1. school vision and mission - marymount primary school · 1 1. school vision and mission marymount...

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1. School Vision and Mission

Marymount Primary School aims to provide quality education. According to our Catholic and

cultural traditions, we aim at the greater development of our students in moral, intellectual,

physical, social, aesthetic and spiritual aspects.

Through care and concern for each individual person, we seek to form our students in such a way

that

1. their acquisition of knowledge and skills is joined to Christian values;

2. they will become reflective and will accept their strengths and weaknesses;

3. they will come to the knowledge of God and put Christian values into practice;

4. they are sensitive to the needs of others, especially the poor;

5. they fulfil the role in serving others to build a just and compassionate society.

To achieve our Vision and Mission, Our Team of Teachers and Support Staff are

M-iracle Workers who work with

P-assion and

S-erve with Smiles.

With teachers as their role models, students of Marymount will learn to be

C-aring

L-oving and

C-ompassionate.

With continued support from their Parents, students of Marymount will grow into Integrated

Persons of Wisdom as they learn life-long

and work for the Greater Glory of God.

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2. Profile of the MPS Graduate

MPS Graduates are

Caring,

Loving and

Compassionate Global Citizens

who love to

Learn,

Lead and

Serve

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3. Our Aspirations

As we continue to be guided by Ignatius Spirituality, the spirit of MAGIS (a Latin word which means

for more and for better) is always our motivation to provide quality education at our school. Since

2012, ‘MPS Teaching Philosophy’ has been developed to ensure quality learning and teacher

processes. The Philosophy is illustrated in the diagram below:

In response to the rapid change of the world and the insights from the 21st century education, we

worked out our new School Development Plan through the collective wisdom of our team of

teachers who have contributed substantially to reflection in different Professional Learning

Communities in school and SWOT analysis at different levels under the leadership of our Executive

Committee. Building on our present strengths and experiences as well as the inspiration form the

book ‘Learning by Refraction: A Practitioners Guide to 21st Century Ignatian Pedagogy’ (2019, Go &

Atienza), a more in-depth elaboration to enhance our MPS Teaching Philosophy was developed is

summarised below.

This Annual School Plan has formulated from evaluation, reflection, action researches, professional

conversations among teachers as well as feedback from our Stakeholders.

Initial strategies and tasks planned for implementation have addressed our Major Concerns:

Develop young leaders with positive mindsets

and

Develop young leaders with independent learning skills

Relevant Contexts

include students’ abilities and

interests based on teachers’ daily

observation and assessment data

Action-oriented Experience

is related to students’ daily life experience which

aims at stimulating students’ hands,

mind, heart and will

Meaningful Reflection

involves self-questioning/self-

evaluation by students based on

specific learning expectation

Collaborators

are expected to be able to share one’s ideas and products

as well as supporting team

members willingly

Creators

are expected to be able to make good

use of tools and generate original ideas fluently by

using brainstorming techniques

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4. Our Annual School Plan -- Major Concern A

To develop young leaders with positive mindsets

Target 1 Foster students’ awareness of “Process over Product” through whole-school approach

Strategy A: Through class-based pastoral care, provide students with action-oriented experience

Tasks Success Criteria

Methods of Evaluation

Time Scale

PIC Resources Required

Conduct Class-based activities, e.g. Quote of the Month & Self-discipline Competition to promote positive mindsets and integrity and invite action taking

60% of students agree that the class-based activities can inspire them to focus on the process over the product and provide an opportunity for them to live out the spirit in the classroom

Feedback from teachers and

students

Scrutiny of the records in the HA

notebooks

Sep 2019 to

Jun 2020

Values Ed Committee

GF

Committee

List of quotes

Strategy B: Through formal and informal curriculum, provide students with action-oriented experience



Time Scale


Conduct Debriefing Sessions for School Team trainings so as to arouse students’ focus on the learning process during the training instead of the result of the competitions

60% of students agree that the debriefing and reflection sessions can inspire them to focus on the process over the product

Teacher Observation

Verbal feedback and reflections from students

Sep 2019 to

Jun 2020

ICDC

ASTA

Conduct Checker Board Design

75% of the selected students agree that the programme has helped them to understand the importance of the learning process and the value of Integrity

Student Questionnaires

Teacher

Observation

Sep 2019 to

Oct 2019

GF Committee

VA Panel

Student Questionnai

res

Drawing Paper

Prize

Provide each student a box called My box of Growth Students collect artifacts to show the efforts which they are proud of

70% of students agree that the box can help them arouse the process over the product

Verbal feedback from students and

teachers

Sep 2019 to

Jun 2020

Values Ed Committee

Boxes

5

Target 1 (Cont’d)

Foster students’ awareness of “Process over Product” through whole-school approach Strategy B: Through formal and informal curriculum, provide students with action-oriented experience (Cont’d)



Time Scale


Conduct Music Busking activities (P.1-4)

40% students (P.1-4) are willing to join the performances despite their abilities

Enrolment list of each class

Verbal feedback

from students and teachers

Nov 2019 to

Jun 2020

Music Panel

Portable PA Amplifier

Organise Games Day (P.1-P.2) --- Adding various prizes to recognize students’ effort in the process

80% students enjoy the process over the results of the competition


teachers

Feb 2020 PE Panel

Organise Sports Day (P.3-P.6)--- Adding various prizes to recognize students’ effort in the process / Write reflection after Sports Day


