Tak Nga Secondary School

Transcription

1 Tak Nga Secondary School School Development Plan & Annual School Plan

2 School Development Plan & Annual School Plan Content I. Characteristics of Education provided by the Sisters Announcers of the Lord Page 2 II. School Vision and Mission Page 3 III. School Development Plan Page 4-5 IV. Annual School Plan A. School Theme B. Major Concerns 1. Effective school management to meet the challenges of a dynamic environment 2. Effective learning and teaching to cater for the diverse needs of students 3. Development of students life planning capacity 4. Enhancement of knowledge and skills in classroom management and communication with parents Page 6 Page 7-8 V. Plans for the Use of Diversity Learning Grant for the fifth cohort of senior secondary students (from 2013/14 to 2015/16 school year) A. Three-year plan -- Measures to broaden students choices of elective subjects B. Three-year plan -- provision of gifted education programmes C. School-based After-School Learning and Support Programmes Page 9 Page 10 Page D. Plans for Capacity Enhancement Grants Page 13 1

3 I. Characteristics of Education provided by the Sisters Announcers of the Lord Our Convictions Education, the art of reaching the very heart of a person, is a mission that the requires boundless dedication of love and care. Only those who know how to touch a human heart can master this art. We believe that a person is fundamentally religious, that is, he accepts the existence of the Creator, the origin of truth, goodness, and beauty, which all hearts are inclined to pursue. Education draws on such an inclination, and enables a person to develop his or her potentials to the full. We are deeply convinced that even the most deviant young people may repent and turn over a new leaf. Application of Our Convictions We absolutely agree that prevention is better than cure. We uphold the preventive measures founded by the great educator, St. John Bosco. The three key principles of his education method are : reasons, Christian faith, and love. 1. We reason with our students. The regulations we make and the measures we carry out should be equitable and easy to understand. We induce our students to learn and be good through encouragement and fervent exhortation. 2. We use Christian faith to mould our students. Different religions guide people towards different directions. In the pursuit of truth, goodness and beauty, we educate our youths to appreciate the values of the Gospel. 3. We tug at our students' heartstrings with our enduring love and care. Love is the core of our education. Only a heart can influence another heart. It is our deeds which reflect our love for our students, not our words. 2

4 II. School Vision and Mission Vision Statement We are a happy, learning-oriented community. We treasure Christian values. We provide a loving and caring environment where students and staff excel and develop their individual potential fully. Mission Statement With our blend of Christian tradition and innovation, we nurture joyful, lifelong learners who have the integrity, wisdom, courage, and industry to succeed in the global environment and serve our nation. We ensure that all students and staff experience love and care. We promote staff excellence through professional development. We involve parents as trustful partners to support the growth and development of our students. 3

5 III. School Development Plan ( ) Major Concerns: Area of Development Management and Organization Learning and Teaching Objectives I. To strengthen the leadership of the upper management (Principal, Vice-principals, Assistant Principal and the School Council) in steering school development II. To improve the efficiency and effectiveness of school administration to meet the school s development needs III. To enhance the coherence of the implementation strategies of student support committees towards their common goals IV. To enhance instructional leadership, which encompasses the leadership in formulation of school-based curriculum, in pedagogy and in assessment, in order to enhance the effectiveness of learning and teaching V. To develop students' learning capacity strategically Student Support and School Ethos VI. To develop students capacity in life planning which includes value building, life skills development and career planning VII. To enhance knowledge and skills in classroom management and in communication with parents Objectives Strategies I, II & III 1. Enhance the efficiency of School Council Meetings by focusing on strategic planning: identifying school development needs, setting goals and priorities, making decisions concerning the deployment of financial and human resources for the new school development cycle ( ) 2. Review the current administration structure and staff deployment to align the organizational settings with the school development goals 3. Review of school-based crises management policies/procedures 4. Enhance the participation of School Council members in agenda setting for School Council and staff Responsible Person(s)/Unit(s) Principal School Council Crisis Management Committee Principal (convenor) Time frame Resources Required and possible ways of obtaining the resources Scheduled time for Scheduled time for Scheduled time for Effective means of communication, e.g., eclass, circulation, face-to-face talk, etc. 5. Effective use of School Council as the platform for coordination of programmes/policies implemented by different student support committees for more efficient use of resources, i.e., two or more committees jointly organize leadership training workshop for students VP (Student Support) Effective means of communication among committee heads and VP (Student Support) 4

