(原文照錄)

本校參加中文大學「香港躍進學校計劃」是希望校外的支援去提升學校的團隊精神，改善教與學的質素。學校的改革如果借助外力，尤其是專家的支援(中文大學是強而有力的支援者)，則改革是較順利及效果顯著。

1. 向老師進一步介紹躍進學校計劃的理念
2. 在九八學年和九九學年分別在學校進行檢討情勢的工作，向校長、老師及全校中一至中三的學生和家長進行一個大型的問卷調查。此外又向校長、部份老師、職員及工友進行訪談調查。兩次調查之後，都有跟進的報告會議向校長和全體老師公佈調查的結果。
3. 多次的研討會和工作坊，建立團隊精神和為迎接變革建立心理準備。
4. 一系列的會議，讓校長和老師為學校建構遠景，建立目標和工作的優先次序，並為學校的常務工作作了一次全面的檢討，決定哪些工作應予保留(Keep)、改進(Improve)、停止(Stop)或開展(Start)(整個過程稱為K.I.S.S計劃)。
5. 一次的研討會和工作坊，探討強效學習和課程統整。
6. 除了上述的全體老師參與的活動外，躍進學校計劃又協助本校進行了一些推廣學校和社區關係及一些發展專題為本學習(Project based learning)的活動。

PENTECOSTAL SCHOOL

BY YEUNG Kwok Piu

The major tenets of the Accelerated Schools Project (ASP) are unity of purpose, empowerment coupled with responsibility, and building on strengths. These are precisely what our school is pursuing. They are also compatible with the philosophy of school-based management. Hence, we take part in the project.

Over the last one and a half years, we have, in collaboration with the projects School Development Officer completed some major steps:

1. taking stock

2. developing vision

3. setting priorities

We are also improving our government structure and introducing the necessary inquiry process.

To me, one of the fruitful outcomes of participating in the project is our realizing the strength and weakness of the school as a whole. The awareness is useful in our vision building. Subsequently, members of the school achieve a strong unity of purpose.

Then, we can enlist a greater variety of expertise through the project team’s extensive network with academics and knowledgeable practitioners.

The project has enabled the member schools to take a major step towards their developing into effective schools and provision of quality and relevant educational experiences for our youngsters.

PENTECOSTAL LAM HON KWONG SCHOOL

BY K. F. HO

I take great pleasure in providing you with our experiences in joining the abovenamed project initiated by the Chinese University of Hong Kong since September 1998.

To me and to our teachers, the ASQE is worthy of our support. During the first year when we joined the project, ASQE staff collaborated with us on conducting school evaluation and building school vision. They provided resources of many kinds to facilitate our planning and development. In the current academic year, they work with us closely to improve some identified areas and continue to help organize staff development programmes. All we have achieved are very useful and proactical for our future development and are in line with the SAR Government’s policy on the school-based management.

I would like to convey our heartfelt thanks to you for your generous support to the ASQE. Also, I must express my appreciation of all the ASQE staff have done for us. Without the help of the ASQE, our school would not have started the school-based management so smootly.

The product of the ASQE is promising. I am pleased to recommend it without reservation.

與中大「躍進計劃」的有關聯繫及評價報告（1999-2000）

對「躍進計劃」整體的評價：

1. 與學校關係良好。
2. 樂於對學校的需求作出幫忙。
3. 能因應學校的問題而作出改善的建議及援手。
4. 舉辦的講座及活動十分多元化，能兼顧理論與實踐。
5. 所有工作人員均十分負責任，令「夥伴關係」十分密切。
6. 所提供的人力、物力資源對學校有實質的幫助。

　　本校自1998年9月開始參加為期三年的香港中文大學教育學院及香港教育研究所主辦的「香港躍進學校計劃」。

　　此外，躍進學校計劃對老師的教學有不少支援。特別是學校發展主任示範「強效學習」（Powerful Learning），協助同工引入互相觀課文化及舉辦各種研討會。凡此種種皆能激發老師研究教學方法的心志。

　　參加躍進學校計劃也令本校的同工有機會多接觸其他教育工作者。學校與學校之間也多了許多溝通，互相學習的機會。同工視野擴闊了，對校務的發展也有許多新的看法，本校確實得益良多。

CCC CHUEN YUEN COLLEGE

BY Mrs Ruth Lee Shek Yuk-yu

It is fortunate for us to have joined the Accelerated Schools Programme. To work with a group of ‘dreamers’ is both thrilling and stimulating. We enjoyed our first year in the programme during which a series of staff development activities unveiled hidden treasures in teachers’ hearts. The workshop on Information Technology, Team-building, School Mission and Goals, Powerful Learning contributed immensely to our improvement endeavour. These workshop were of superb quality, being enjoyable and enriching. Most teachers looked forward to ASP workshop every time and were never disappointed afterwards.

