ESF Teaching Capability Framework

A strength-based model, predicated on the assumption that ESF teachers are typically capable and committed practitioners who take pride in their performance and who aspire to continuous growth and development.

This booklet has been printed on recycled and recyclable paper. Connect with us on: EDU14/15CPD01 Staff Performance and Development 01

Acknowledgements Foreword Thanks to those responsible for the development of the ESF Teaching Capability Framework: The ESF Teaching Capability Framework and ESF Rebecca Clements, ESF Primary Learning and Teaching Adviser (Project Leader) Leadership Capability Framework describe the attributes of Sergio Cardenas, South (Project Leader) effective teaching and of effective leadership for learning. Gilbert Halcrow, Island School, project initiator The frameworks provide a statement of professional Allison Banbury, ESF International Kindergarten, Tsing Yi standards of competence against which teachers and Amy Lee, leaders in ESF can evaluate areas of professional strength Catriona Tuimaka, and development. The process of professional reflection Christopher Angelosante, Glenealy School and development (PRD), formerly known as performance Christopher Duncan, ESF International Kindergarten, Hillside management (PM), and continuous professional David Mcleod, West Island School development (CPD) are derived from and aligned with the Flora Winter, ESF Abacus International Kindergarten ESF capability frameworks. Grant Anderson, Bradbury School

Heidi Jones, Clearwater Bay School The importance of leadership in ensuring positive outcomes for students is second only to the John Edwards, King George V School quality of teaching. Teachers and leaders at all levels in ESF are selected on the basis that they Johnny Hogan, are highly capable educators. John Marwick, former ESF Primary Mathematics Adviser

Katie Keenan, Junior School ESF is committed to continuous professional development of staff because the quality of the Laura Ryan, education we provide cannot exceed the quality of our teachers. Through enabling teachers to Lyn Coote, Discovery College develop their professional thinking and innovative practice we can ensure exceptional learning Mark Evans, experiences and outcomes for our students. Michael Fraser, Discovery College

Pam Ryan, former ESF Director of Education The capability frameworks and the revised editions were developed by teachers and leaders in Patrice Shadbolt, Peak School ESF. The frameworks reflect the unique context and quality expected in ESF schools. Reine Barletta, Kennedy School

Sarah Westmacott, Beacon Hill School The contribution from the Committee of Teachers and the Committee of Principals to the Suzannah Large, ESF International Kindergarten, Tsing Yi development and revision of the capability frameworks must be acknowledged along with the Vanessa Mansfield, School drive and leadership from members of the education team.

2015 Review Team Thanks go to all colleagues involved in developing the capability frameworks.

Rebecca Clements, ESF Primary Learning and Teaching Adviser (Project Leader) Samantha Rodgers, ESF Secondary Teaching and Learning Adviser (Project Leader) Emily Clark, West Island School Emily Jeves, Beacon Hill School Belinda Greer Heather Millington, King George V School Chief Executive Officer Laura Ferretti, ESF Special Educational Needs Adviser English Schools Foundation Kelly Diaz, Head of Spanish, Shaine Bushell, South Island School Suzannah Large, ESF International Kindergarten, Tsing Yi Suzanne Allan, Bradbury School

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The Overall Context Purposes of the The Staff Performance and Development Framework sits alongside the Teaching Capability Framework School Performance and Development Framework, the latter describing the four school-related areas of planning, evaluation, reporting and compliance, and the The English Schools Foundation Teaching Framework is a tool designed to assist all schools to develop former covering the two sets of capabilities, leadership and teaching, and the related elements of the teaching capability of educational staff at all levels of ESF. The Framework sets out the capabilities ESF professional learning and performance management. teachers need for effective and successful practice. The ESF Teaching Capability Framework is a resource to be used by individuals, teams, schools and ESF, as both a basis and a guide for: A Strength-based Model of Performance and Development

• reinforcing our commitment to quality teaching;

• promoting shared language and understanding about what constitutes quality teaching; School Performance & Staff Performance & Development Development • targeting professional learning and development activities to specific capabilities, with schools and the Centre increasingly aligning programmes to the Framework;

• providing coaching and mentoring in support of high standards;

ESF Statement of • providing an explicit and objective starting point for performance assessment and Commitment development;

• supporting the recruitment process by providing a clearer picture of the capabilities required of ESF teachers;

Development Evaluation Reporting Compliance Leadership Teaching • streamlining job description processes by providing a consistent basis for describing capability Planning Capabilities Capabilities needs and encouraging the development of position descriptions.

*Strategic *Internal Performance Professional *Annual *External Management Development

Why Capabilities?