6 6. Enhance the leadership and management capacity of middle managers by implementing school-based staff development programmes for middle managers Staff Development Committee (SDC) Financial resources for buying staff development services 7. Implement teacher self-evaluation system with reference to the Teacher Competency Framework formulated by the Advisory Committee on Teacher Education and Qualifications and supplement the data collected from the Appraisal System for formulation of individual professional development plans SDC - Scheduled time for of SDC - Professional knowledge IV & V 8. Review of the school-based junior secondary curriculum and identify the strengths and weakness of the curriculum content (knowledge and skills specified in each KLA) in respect of the demands of the senior secondary curriculum and diverse student needs KLA Coordinators + VP (academic) Eng PSHE Chi LS Maths Science - Scheduled time for studying curriculum documents and review the school-based curriculum & assessment 9. Formulation of the Student Learning Capacity Development Plan, i.e., setting of goals and strategies for each level, which integrates with the school based curriculum and supplements with other programmes, e.g., reading scheme, study skills and thinking skills training, etc. Academic Standing Committee - Scheduled time for KLA Financial resources for organizing supplementary programmes, i.e. QEF, District-based Support Scheme, etc. VI & VII 10. Collaboration of Religious Affairs Committee, Career Guidance Committee, Student Counselling Committee, Discipline Committee and Moral & Civic Education Committee in formulation and implementation of life planning programmes Committees concerned + VPs and AP Time for communication among 11. Experience sharing on classroom management and effective communication with parents by experienced, Discipline Committee, Student Counseling Committee and the school social worker in staff and/or staff development days Staff Development Committee Scheduled time for experience sharing 5

7 IV Annual School Plan A. School Theme 6

8 B. Major Concerns 1. Effective school management to meet the challenges of a dynamic environment 2. Effective learning and teaching to cater for the diverse needs of students 3. Development of students life planning capacity 4. Enhancement of knowledge and skills in classroom management and communication with parents Major Concern 1: Effective school management to meet the challenges of a dynamic environment Targets / Strategies Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required 1. To raise the effectiveness of School Council in coordination of strategies addressing the major concerns of the school 2. Enhance the participation of School Council members in agenda setting for School Council and staff 3. Review of school-based crises management policies/procedures 4. Review the current administration structure and staff deployment to align the organizational settings with the school development goals Whole year Whole year 1 st term June Consensus in upper and middle management 2. Financial and human resources are better utilized to achieve common goals 1. School Council Meetings 2. Committee Meetings 3. Stakeholder Survey - Principals - School Council - Committee heads - Panel heads Time for and communication Major Concern 2: Effective learning and teaching to cater for the diverse needs of students Targets / Strategies Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required 1. To implement KLA/Panel based Professional Development Plan 2. To implement Whole-School Approach to cater for learner diversity 3. To review school-based junior form curriculum Whole year Whole year Whole year 1. Enhancement of instructional leadership of panel heads / coordinators 2. Effective strategies to cater for learner diversity formulated 3. Skills-based junior form curriculum devised and implemented 1. Survey 2. KLA / Panel Meetings 3. Academic Standing Committee 4. Academic Committee 5. Panel 6. Panels schemes of work 7. Test / Exam papers evaluation 8. Assignment inspection - Vice-principal (Academic) - KLA coordinators - Panel Heads Time for, lesson observation and post-lesson sharing 7

9 Major Concern 3: Development of students life planning capacity Targets / Strategies Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required 1. Implementation of student support programmes / measusres: - Spiritual Education Project 心 靈 教 育 (Religious Affairs Committee) - Life Skills Project conducted by Women s Foundation (Careers Guidance Committee) - Class coordination (Class Teachers Coordination Committee) - Class Teacher Periods (Assistant Principal + Student Counselling Committee + Careers Guidance Committee) - Overseas Study Tour (Global Education Committee) - Students sharing sessions on values in morning assemblies (various committees / student organizations) - Give support to students for enrolment in leadership training / activities organized by the community (various committees / student organizations) Whole year - Student support programmes implemented - Positive feedback from and students - Better use of resources through collaboration - Religious Education Panel - School Council - Committee - Staff - Principals - Committee Heads - Financial resources for buying services - Programmes / expertise provided by the community 2. Collaboration of student support committees Whole year Major Concern 4: Enhancement of knowledge and skills in classroom management and communication with parents Targets / Strategies Time Scale Success Criteria Methods of Evaluation People Responsible Resources Required 1. Experience sharing on classroom management and effective communication with parents by experienced, Discipline Committee, Student Counseling Committee and the school social worker in staff or on staff development days Whole year Positive feedback from - Staff Development Committee Meetings Assistant Principal Scheduled time for sharing sessions 2. Classroom management planning, implementation and evaluation by each class teacher Whole year - Teacher opinion survey 8

10 V. Plans for the Use of Diversity Learning Grant for the fifth cohort of senior secondary students (from 2013/14 to 2015/16 school year) A. Three-year plan -- Measures to broaden students choices of elective subjects Name of Duration Estimated no. of Evaluation of Programme(s) Strategies & benefits anticipated programme(s) / course(s) and of the programme Target students students involved in each school year student learning / success Teacherin-charge provider(s) / course 13/14 14/15 15/16 indicators Applied Learning (ApL) - To offer a range of ApL courses for students with different learning needs and interests - Students acquire diversified learning experiences and develop career aspirations Courses in the following areas of studies: - Creative Studies - Media and Communication - Business, Management and Law - Services - Applied Science - Engineering and 180 hours in 2 years S5 & S6 students Students successfully completing ApL courses as shown in the record of student learning - Survey / evaluation report on students feedback - Assessment of students performance Ms. Wong Ka Wai Production 9