With a year of good and solid foundation to prepare teachers, we are moving onto some of our priorities after the stock-taking exercise. Subject-based projects in one of our areas of concern. Teachers’ responses in this area are most encouraging.

Besides, the school do appreciate the extra provisions such as funding for teachers’ reference materials, supply teachers and educational tours. Expertise from the ASP gives the school fresh impetus which in turn generates a series of internal initiatives.

The programme is helpful to schools. With Academics and experts in the University working with teachers hand in hand, the dreams of quality educators can be fully realized. Besides, what matters most is that the education process becomes more enjoyable and meaningful to both teachers and students.　

　　聞香港中文大學教育學院「香港躍進學校計劃」正擬向　貴組申請優質教育基金。本校深受其惠，而優質教育亦關乎莘莘學子及社會之福祉，故特擬函支持「香港躍進學校計劃」之申請。

　　本校於一九九八年九月一日參加「香港躍進學校計劃」。在此計劃下，本校透過問卷，訪問檢視學校情勢，並在「香港躍進學校計劃」學校主任之安排下，透過多次行政會議之討論及教師培訓日之公開諮詢下，與全體教職員共同釐訂學校方向，設立遠景，共同製訂學校所關注之事項。今年，本校朝著學校方向，實施多個小型之校本計劃，成效令人滿意。（詳見本校之「香港躍進學校計劃」簡報）

　　承蒙中文大學教育學院「香港躍進學校計劃」之協助，本校正建立優質之學校文化，給予學生優質之教育服務。此目標正與　貴組所提倡優質教育之目標相吻合。本人期望　貴組能再次批准中文大學教育學院「香港躍進學校計劃」之申請，致使更多學校受惠，俾能共同攜手培育優質下一代，為瞬息萬變之香港社會培育良才。

躍進學校計劃簡報

（一）引言：

　　邁向二十一世紀的香港教育，正面臨變革。教統會第七號報告書指出香港教育必須培養人才推動社會、經濟及文化的發展。「香港躍進學校計劃」便是一項全面性的完善計劃，透過行政、課程與教學、家長和社區等環節的結合，在學校推行的一套改革信念。

　　循道衛理聯合教會李惠利中學（以下簡稱為我校），於一九九八年九月一日開始參與香港中文大學教育學院之「香港躍進學校計劃」。此計劃雙方是在平等、互信、互利及互相尊重下結為夥伴，共同探討發展優質教育的途徑和方法，並以提高我校的教育質素為最終目標。

（二）實施「躍進計劃」的第一年：檢討情勢、發展遠境及設定優先次序

　　在實施「香港躍進學校計劃」的第一年，學校發校主任在我校作了兩日的訪問及問卷調查，以檢視我校的情勢，使我校可清晰將來的路向。「躍進學校計劃」學校主任安排了兩次教師培訓日及多次參與我校的行政會，終於為我校在學生品德、學生學習及學校行政三方面，訂下方向及關注事項進行改革。

（三）實施「躍進計劃」的第二年：進行多個小齒輪計劃

　　今年，我校朝著這三個方向努力，在學生品德方面，我校提倡尊師重道，讓學生認識自己潛能，學習自我負責。我校今年推行了「敬師愛生運動」，及「中一、二勵進計劃」，這都是校本計劃，參與教師達二十多人，我們期望藉著這些計劃，改善學生德育質素、學校文化及培養教師對學校的歸屬感及對教育的投入，這些計劃成效令人滿意，深受家長歡迎。

　　我校透過「躍進學校計劃」學校主任的協助，推行「強效學習計劃」，以活潑、生活化及優質的教案，引起學生對學習興趣，參與科目由地理科擴展至數學科、英文科及科學科。此外，我校更藉著資源的調配，在改善學習環境方面努力，除了全校加設電視機、錄影機、銀幕等設備外，部份課室增設高映機、電腦及冷氣機。這些計劃目的是進行課程改革，改善學生學習的動機及學習環境，令他們能夠積極愉快學習。而這個計劃亦深受學生歡迎。

