Teachers' Professional Development
The ACTEQ has set up a Steering Committee on Teachers'
Continuing Professional Development (CPD) to disseminate good practices
and provide support to teachers, principals and the school management
in developing their school-based CPD policy. ACTEQ will further
examine pre-service teacher education in collaboration with teacher
education institutions, strengthen induction support for beginning
teachers and sustain the momentum for teachers' continuing professional
development.
Principals' Professional Development
The Government has introduced a professional development
framework for principals whereby all serving principals are required
to undertake continuing professional development every year, and
new principals should have attained the Certification of Principalship
before they are considered for appointment. The Government has also
set up a Principal Support Network to facilitate professional sharing
and learning among serving principals. Besides, the Government has
organised a wide range of professional development programmes for
serving and newly appointed principals, vice principals and senior
teachers aspiring to become principals.
Hong Kong Teachers' Centre
The Hong Kong Teachers' Centre (HKTC) was set
up in 1989 to promote professionalism and a sense of unity among
teachers. It organised or assisted in organising 670 professional
or personal development activities for 78 000 participants
to support the curriculum reform, and promote quality teaching and
learning in 2004. The HKTC also disseminates information on current
educational issues and other resource materials to teachers, and
organises educational conferences annually.
Council on Professional Conduct in Education
The Council on Professional Conduct in Education
was set up in 1994 to enhance teachers' professionalism. With a
composition of 25 elected members from schools/educational organisations
and three members nominated by the PSEM, it advises the Permanent
Secretary on matters relating to professional conduct in education.
It also draws up operational criteria defining the conduct expected
of an educator and advises, where necessary, on cases of dispute
or alleged professional misconduct.
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