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Implementing a New Model of School - University Partnerships – Reflections and Impacts

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Implementing a New Model of School - University Partnerships – Reflections and Impacts POSTAGE PAID PERMIT 1 HONG KONG NO. PORT PAYE 7453 The University of Hong Kong Pokfulam, Hong Kong Tel. : (852) 3917 4731 Fax.: (852) 2548 0375 Email: [email protected] Website: http://web.edu.hku.hk/community/school-university-partnerships Partnership Forum 2017 Implementing a New Model of School - University Partnerships – Reflections and Impacts Copyright © 2017. Faculty of Education, The University of Hong Kong. All rights reserved. Foreword I am delighted to welcome friends and colleagues from our Professional Partnership Today, partner schools gather on this remarkable annual occasion of the Partnership Forum Schools (PPS) and from the wider educational community to this year's Partnership to celebrate and enjoy the fruit of professional exchanges led by the Faculty of Education of The University of Hong Kong. We are delighted to see the success of this platform and its Forum. This annual Partnership Forum is one of the most important events in positive impact on the continuous improvement in schools. our calendar, providing the opportunity for engagement with key stakeholders to The Partnership Forum shares the same beliefs as our Committee on Professional share experiences and explore issues relating to School-University Partnerships Development of Teachers and Principals (COTAP), which is firmly committed to fostering and teacher professional development. I am very sorry that I will not be able to join a vibrant teaching profession of excellence in Hong Kong. In response to society’s high you in person at this year's Forum, particularly because this will be the last Forum expectations on our teaching profession, COTAP has initiated the drafting of a unified set of standards for teachers and school leaders under the overarching “T-excel@hk” project. before I step down as Dean. The T-standard+, as it is branded, is being actively formulated with extensive participation from stakeholders, with a view to providing a clear reference for teachers and school leaders In the coming months, there will also be a change in the Faculty's leadership of to facilitate reflection, self-improvement, and effective CPD planning at individual and organisational levels. We sincerely hope that the Partnership Forum will likewise join forces School-University Partnerships. As you are no doubt aware, Dr Tammy Kwan will be leaving HKU in the in supporting this meaningful initiative. summer. I would like to take this opportunity to pay tribute to Tammy, and to thank her for everything she has contributed in her role as Partnership Director and, more recently, as Assistant Dean (School-University Our warmest congratulations again to the Partnership Forum and wish it every success. We look forward to working closely with all our partners and together, scaling new heights in school effectiveness, teacher quality and student Partnerships). Tammy has devoted an immense amount of time and effort to fostering closer relationships performance. with schools and school sponsoring bodies, and bringing more schools into the PPS community. The growth of that community and the strength of the bond between the schools and our Faculty are entirely due to the Dr Carrie Willis energetic commitment of Tammy and the Partnership team. Chairperson Committee on Professional Development of Teachers and Principals I am sure that our incoming Dean, Professor Lin Goodwin, and the Faculty's next School-University Partnerships leadership team will work equally tirelessly to build on Dr Kwan's excellent work and strengthen the partnership between the Faculty and schools, recognising that our collaboration is essential Student-teachers worldwide lament the discrepancy between what is taught in university and classroom realities. Determined to bridge this long-standing but artificial divide, the for the achievement of our joint objective of raising the quality of teachers and of teaching. With that in Faculty of Education at HKU, under Dean Andrews’ leadership, launched the Postgraduate mind, I would ask you, please, to continue to work closely with us. Please continue to persuade your very Diploma in Education (PDGE) Reform this academic year, after two years of deliberation best and most passionately committed teachers to become mentors for our student teachers, so that together amongst colleagues in the Faculty and consultation with Partnership schools. we can ensure the best possible preparation for the next generation of teachers - professionals imbued with a There are several key features of this reform. The first feature is to take the student-teacher’s genuine passion to make a difference. learning journey as a point of departure for designing the curriculum. Hence, instead of offering separate modules on educational sociology, educational psychology, and educational philosophy, we offered “Integrated Inquiry” which is theme-based, the themes reflecting During the academic year 2017-18, the Faculty will be celebrating a century of teacher education at HKU. the issues that student-teachers need to deal with as they learn to become a teacher. The Our 100-year history began with the establishment, in September 1917, of a Department for the Training of second feature is to integrate methodology courses with educational theory courses, through the collaboration between methodology tutors and educational studies tutor in “Integrated Teachers in the Faculty of Arts. We very much hope that you will join us in our various celebratory events in Inquiry” and “Collaborative Lesson Inquiry”, a new component. Tutors co-plan and co- the coming months. Our partnerships with schools have, of course, been integral to the success of our teacher teacher a good number of sessions. The third feature is an early exposure of student-teachers to the realities of schools education endeavours during our first 100 years. We look forward to even stronger partnerships with the and classrooms through spending a whole day in schools every week much earlier on in the course than before, and through the Principal’s Forum in which school principals share their experience and wisdom with our student teachers. school community as we move into the next century of teacher education at HKU. The fourth feature is “experiential learning”, which requires student-teachers to do real world projects which are related to education, in order to broaden their perspective and deepen their understanding of what it means to be an educator. Professor Stephen Andrews The reformed PDGE program has been receiving overwhelmingly positive comments and evaluations from student- teachers soon after it was launched. They found the program enriching and stimulating, and the early exposure to Dean schools very helpful. The program would not have been so successful without our Partnership schools. Not only have Faculty of Education they been most supportive of the reform, they have also tried their very best to accommodate whatever requests the Faculty has put to them, both in the new “School Experience”, as well as in the main Teaching Practicum. The University of Hong Kong The success of the PDGE Reform fully demonstrates that School-University Partnerships is critical to the quality of teacher preparation. Schools are sites where student-teachers develop their identities as teachers. Their identity formation is shaped by the opportunities that are afforded by schools for them to observe and make sense of the realities of schools, to participate in the work of teachers, to make meaningful contributions to schools and at the same time be given room to make mistakes. We are extremely grateful to our Partnership schools for providing these opportunities to our student teachers and for working closely with us to make their journey of becoming a teacher a fulfilling one. Professor Amy B M Tsui Chair Professor Faculty of Education The University of Hong Kong 1 2 Partnership schools and the Faculty share a commitment to providing the best education for future generations of frontline teachers and school leaders. Through our deep connections we have been able to reconfigure the relationship between educational theories and practice It gives me great pleasure to write these words of support for this year’s Partnership Forum – the perennial challenge for Initial Teacher Education programmes. The weekly School entitled, “Implementing a New Model of School-University Partnerships – Reflections and Experience component introduced to the PGDE in 2016-17 now provides a longitudinal Impacts”. thread connecting schools and our student-teachers throughout the academic year. Combined with the Professional Practicum, the weekly School Experience has become central Students in a Faculty of Education invariably find the experience of teaching practice in to supporting student-teachers’ macro and micro understandings of how schools operate and schools one of the most meaningful parts of their teacher education programme. Through students learn in real-life contexts. The opportunities for supervised teaching practice during carrying out teaching in schools, they learn at first-hand some of the challenges and rewards School Experience have been welcomed by students and mentor-teachers alike and, with the of the teaching profession. School-University Partnerships are thus a cornerstone of teacher help of our partnership schools, we hope to expand these opportunities in the coming 2017- education and the Faculty of Education is immensely grateful to those schools which 18 academic year. collaborate with us and welcome our students. Our students
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