skills and aesthetics.

• The arrangements and planning of the curriculum allow children to learn through play and provide them with a natural and pleasant environment, thus fostering their balanced and all-round development through exploration in various activities and life experiences. The school fl exibly tailors the curriculum and adjusts teaching strategies to cater for the diverse needs of children.

• The school curriculum aims align with those set out in the Kindergarten Education Curriculum Guide (2017).

• The learning and teaching strategies of the school facilitate the implementation of the child-centred curriculum.

• The curriculum facilitates the development of children in the domains of ethics, intellect, physique, social skills and aesthetics. It neither places undue emphasis on a particular learning area nor merely focuses on imparting knowledge.

• The developmental needs, abilities, interests and experiences of children are catered for in the planning and organisation of the curriculum. The curriculum content is neither too extensive nor too diffi cult.

(30)

Excellent Good Acceptable factory

• The daily activity schedule of children fosters their balanced development.

It covers different learning areas and instils in children positive values and attitudes, and enhances their skills and knowledge.

There are ample opportunities for children to gain effective learning experiences.

Suffi cient time is set aside every day for children to take part in music, physical, art and free choice activities. Teachers are allowed to fl exibly adjust the schedule of daily activities.

• Having regard to the developmental needs, abilities, interests and experiences of children across all levels, the school alternately arranges active and quiet, whole-class, group and individual activities.

• The school helps children develop self- care abilities, self-confi dence and a sense of security through routine training and diversifi ed free choice activities.

• Taking into account the needs of children of different ages, the school properly arranges afternoon naps and after-nap activities for whole-day classes.

• The school alternately arranges active and quiet activities daily. The daily activity schedule caters for the developmental needs of children and covers different learning areas, so as to instil in children positive values and attitudes, and enhance their skills and knowledge. Time is set aside every day for children to take part in music, physical, art and free choice activities.

• The school properly arranges afternoon naps and after-nap activities for children in whole-day classes.

29

(31)

Domain II : Learning and Teaching

Area : Curriculum Planning

Performance Indicator 2.1 : Curriculum Design

Aspect 2 : Teaching Plans

• How does the school coordinate its curriculum?

• How does the school adopt an integrated curriculum approach in the planning of learning activities?

• How does the school develop teaching plans and activities?

• How do the teaching plans of the school cater for children’s diverse needs in learning?

factory

• The school has a sound mechanism for curriculum coordination to ensure that the learning activities cater for the development and needs of children.

The management and teachers make concerted effort to plan the curriculum and conduct regular reviews on the arrangements of learning activities.

Appropriate improvements and follow- ups are made having regard to the abilities and needs of children.

• The school designs diversifi ed theme- based activities that relate to children’s life experiences and interests. These activities are well planned and purposefully implemented. They provide opportunities for children to extensively explore, instil positive values and attitudes, develop skills, and acquire knowledge.

• The teaching plans are clearly presented with learning focuses, implementation procedures, as well as approaches and activities for achieving the teaching objectives.

• The school has a mechanism for curriculum coordination.

Teachers regularly discuss the arrangements and effectiveness of teaching activities.

• When planning the learning activities, the school adopts an integrated curriculum approach with themes.

These activities provide opportunities for children to instil positive values and attitudes, and acquire skills and knowledge in different learning areas.

• Teaching objectives, learning focuses and assessment of effectiveness are incorporated in the teaching plans and the design of activities. They dovetail with the interests, abilities and needs of children.

(32)

• Flexible teaching plans align with the developmental needs, abilities, different languages and cultural backgrounds, interests and experiences of children and serve to unleash their potential. Such plans also allow teachers to adjust or modify activities instantly in response to children’s reactions and interests, so as to catch the best learning moments. Teachers may also make fl exible arrangements and adaptation to cater for individual differences in respect of starting point or learning pace.

• Teaching plans and design of activities include evaluation of effectiveness, which in turn facilitates teaching refl ection and curriculum review.

• With reference to child development, the homework assigned should not be too much, too frequent or too diffi cult for children. For example, the school does not ask K1 children to write, K2 and K3 children to do mechanical copying or calculation drills.

• The school arranges parent- child activities that are within children’s abilities. Parents merely play an assisting role, e.g., accompanying children to conduct interesting and relaxing tasks or games so as to cultivate their interest in learning and hence foster parent-child relationship.

31

(33)

Domain II : Learning and Teaching

Area : Curriculum Planning

Performance Indicator 2.1 : Curriculum Design

Aspect 3 : Environment and Equipment

• How does the school make use of its space to conduct different types of learning activities for children?