Capability, according to Stephenson (1992), depends on our ability to use our knowledge and skills in complex and changing situations. This is more than simply possessing skills. It is leaders and teachers ‘taking appropriate and effective action within unfamiliar and changing circumstances’. We believe capabilities require practitioners to integrate practices, skills, knowledge and attitudes and apply these in new and changing circumstances.

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The Structure of the ESF Commitment to Staff Teaching Capability Framework Performance and Development

The framework comprises three Domains and seven Capabilities which outline what teachers should know Continuous Improvement and be able to do. The capabilities are the underlying skills, knowledge and attitudes, defined and described in observable terms, which are necessary for teachers to perform their roles. Capabilities in the Framework are ESF is committed to continuous Practices improvement of student achievement, statements of observable behaviour, or practices which would typically be demonstrated through the exercise •ESF supports building a vision and mission for each school and of this capability. of staff performance, and to the department which aligns with the ESF vision, mission and values. development of ESF as a whole. •ESF values the leadership of the principal and school leadership teams. Layer 1 Layer 2 Layer 3 Layer 4 •All members of ESF work together to support the learning of all students. Domain Capability Practices Knowledge •ESF recognises shared practice and collaboration as ways of Practices supporting continuous improvement. •ESF believes in building staff capacity as the means of maintaining Capability Practices Attitudes high standards of student achievement and staff performance.

•ESF exhibits a culture that supports innovation.

The capabilities are grouped into three domains related to quality teaching: SELF (Personal Engagement and Development); STUDENT (Student Engagement and Professional Culture Development), and COMMUNITY (Community Engagement and Development). In practice, teaching draws on aspects of all three Domains and they should be regarded as ESF is committed to ensuring positive Practices working relationships with its leaders and interconnected and interdependent. •The ESF Professional Code is central to our values, vision and mission. staff so that they are treated as respected •ESF has policies and processes in place that enhance positive working and trusted members of the ESF relationships. community and so that their contribution is sought and valued. •ESF recognises and values excellence at all levels of the organisation. •Professional trust and respect underpin all interactions with leaders and staff.

•ESF seeks to be open and transparent in its policies and processes Self Students and welcomes feed-back and ideas from all members of staff

•Staff performance is assessed through an agreed, consistent, sensitive and transparent process.

•Any performance or disciplinary matter is managed with dignity and Community sensibility.

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Professional Learning School Community

ESF is committed to providing the necessary Practices ESF is committed to the active Practices training and opportunities for staff at all involvement of parents, community and •ESF has a strength-based capability model which encourages self- •ESF provides support for enhancing communication and building levels of the Foundation to enhance their staff in the life of the school and ESF. reflection and self-actualisation. relationships with local communities and the wider capacity as effective practitioners, whatever community. their roles. •ESF’s model is based on definitions and shared understandings of effective leadership and work that are consistent with current •ESF provides opportunities for community input into decision- making processes at school and Foundation level. research and evidence of best practice. •ESF provides training for school council chairmen and members •ESF’s professional development strategy is evaluated on an on- and encourages their active involvement in the life of the school going basis. and ESF. •ESF has differentiated programmes in place to support growth •ESF works to develop positive relationships with the media in and development for all members of staff. order to promote understanding of our role in Hong Kong. ESF staff are provided with regular and constructive feedback in • •There are protocols for communication about parental concerns relation to their performance and development. and complaints.

Support Systems Succession and Sustainability

ESF is committed to ensuring that processes Practices ESF ensures that high quality candidates are Practices are in place to provide central support and recruited to take on leadership, teaching •ESF purposefully seeks to manage administrative demands made on •ESF provides quality training and development for aspiring leaders. to streamline communication. schools. and support staff roles and that all aspects •Support is in place for newly appointed leaders and staff. of transition and induction have been •ESF provides support for staff to implement Foundation policies and carefully planned. •ESF has well-developed, and well-communicated, identification and procedures. recruitment practices. •ESF provides support for technology applications in schools and the •ESF uses selection processes that are rigorous, systematic, transparent Centre. and inclusive. •ESF promotes evidence-based decision making. •ESF provides differentiated development opportunities, responsive to •ESF has clear lines of communication to support a variety of functions individual needs and career aspirations. and constantly strives to improve them.

•ESF provides human resources necessary for the operation of the school and Centre.

•High quality resources are provided to meet the learning needs of students and staff.

