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Seconded Teachers Strategy

 

* Introduction

It has been an established practice to second teachers from schools to take up professional duties in the Education Bureau. Seconded staff brings in valuable front-line experience to the Bureau and in return gain useful insight through exposure to new areas of work and collaboration with other educational professionals.  The experience has proved to be beneficial to the staff's professional development as well as service delivery upon their return to schools after secondment. Besides providing an excellent opportunity for cross-exchange of expertise and experience, secondment also enhances partnership between the Bureau and schools.

In line with the curriculum reform, the CDI has initiated a series of collaborative research and development "Seed" projects in schools since 2001/2002.  Depending on the needs of individual "Seed" projects, teachers are seconded to assist with the implementation.

* Application for Secondment

Every year in March, the EDB will invite schools through EDB circular memorandum to submit proposals for "Seed" projects together with their nominations of seconded teachers (if any) for the projects.  The EDB will inform schools the results in June.

* Major Duties

Seconded teachers may be deployed to assist in or undertake the following duties in trying out collaborative research and development "Seed" projects in relevant subjects/key learning areas:

 

 a.        To plan the curriculum and develop necessary resources to support the use of learning and teaching strategies in line with the key emphases of curriculum development.
 b. To collect evidence on the processes of change and impact on student learning in order to provide information to improve practice.
 c. To work together with CDI officers and expert consultants to meet the practical needs of schools and disseminate findings to the public.
 d. To facilitate the building up of a professional community striving for excellence through an ongoing process of curriculum development.

 

 

Last revision date: 07 February 2014
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