• How does the school make use of teaching resources to meet children’s learning needs?

• How do teachers provide/set up an appropriate learning environment to facilitate the development of children in all aspects?

factory

• The school fl exibly uses activity areas to provide adequate space for children to conduct different activities.

The setup, facilities and space arrangements cater for the height and developmental needs of children.

The school carefully designs and sets up the learning environment having regard to the learning themes, and children’s abilities, interests and needs.

Children are able to participate in various activities happily and effectively.

• The school is well-equipped with modular units or mobile furniture to facilitate the implementation of activities. It makes the optimal use of its space to display children’s individual and group, two-dimensional and three-dimensional artworks. They will be updated regularly to create an interesting learning environment.

• The school has an abundant supply of adequate teaching resources and is able to provide rich and diversifi ed play-sets and materials appropriate to children’s abilities, interests and developmental needs. As such, children are able to acquire hands-on experience, explore and apply what they have learnt, and develop their creativity and potential.

• Adequate space is provided in proportion to the number of children. The layout and facilities are appealing to children. Facilities are regularly used by children and they generally meet the needs of children.

• The school provides suffi cient teaching resources, including play-sets and materials, appropriate to children’s abilities, to support curriculum implementation. The school also sets up the environment in light of the abilities, interests and needs of children.

• Teachers prepare teaching materials and teaching aids and set up various interest corners that provide suffi cient space for children to engage in activities and acquire different learning experiences.

(34)

• By making use of diversifi ed teaching materials, toys, books and so forth, teachers provide an environment that arouses children’s learning interest and set up various interest corners, where playthings are properly placed to engage children in different activities, thus enriching their learning experiences. Teachers provide appropriate teaching resources fl exibly and timely to enhance child learning.

• The boundaries and rules are clearly defi ned so children are able to learn through play attentively and voluntarily.

They also have enough room to interact and exchange with peers, in order to develop self-care abilities, good living habits and social skills.

33

(35)

Domain II : Learning and Teaching

Area : Curriculum Planning

Performance Indicator 2.1 : Curriculum Design

Aspect 4 : Planning for Assessment of Child Learning Experiences

• How does the school formulate its policy on the assessment of learning experiences to support the all-round development of children?

• How does the school elucidate its assessment policy and provide guidelines?

• How does the school assess child learning experiences?

• How does the school maintain records of each child’s development?

• How does the school inform parents of their children’s development progress?

• How does the school make good use of the assessment results of learning experiences?

factory

• Aiming at understanding and promoting children’s learning and all-round development, the school formulates its policy on the assessment of child learning experiences with reference to the Kindergarten Education Curriculum Guide (2017), Performance Indicators (Kindergartens) – Domain of Child Development, as well as other references relating to child development.

• The assessment objectives are clear and specifi c, taking into account the principles of promoting children’s all- round development and catering for their individual differences in development. The assessment methods and approaches are appropriate. The assessment items align with the curriculum goals, covering the values and attitudes, skills and knowledge of children. Formative and summative assessments are adopted.

• The school clearly explains its assessment policy to stakeholders and provides teachers with clear and specifi c guidelines. Teachers are familiar with the objectives and criteria of the assessment policy, as well as the guidelines. Parents agreed to the assessment policy and guidelines and are willing to collaborate with the school.

• The school formulates its policy on the assessment of child learning experiences by making reference to the Kindergarten Education Curriculum Guide (2017), Performance Indicators (Kindergartens) – Domain of Child Development, as well as other references relating to child development. The assessment objectives take into account the principle of promoting children’s all- round development.

• The principle of assessment is to make comparison between the past and the current performance of a child. Children in the same grade level are not required to attain the same standard of performance.

• The school explains its assessment policy to teachers, including assessment objectives and criteria, and provides them with relevant guidelines.

(36)

Excellent Good Acceptable Unsatis- factory

• Teachers collect and analyse data from different sources (e.g., continuous observation and records of children’s daily performance, information provided by parents, children’s work), to evaluate children’s performance in accordance with the assessment criteria and understand children’s learning profi les.

Appropriate feedback, guidance and commendation are given.

• The school has a comprehensive plan to develop learning portfolios for individual children and systematically maintain records of their development. Teachers effectively observe and objectively analyse children’s performance to ensure that the records well refl ect children’s development in every aspect. When children are promoted to the higher grades, their learning portfolios are passed to the new class teacher for follow-ups. These portfolios are properly kept until children leave for the next learning key stage.

• The school assesses its children’s development in various aspects through continuous observation and records. It does not assess their abilities by means of dictations, tests and examinations. The assessment covers children’s values and attitudes, skills and knowledge.