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Part I Students Capability Definition Related Practices and Skills Knowledge Attitudes The teacher is able to: The teacher has the knowledge and understanding of: The teacher demonstrates:

T1.1 Teacher understands the aspects • Demonstrate flexibility and responsiveness to all student needs • The individual readiness, learning profile and interests of each student • Appreciation of different perspectives and values of inclusive learning and can Provides an • Demonstrate international-mindedness through an awareness and respect • Strategies for differentiating content, process, product and • Open-mindedness personalise instruction to suit individualised towards the cultures, customs and rights of all environment the needs of each student in • Commitment to equity learning the classroom • Analyse, interpret and use formative assessment data to inform teaching • Specific strategies to support the needs of students with SEN • Commitment to professional development experience (Individual needs, gifted and talented, EAL, behavioural issues) • Use a variety of differentiated strategies assessments and resources to regarding student need support student learning • Services and resources available to support students to access the curriculum • Model inclusive language

T1.2 Teacher has high expectations • Collaboratively contribute to the planning and implementation of a • Individual student strengths, needs and interests • Creativity of students which inspires relevant, engaging, significant and challenging curriculum Engages • Collaborative planning processes and practices • Innovation and challenges them in their students in • Support and provide opportunities for students to be actively responsible learning • Effective and innovative practices and approaches to learning, • Commitment to raise standards and enhance for their own learning learning including the use of technology student learning • Focus learning according to purpose eg. authentic/ inquiry based / • Neuroscience relating to how student learn • Reflective practices entrepreneurial • Willingness to use student input to improve • Use resources appropriately, including technology, to enhance learning practices • Promote practices enabling students to reflect on how, what and why they are learning

• Establish a collaborative classroom environment that maximises learning

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Part I Students Capability Definition Related Practices and Skills Knowledge Attitudes The teacher is able to: The teacher has the knowledge and understanding of: The teacher demonstrates:

T1.3 Teacher is able to demonstrate • Share explicit and challenging learning intentions with students • Active listening skills • Commitment to all students reaching the success effective and developmentally criteria Communicates • Able to listen attentively and actively • Purpose, effects and types of feedback appropriate communication • High expectations effectively • Use effective questioning techniques to extend student thinking around • Questions that promote conceptual understanding key knowledge, concepts, skills and attitudes • Persistence

• Plans and sequences learning that builds on prior learning and understandings

• Use a range of feedback strategies which clearly informs and motivates students

• Expresses self clearly and uses language to suit the learning context and needs of all students

T1.4 Teacher uses varied assessment • Use a range of formative and summative assessment strategies • The school’s assessment philosophy, policy and practices • Reflective practice practices, and effectively records Implements • Develop assessment criteria that are shared explicitly to students • A range of formative and summative assessment tools and strategies • Commitment to accountability for student and reports on student learning to analyse and interpret data outcomes effective • Provide timely, constructive feedback to further student learning assessment • Assessment and reporting procedures • Integrity • Empower students to be metacognitively, motivationally and behaviourally and reporting proactive and responsible learners • Purpose, effects and types of feedback practices • Provide opportunities for students to identify and act on their next steps in • Effective communication strategies learning

• Analyse and evaluate assessment data to inform teaching and learning

• Maintain effective, efficient and reliable record-keeping systems to monitor student progress

• Share student achievement and attainment clearly, accurately and regularly share with students, colleagues and parents

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Part I Students Capability Definition Related Practices and Skills Knowledge Attitudes The teacher is able to: The teacher has the knowledge The teacher demonstrates: and understanding of:

T1.5 Teacher uses a range of • Use wellbeing strategies to build resilience, relationships and reflective • Readiness, learning profile and interests of individual students • A commitment to practices that develop student practices to nurture student practices as well as an understanding of self and others wellbeing Nurtures • Personal, social and emotional education wellbeing: • Use the practices of personal, social and emotional learning including but • Empathy wellbeing in • ESF-wide and external sources of support available to students and •self-management not limited to: students families • Cultural sensitivity and respect •self and social awareness - growth mindset •responsibility and decision - mindfulness routines making - restorative practices - social cognitive thinking

T1.6 Teacher creates an environment • Create a collaborative environment that maximises learning and promotes • Interpersonal skills and building relationships • Values fairness, consistency and justice of mutual trust, respect, and student voice Creates a • Student social, emotional, physical and academic needs • Empathy rapport through effective positive • Foster positive and productive relationships based on clear and achievable classroom management • Cultural diversity of the students • Cultural sensitivity learning classroom expectations • A range of classroom strategies for promoting positive behavior • Integrity environment • Foster an open, fair and equitable culture, acting consistently, fairly and decisively • ESF and school-wide policies (behaviour management, risk • Flexibility management, health and safety etc) • Promote students’ self-regulation • Restorative practices and processes • Model effective interpersonal skills including active listening, coaching and a desire for mutual learning