　　在學校行政方面，我校除了召開行政協調會議外，校長經常會見個別教師以加強溝通。今年更製訂精簡行政架構及重新資源調配方案，使來年我校可達致更有效之行政效率。由於訂定管理架構是透過溝通及討論共同製訂出來，所以我校深信所設立的管理架構可達致令每位教師發揮所長，賦權承責之目標。

（四）結語：

　　我校在參與「躍進學校計劃」中得益良多，除了在學生品德、學生學習方面推行不同計劃，以改善教育質素外，更在行政管理架構上，透過討論、公開諮詢，製訂一套善用資源的方案，而這些方案和計劃，都是校本計劃，希望可以提高學校透明度，加強溝通。正如「躍進學校計劃」的策略一般，是以小齒輪推動學校這個小齒輪向前，最終達致優質之目標。

THE HONG KONG SZE YAP C. & I. ASSN. WONG TAI SHAN MEMORIAL COLLEGE

BY Mak Chi Keung

　　總括來說，躍進學校計劃在本校已進行近兩年，為本校提供專業意見及培訓，使本校獲益良多。

　　建議

　　由於教育現正急速進行改革，學校實需強而有力的支援。躍進學校計劃只為學校提供三年的服務，這是十分不足夠，如能將計劃擴展至六年，或編成定制，成長遠合作伙伴，這對教育素質必能有所改善。

1998-1999年度

1999-2000年度

1. 令學校籌備額外的活動時有額外人手（如：中大學生或代課老師）的協助，減少老師的工作負擔、壓力，也使活動有更好的籌備。
2. 令本校老師有額外的人手、金錢去做非教學工作（filing，教材……）

　　本校於1998年加入由香港中文大學教育學院主持的「香港躍進學校計劃」。此計劃讓本港的中小學與大學教育學院結為夥伴，由教育學者及專家協助中小學推行持續改進的工程，甚具意義及推廣的價值。

OUR LADY OF THE ROSARY COLLEGE

BY Anthony Lai

Teachers were interviewed. Their opinions about school administration, delegation of power and their commitment to their work were collected. Students were also interviewed and asked about their learning experiences at school, their self-esteem, physical prowess, emotional stability and moral values. Results were tabulated and graphically presented during a meeting with the staff. Feedback and analyses were offered. The survey helped teachers to understand the school’s current situation better.

The one-day session aimed at setting the educational vision, mission and goals. Teachers learned and set goals together through activities, and they found the activities interesting and impressive. Teachers agreed that intellectual and emotional development should be the main targets of the school. There was not enough time to go deeply into each issue as the school also wanted to collect teachers’ opinions on using English as the medium of instruction.

The one-day session was for setting priorities and building team spirit. The games were interesting and helpful. Though most teachers agreed that they were overloaded in their work, they did not have consensus on what should be given first priority and what could be cut out from their workload.

The executive committee members of the Students Association were given two-day leadership training in a residential camp. Students learned a lot of skills and gained a lot of insight through activities. All participated enthusiastically, and at the end were totally exhausted. Too much seemed to have been packed in too short a time.

Another one-day training session was conducted in the school for House executive committed members. About 40 students participated and there seemed to be a shortage of instructors. Some students were not closely guided and they did not participated fully. The day was too long and exhausting. The programme needed to be condensed.

Before this one-day study skill training session for Form Four students, a teacher was sent to a two-day workshop to learn powerful teaching skills. ASP also helped to draft a survey on Form Four students’ study habits and the programme was set with reference to survey results. About 18 teacher-facilitators and 16 Form Six student-helpers were also trained the skills of powerful learning.

The training session was well received by most students, though a small number of them did not participate enthusiastically. Teachers found the activities inspiring, interesting and useful. However, the programme again seemed to be too compact and exhausting. Some skills are not thoroughly practised. Also because of time constraint, some mind maps and memory tricks prepared by teachers were not used, and this might have dampened these teachers’ enthusiasm. Preparation was adequate but somewhat hurried, with certain last-minute requests for the provision of equipment and changes in schedule. However, on the whole it was a successful programme with everything running quite smoothly and students benefiting form it.