• The school develops learning portfolios for individual children to maintain records of their development so that teachers are able to offer feedback as appropriate. When children are promoted to the higher grades, such records are passed to the new class teacher for follow- ups.

• The school regularly informs parents of the assessment results to enable them to better understanding their children’s development. In case follow- ups are required, the school is able to approach parents timely.

• The school informs parents of the assessment results in a positive, clear and systematic manner, so that parents can better understand their children’s progress and development which in turn enable them to form reasonable expectations of their children and unleash their potential.

When children with special needs are identifi ed, the school collaborates with parents and provides referral services as early as possible.

35

(37)

Domain II : Learning and Teaching

Area : Child Learning and Teaching

Performance Indicator 2.2 : Teaching and Caring

Aspect 5 : Teaching Skills

• To what extent can teachers master the mission, trends and pedagogy of kindergarten education? Can they put them into practice?

• What are teachers’ attitudes towards teaching?

• What teaching methods are adopted by teachers to stimulate children’s learning motivation and help them learn happily and effectively?

• Are the teaching methods adopted by teachers able to cater for individual differences in abilities and needs?

• Do teachers’ explanations, instructions and demonstrations address children’s needs and abilities?

• How do teachers promote interaction in their teaching?

• How do teachers handle the views, thoughts and feelings of children?

factory

• Teachers are familiar with the trends of kindergarten education. They master the mission of kindergarten education and child development theories and can put them into practice. They possess ample knowledge and skills in teaching, regularly refl ect on their own teaching and share with peers for the purpose of fostering professional competence.

• Teachers show a positive and serious attitude towards teaching. Embedded with aspirations for education, they are able to refl ect and self-evaluate. They value professional development, actively pursue further studies and have a strong sense of responsibility.

• Teachers are approachable, friendly, patient and caring. They understand the emotions, abilities and needs of children. They establish a good relationship with children through active participation in their play, and intervene timely for the learning and development of individual children.

• Teachers possess basic knowledge and skills in teaching and take into account child development theories when designing and arranging learning activities.

• Teachers show a positive attitude towards teaching.

They are responsible, approachable, friendly, patient and caring.

• Instead of direct teaching, teachers adopt diversifi ed teaching approaches to tie in with the features and focuses of teaching contents, so as to stimulate

children’s learning motivation and interests.

(38)

• Teachers adopt child-centred teaching methods that align with the features and focuses of teaching contents, which include diversifi ed teaching approaches and appropriate activities, to arouse children’s interests and help them achieve learning objectives. Teachers also foster creativity and an aesthetic sense in children by encouraging them to observe, experience and imagine.

• By making good use of verbal and non-verbal communication skills, teachers’ explanations are lively and fl uent. Their instructions and demonstrations are clear, systematic and appealing. The clarity and fl uency of their speech serve as a role model for children.

Teachers understand the feelings and thoughts of children. They communicate with them in a friendly and polite way, and are able to fi ne- tune their explanations, instructions and demonstrations in light of children’s understanding and needs.

• Teachers form a close bond with children by talking with them often.

They ask open-ended questions to encourage children to share their experiences, views and feelings.

Teachers also seize different opportunities and occasions to teach children how to communicate with others, so as to facilitate a two-way communication and interaction, and help them build up self-confi dence and establish good interpersonal relationships.

• Teachers’ explanations, instructions and demonstrations are clear and systematic. They understand children’s feelings and thoughts and interact with them using verbal and non-verbal communication skills. They also encourage children to communicate with others.

• Teachers adjust their own teaching methods according to their observation of children’s responses and learning effectiveness.

• Teachers respect children, listen to them patiently and respond to their views.

• Teachers understand the needs of individual children. When children encounter learning diffi culties, teachers give them suffi cient time to solve problems on their own. They intervene timely to offer appropriate encouragement and guidance so as to help children complete their learning activities.

37

(39)

Aspect 5 : Teaching Skills (cont'd)

factory

• Teachers respect and accept children’s views and adjust teaching practices accordingly. They encourage children to ask questions and listen to them patiently. Also, they always offer encouragement, advice and commendation to children, respect their different views and value their feelings.

• Teachers always observe children’s response and performance, and form reasonable expectations of them in light of their diverse needs. They apply fl exible and adaptive teaching methods to help children unleash their potential. Hence, learning is adequately challenging to children without unnecessary pressure or sense of failure.

• When children encounter learning diffi culties, teachers give them suffi cient time to solve problems on their own.

They intervene timely to offer appropriate encouragement and guidance. As such, children have the confi dence and eagerness to complete their activities.