• Create opportunities for students to adapt to change and take on new challenges

T1.7 Teacher uses the physical, virtual • Ensure a safe and secure environment that promotes learning • ESF and school policies and processes (lock-down, risk assessment, • Creativity and beyond the classroom duty of care, supervision procedures, etc) Uses the • Design stimulating and flexible environments all learners • Innovative thinking environments to enhance environment • Child development stages learning • Foster opportunities for students to work in partnership with teachers to • Commitment to ongoing learning to enhance optimise their spaces • Current research on learning environments learning • Access resources and expertise of the local and global community to • Local and global community resources enhance learning

• Identify and manage potential risks within the learning environment

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Part II Self Capability Definition Related Practices and Skills Knowledge Attitudes The teacher is able to: The teacher has the knowledge and understanding of: The teacher demonstrates:

T2.1 Teacher has a current knowledge • Demonstrate innovation and creativity in planning and delivery of • The school’s written curriculum, pedagogical approaches and • Commitment to professional growth of written curriculum, pedagogy curriculum assessment Displays current • Open-mindedness and assessment knowledge of • Deliver instruction informed by evidenced-based research • Current subject content and pedagogy, including specific scope and sequence documents and policies the curriculum • Collaboratively develop and plan documents that reflect the school’s written curriculum • Transdisciplinary curriculum design and implementation

• Critically review latest research to inform the written curriculum, pedagogy • Current research of pedagogical innovation and creativity and assessment • Student developmental stages • Articulate an understanding of how students best learn

T2.2 Teacher engages in ongoing • Identify areas for self development and willingly engage in relevant and • Professional development opportunities • Passion for learning and self improvement professional learning and appropriate professional learning Models lifelong • Own strengths and areas for development • Commitment to professional growth and coaching applies it to improve teaching learning • Collaboratively engage with colleagues to enhance teaching and learning practice • Current teaching and learning strategies • Self-motivation practices • Use the Performance Management process effectively • Regularly seek feedback to improve practice

T2.3 Teacher demonstrates wellbeing • Demonstrate self-reflection, self-motivation and optimism • Own capabilities and strengths • Caring for oneself as well as for others practices: Nurtures • Manage balance in life • The ESF Wellbeing Curriculum Continuum • Commitment to personal growth - self-management wellbeing in • Seek activities within and beyond school life that promote positive • Solutions- focused self - self and social awareness engagement, emotion and meaning

- responsibility and decision • Use Performance Management processes for discussion of self-awareness making and self-development

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Part III Community Capability Definition Related Practices and Skills Knowledge Attitudes The teacher is able to: The teacher has the knowledge and understanding of: The teacher demonstrates:

T3.1 Teacher collaborates with • Apply the school’s mission, vision and values • The school’s mission, vision and values • Commitment to effective working relationships colleagues to create and sustain Collaborates • Develop positive and trusting relationships • The identified priorities in the school development plan • Confidence to contribute and ask for support effective learning communities with colleagues • Contribute effectively within a team • The importance of developing and maintaining interpersonal • Respect for others to create relationships and partnership building • Work collaboratively in a range of settings from within their schools and learning beyond • Current research on teaching and learning communities • Assist others to develop their practice

T3.2 Teacher communicates • Engage in and maintain effective and timely communication between • Appropriate modes of communication according to context • Optimism effectively with students, staff, stakeholders and the school (Eg. through newsletters, social media and Communicates • A clear understanding of the school mission, vision and values and • Cultural sensitivity parents, and members of the reports) effectively with school policies wider community to enhance • Empathy • Demonstrate a positive and professional attitude when communicating a diverse range student learning outcomes with parents, students and colleagues • Confidentiality of stakeholders

T3.3 Teacher actively engages with • Applies and supports ESF mission, vision and values • The ESF mission statement, vision values • Integrity members of the ESF and wider Contributes • Contribute to professional learning and curriculum development within ESF • The contextual setting of ESF within Hong Kong and the international • Commitment to collaboration community community to ESF and • Establish, utilise and maintain professional learning networks locally and • Commitment to ESF values the wider globally, eg. local schools, universities and/or other educational institutions • The relevant professional networks within ESF and the wider • A willingness to be visible in the school and wider community community • Promote and model responsible action within the school and the wider community community

ESF Teaching Capability Framework ESF Teaching Capability Framework

A strength-based model, predicated on the assumption that ESF teachers are typically capable and committed practitioners who take pride in their performance and who aspire to continuous growth and development.

This booklet has been printed on recycled and recyclable paper. Connect with us on: EDU14/15CPD01 Staff Performance and Development