The principal and a vice-principal joined the trip. It increased their understanding of effective teaching methods, administration systems and drew their attention to the importance of educational research. It also facilitated their exchanges with teachers of other schools. Some useful teaching aids and materials were brought back. They report their experiences briefly to the staff.

CU students who used English as their mother language wre invited to help different classes to prepare their English performance. In addition, a student from Chinese International School was invited to talk with and conduct activities for a Form Six group in English. The participants responded favourably and welcomed the chance to pracitise their English. However, the helpers could not come regularly and sometimes a session was cancelled at very short notice.

The programmes conducted were helpful. However, these had not brought about significant improvements in teachers’ sense of duty, unity and devotion. The school had yet to find out ways to rekindle teachers’ enthusiasm to participate in policy-making, administration and execution of duties. On the whole teachers still lacked initiative to take up responsibilities and bring about changes.

ST. PETER’S SECONDARY SCHOOL

BY Peter C. Y. Lau

CANOSSA COLLEGE

BY Mrs. Florence Yung

Attracted by its principles of unity of purpose, empowerment coupled with responsibility and building on strengths, I strongly recommended our school to join the ASP (Accelerated Schools Project) in 1998 to tap the wealth of resources and professional support from the Faculty of Education of CUHK to embark upon breakthroughs in school development.

Change is a painstaking process. Confronted by the tremendous educational reforms and growing demands of the School-based Management, our school has been striving hard to establish collaborative management by requesting teachers to try out programme planning, evaluation of activities, self-review, school review, peer observation, appraisal of non-teaching duties and IT teaching, etc. Besides encouraging teachers to keep abreast of new development programmes are stressed and expanded. With the partnership and expertise offered by the ASP, our school can draw upon substantial resources for continuous for future growth. Throughout the years of 1998-2000, invaluable advice, launching of staff development programmes, parent seminars and student leadership training did benefit all sectors of the school community.

Indeed, the ASP forges closer links between the university and secondary schools and helps the latter to transform educational theories into practice. With the ASP support, we are better facilitated to realize our mission of offering an all-round education enhanced with the Gospel spirit and the virtues of humility, respect, kindness and love.

Supporting Services from ASP, CUHK

Other supporting services:

1) $4,000 - purchase of education development materials

2) 113 hours - student helpers’ service

3) 30 days - substitution teachers’ service

Other supporting services:

1) $2,000 - purchase of education development materials

2) 113 hours - student helpers’ service

3) 30 days - substitution teachers’ service

4) Seminar on powerful learning - subject integration

5) Any other requests

LOCK TAO SECONDARY SCHOOL

BY CHUNG Lui-pong

After joining the Accelerated School Project since September 1998, we find the project helpful to the development of the school as a whole. The Development Officers provide their professional supports and advice to the school from time to time, and establish a close relationship with our teachers.

The Accelerated School Project has helped the development of the school in various ways. In the stock taking process, we have identified the strengths and weaknesses of the school. The data and analysis are important for the strategic planning of the school. For the staff professional development, the development officers and our teachers have helped to plan and implement the programmes that suit the development of our school. In this academic year, we are mainly targeted at improving teaching and learning from junior forms. Before the commencement of the school year of 1999, we launched the S.1 adaptation programmes, in which many valuable advice and supports had been offered by the development officers. Then, we launch the S.1 Extensive Reading Scheme and conduct reading lessons in S.1. Frequent supports have been offered by your development officers. Furthermore, we start the S.1 Curriculum Tailoring in Chinese, English and Mathematics. Since curriculum tailoring is new to our teachers, the development officers have provided a lot of help and support that we require. The ASP also provides additional resources for us to carry out remedial teaching during school holidays like Christmas and Chinese New Year Holidays. The remedial teaching proved to be effective for the weaker students. Finally, we have organized a series of workshops on improving the learning skills of the S.4 students. All the above programmes are important to the school development, and we will not have the manpower and resourses to carry them out without the support of ASP.

In the process of school improvement through the ASP, your help and expertise are indispensable especially in the aspects of staff professional development and, teaching and learning. Your help is extremely valuable in striving for the provision of quality education. In the coming two to three years, we have planned to improve teaching and learning through curriculum tailoring. We would be much benefited if we can obtain support from the ASP.

May I take this chance to express our heartfelt thanks to your colleagues, Mr. Chiu-chi shing, Ms Regina Ko and Ms Pauline Chan, for their valuable support during the process of school improvement. We look forward to your support in the coming years.

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