11 B. Three-year plan -- provision of gifted education programmes Name of programme(s) /course(s) and provider(s) English Debate Course Chinese Debate Course PolyU Gifted Summer English Programme: English for Young Leaders British Council English Courses CUHK programmes for the Gifted and Talented Strategies & benefits anticipated To enhance students debating and public speaking skills To enhance students debating and public speaking skills To enhance students proficiency in English and leadership skills To enhance students proficiency in English To widen students knowledge in different areas Duration of the programme /course 2 years 2 years 3 weeks 4 weeks 2 months Selection Mechanism for target students - Recommended by - Scores in English tests/exams - Recommended by - Performance in activities organized by the Society of Eloquence - Recommended by - Scores in English tests/exams - Recommended by - Recommended by Estimated no. of students involved in each school year 2013/ 2014/ 2015/ Evaluation of student learning / success indicators Results in English debating competitions Results in Chinese debating competitions Course assignments IELTS results Course assignments Teacher-in - charge Ms Lui Sin Ting Ms Chan Yuen Pan Ms Wong Oi Kuen Ms Wong Oi Kuen Ms Wu Kwan Fong 10

12 VI. School-based After-school Learning and Support Programmes 2013/14 Programme Plan Name of School: Tak Nga Secondary School Project Coordinator: Mr Chow Kin Fai Name of activity Information on Activities to be subsidized/complemented by the grant Objectives of the activity Success criteria (e.g. learning effectiveness) Method(s) of evaluation (e.g. test, questionnaire, etc) Period/Date activity to be held Estimated no. of target students # benefitted Estimated expenditure ($) After-school Chinese, English & Maths Enhancement Classes & Summer Tutorial Classes To enhance Chinese language learning among the higher ability To enhance English language learning among the higher ability To enhance Maths learning among the higher ability students individual attendance rate over 80% Participants obtain good results in the exams Attendance Record Counseling observation/ assessment/ evaluation Examination results Sept 13- June 14 S1 (5) S2 (5) S3 (5) 3,000 F1 Musical Instrument Classes To help the students master basic skill of an instrument To provide musical experience to all F1 students To help students develop musical skills and knowledge To develop students self expression and confidence individual attendance rate over 80% obtain good results in music examination Teachers observation Music examination Sept 13- June 14 S1(10) 70,000 11

13 Mock Interview Workshop (o-organized with Hok Yau Club) Career Interest Inventory co-organized with To help students master skills in interviews To help students develop their career interest individual attendance rate over 100% Teachers observation 19 Oct 2013 Nov 2013 S6(80) S6(50) 4150 HKACMGM and CUHK Funds reserved for granting financial support to other disadvantaged students at the discretion of the Principal To support other disadvantaged students in participating in after-school learning activities, such as museum visits, training camps, tutorial classes, etc. Attendance Record Counseling observation/ assessment/ evaluation Questionnaire Sept 13- June 14 S1 6 (10) 5850 Adventure-based Training Camp To help F1 students build confidence and in school learning. Questionnaire Nov 13 S1 (10) 4,000 Taiwan Study Tour To widen the horizons of S3-5 students Questionnaire April 14 S3-5 (20) 20,000 Total: 107,000 Note: # Target students: students in receipt of CSSA/SFAS full grant and disadvantaged students identified by the school under the 10% discretionary quota. 12

14 VII. Plans on the Use of the Capacity Enhancement Grant Subject Panel: English Language Means by which have been consulted: (i) at English Panel Meetings No. of operating classes: 24 Objective: Curriculum Development - To facilitate the implementation of School-Based Assessment (SBA) in the English Language subject by relieving English workload in general Strategies Benefits Anticipated Time Scale Resources Required Success Criteria Methods of Evaluation People Responsible To employ 1.7 English Language teacher to relieve English of the additional teaching workload to cater for the increasing learner diversity: - preparing S4 students for their assessment tasks - designing assessment tasks for use - preparing teaching materials for reference - handling the logistics of SBA (e.g. arranging the assessment groupings & time-tables and organising video-taping equipment, etc.) - conducting parallel and after-school remedial sessions for under-performing students - conducting enhancement classes for high achievers - sharing marking workload - conducting regular whole school reading promotion activities - motivating lower form students to read extensively in preparation for SBA - organizing other English activities (e.g. English Week) 1. Lesson preparation time can be saved as will have more time for collaboration and easier access to relevant teaching resources 2. With the remedial and enhancement programmes in place, student motivation can be maintained as can better cater for learning diversity in the classroom 3. Teachers workload can be reduced as less time will be spent on non-teaching duties 4. By reducing workload in general, more effective lessons can be prepared as can better focus on their lesson preparations 5. With more effective lessons, students overall performance can be raised From 1 st September 2013 to 31 st August 2014 $42,425 x 1.05 x 12 = $534, (MPF inclusive) - Increased availability of time resources for and students - Easier access to teaching materials for - Reduced time spent by on making logistical arrangements to facilitate SBA implementation - Reduced overall workload for - Performance appraisal on the teacher concerned - Feedback from panel members on the usefulness and availability of the resources provided - Feedback on the effect of the new measures, if any, on the existing workload Ms Kim Wong Oi Kuen English Panel Chairperson Ms Catherine Lee Miu Kuen SBA Coordinator Total Resources required: HK$534,