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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 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 Island School (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, West Island School leaders in ESF can evaluate areas of professional strength Catriona Tuimaka, Discovery College 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, Renaissance College are highly capable educators. John Marwick, former ESF Primary Mathematics Adviser Katie Keenan, Sha Tin Junior School ESF is committed to continuous professional development of staff because the quality of the Laura Ryan, Sha Tin College 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, Peak School 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, Quarry Bay 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, South Island School Shaine Bushell, South Island School Suzannah Large, ESF International Kindergarten, Tsing Yi Suzanne Allan, Bradbury School ESF Teaching CapabilityCapability FrameworkFramework 02 03 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. ESF Teaching Capability Framework 04 05 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. ESF Teaching Capability Framework 06 07 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 Hong Kong 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
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