School Development and Evaluation Team

Mission	Objectives	Program History
Program Advisor's Profile	Targets and Beneficiaries	Staff Profiles

Mission

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In the modern world, effective schools need to focus on revitalization of their organizations and adaptation to changing environments. Almost daily, educators are confronted with demands from society to reform the organizational structure and educational processes. In order to survive in an ever-changing environment, Hong Kong schools have no exception and are required to transform themselves into learning organizations.

In this context, it is our mission to help schools to transform into learning organizations. When schools are learning organizations, they are more able to (i) shift their paradigms in daily managerial and teaching practice; (ii) initiate organizational change for continuous development; (iii) cope with the challenges created by recent educational reforms; and (iv) provide quality education for their students and quality services for the stakeholders concerned.

Objectives

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Our projects serve the multi-purposes of assisting schools in:

developing their own models of school-based management (SBM) in the spirit recommended by the Education Commission Report No.7;
institutionalizing a self-evaluation framework in daily practices and acquiring the skills and techniques of school self-evaluation (SSE);
developing sets of school-based performance indicators (SBPIs) for use in school self-evaluation;
preparing for external school review (ESR), focus inspections (FIs) or whole-school inspections (WSIs) conducted by the Quality Assurance Division (QAD) of the Education and Manpower Bureau (EMB);
cultivating a climate of organizational change to meet the challenges posed by the recent educational reforms in Hong Kong;
fostering a culture of organizational learning in the schools and facilitating them to transform into learning organizations.

Program History

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The program began in 2000 and, so far, more than 500 schools in Hong Kong have joined our program. A brief summary of the program showing the projects and the respective number of schools joining the projects are shown below.

Period	Project Duration	Project Title	Number of Schools
Period	Project Duration	Project Title	KG	Primary	Secondary	Total
2000-2002	2-year	School Self-evaluation and School-based Performance Indicators (Quality Education Fund)	-	10	10	20
2001-2002	1-year	School Self-evaluation and Renewal	-	2	2	4
2002-2003	1-year	SSE Training Programs for Heads and Teachers of the Catholic Church	22	-	-	22
2002-2004	2-year	Self-Evaluation and School Development	-	10	10	20
2003-2004	1-year	Initiating Organizational Change via School Self-evaluation	-	23	27	50
2004-2005	1-year	School Self-evaluation: Reinforcing Organizational Change	-	10	14	24
2004-2005	1-year	Self-Evaluation, External Review and School Development	-	25	36	61
2004-2006	2-year	Transforming Schools into Learning Organizations (Quality Education Fund)	-	10	10	20
2004-2006	2-year	Transforming Schools into Learning Organizations(Quality Education Fund)	-	10	10	20
2005-2006	1-year	School Self-evaluation, External Review and Sustainability	-	20	36	56
2005-2006	1-year	Self-evaluation, External Review and Extended School Development (Teaching and Learning)	-	2	12	14
2005-2006	1-year	School-based Self-evaluation and Development	-	2	3	5
2006-2007	1-year	School Self-evaluation: Surviving Educational Reform	-	4	5	9
2006-2007	1-year	Self-evaluation of Teaching and Learning	-	2	6	8
2006-2008	2-year	Learning to Learn: The Application of Metacognition in Learning and Teaching	-	3	0	3
2006-2008	2-year	Metacognition in Learning and Teaching: Supporting Students’ Learning Needs (Quality Education Fund)	-	9	9	18
2007-2008	1-year	School Self-evaluation: Surviving the Educational Reform	-	1	2	3
2007-2009	2-year	Metacognition in Learning and Teaching	-	4	4	8
2007-2009	2-year	School Self-evaluation: Optimization of School Management	48	-	-	48
2007-2009	2-year	From Assessment for Learning to Promoting Self-regulated Learning in Early-childhood Education (Kindergarten & Lower Primary Levels) (Quality Education Fund)	10	10	-	20
2008-2010	2-year	Enhancing Effectiveness of Early Childhood Education through the Development of a Self-evaluation Culture	31	-	-	31
2008-2010	2-year	Metacognition in Learning and Teaching	31	-	-	31
2009-2010	1-year	Self-Directed Learning: Metacognitive Learning and Teaching Strategies and Implementation	-	1	6	7
2009-2011	2-year	To Promote Teaching and Learning Efficacy through the Implementation of Assessment for Learning in Early Childhood Education	10	-	-	10
2009-2011	2-year	To Promote Teaching and Learning Efficacy through the Implementation of Assessment for Learning	-	2	-	2
2009-2011	2-year	余振強紀念中學「校本發展計劃：提升學與教的效能」	-	-	1	1
2010-2012	2-year	Educational Leadership for Student Learning	-	9	-	9
2010-2012	2-year	Improving Assessment-for-Learning Teaching Strategies and School-Based Student Portfolio Systems in Kindergartens	5	-	-	5
2012-2013	1-year	University-School Support Programme:Quality Early Childhood Education: The Practice of Assessment for Learning and the Use of Portfolios in Kindergartens (Education Development Fund)	20	-	-	20
2013-2014	1-year	University-School Support Programme:Quality Early Childhood Education: The Practice of Assessment for Learning and the Use of Portfolios in Kindergartens (Education Development Fund)	20	-	-	20
2014-2015	1-year	University-School Support Programme:Quality Early Childhood Education: The Practice of Assessment for Learning and the Use of Portfolios in Kindergartens (Education Development Fund)	20	-	-	20
2015-2016	1-year	Advanced support project for Quality Early Childhood Education: The Practice of Assessment for Learning and the Use of Portfolios in Kindergartens	4	-	-	4
2015-2016	1-year	Assessment as Learning: Development of Young Students’ Learning to Learn Capabilities (P.1-P.3)	-	3	-	3
	Total		190	169	204	563

Program Advisor's Profile

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-Name
+Institute
 School of Education, 

                Faculty of Education and Arts, 

                The University of Newcastle
  Faculty of Education, 

                University of Cambridge
  Massachusetts Institute of Technology
 Manager of System Data Analysis and Regional Support, 

                Educational Measurement Directorate, 

                Department of Education and Training,

                New South Wales, Australia
  Department of Curriculum and Instruction,

                Faculty of Education,

                The Chinese University of Hong Kong

Targets and Beneficiaries

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The projects aim to benefit the participating schools in the following ways:

A self-renewal strategy will be institutionalised in the schools through establishing a self-evaluation framework and using school-based indicators in self-evaluation. The self-renewal strategy will allow the schools to inculcate a quality culture and to develop continuously.
School administrators' and teachers' skills and techniques in self-evaluation will be enhanced through a series of training courses well designed for them. Their professional competence, confidence and performance will be promoted byattending these programs and courses.
The principals and teachers will learn about external school review, including its aims, processes and functions, and how to prepare for it.
The primary and ultimate purpose of the self-renewal strategy is to improve the learning of students when the schools' effectiveness is improved and when a quality culture is cultivated in the schools.
Parents and the wider community will benefit because the school self-evaluation process leads to annual reports containing fair, reliable and objective information about the schools. These reports ensure that the schools are accountable to parents and society.