Written feedback from students

Mar 2020 PE Panel Reflection Cardboard

Organise Modified Rugby Match



Teacher

Observation

Oct 2019 to

Dec 2019

P.5 PE Teachers

Make use of Art Journal (P.3-P.6) to ask students to do researches related to their current art projects

70% of students are able to develop ideas by using the Art Journal and value the process of creating an artwork

Teachers’ Observation

Students’ work

Sep 2019 to

Jun 2020

P.3-P.6 VA Teachers

Organise Maths Quotes Design to raise the awareness of ‘Process over Product’

70% of students agree that the task enable them to raise the awareness of ‘Process over Product’


teachers

Semester 1

Maths Panel

Apply the CT practice of being incremental and iterative through ‘Two Stars and a Wish’ activity

70% of students agree that the task enable them to be more incremental and iterative in the learning process


Sep 2019 to

Jun 2020

IT Panel

Google Form

在中文課堂中，透過課

文內容理解與語文知識

外，還加上正向思考的

學習，使學生能使用正

向思考生活

80%學生能在一次進展性

評估中，寫出正向思考

的作品 (形式為實用文，

如書籤創作、新詩創

作、書信、賀卡等)

每級有一次有關正

向思考的進展性評

估(FA)

Sep 2019 to

Jun 2020

Chinese Panel

6

Target 1 (Cont’d)

Foster students’ awareness of “Process over Product” through whole-school approach Strategy B: Through formal and informal curriculum, provide students with action-oriented experience (Cont’d)



Time Scale


在一、二年級的課堂中

透過聲情教學，全班以

特定口號和動作來鼓勵

勇於嘗試，主動學習的

同學

9 成被鼓勵的同學因著同

學的鼓勵再次勇於嘗

試，其他同學也樂於鼓

勵別人

學生訪問

老師訪問

Sep 2019 to

Jun 2020

P.1 &2 PTH Teachers

Students will take the leading role in producing programme(s) in Campus TV

All students will be able to realise and talk about their challenges during the process of the production and how they overcome it.

Production Log Oct 2019 to

Jun 2020

Campus TV Team

Episodes to be produced for students in groups or individually to showcase their creations

Students are able to talk about their creations and the process of producing it on their own or with their peers.

Students’ Work Oct 2019 to

Jun 2020

Campus TV Team

Set up MPS Mini Garden for the scheme ‘One Person One Flower’ and ‘Hydroponic Farming’ to provide a platform for students’ to experience plant growing in order to foster their collaboration skills

70% of selected students agree that the activity allows them to recognize the beauty of the process when growing the plant


teachers

Sep 2019 to

Jun 2020

Green Ed Team

Resources from One

Person One Flower,

Seeds of different

crops, tools for planting

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Target 2

Develop students’ abilities in recognizing their own growth in times of challenging moments through whole-school approach

Strategy A: Through class-based pastoral care, provide students with action-oriented experience



Time Scale


Make a tree named ‘Help me grow’ Students write down the things that they want to do, but they are not able to do it yet- ‘NOT YET’.

70% of students agree that the tree helps to foster positive, supportive relationships among students and teachers


teachers

Sep 2019 to

Jun 2020

Values Ed Committee

Coloured papers Memo pads

Set up Prayer Corner in classrooms (P.1-6) which gives students a platform for finding God in all things through prayers

70% of students agree that the prayer corner can serve as a sacred space for the students to reflect and receive strengths from God in times of challenging moments


teachers

Sep 2019 to

Jun 2020

RME teachers

Bible, pictures

Strategy B: Through formal and informal curriculum, provide students with action-oriented experience



Time Scale


Through P.1 Module (Incredible Me), students learn various self-management skills through interactive games

70% of students are able to make their efforts in achieving the targets despite of any difficulties


teachers

Semester 1

P.1 Module Teachers

Through P.5 Module (Life Library), students listen to life stories of MPS parents and learn to think from different perspectives in times of challenging moments

70% of students agree that the experience enable them to think from different perspectives in challenging times

Written and Verbal feedback from students and

teachers

Semester 2

P.5 Module Teachers

Organise a visit to Dialogue in the Dark as an extended activity for the Literature story “Who was Helen Keller” to allow students to reflect on how to cope with challenges

70% of the participating students agree that the activity allowed them to reflect on their ways of coping with challenges in daily lives

Written and Verbal feedback from students and

teachers

Semester 2

P.4 English Teachers

English Panel

Apply the CT practice of testing and debugging with Que Cards in coding curriculum (P.4-6)

70% of students agree that they realise they have learnt ways to tackle problems through trials and errors


Sep 2019 to

Jun 2020

IT Panel

Google Form

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P.6 專題研習題目為《我

們的小學生活》通過訪

問老師或同學，回顧小

學生活中最難忘的事

件，並向全班報告

70% 學生能透過活動領

略挑戰中經歴的成長

評估紀錄

學生報告文件

錄影紀錄

學生訪問

口頭訪問老師

Semester 3

P.6 PTH teachers

PTH Panel

Students will take the leading role producing programme(s) in Campus TV

All students will be able to express how they go through challenges with others.

Self-assessment

Peer evaluation

Ocy 2019 to

Jun 2020

Campus TV Team

Potential students will be invited to join workshops (such as Drama, Lego building and others) to be held on Saturdays

Students will be able to recognize their effort through completing the evaluation and learning log.

Teachers’ evaluation

Self-evaluation

Semester 2 and 3

Gifted Education

Team

Paper Drama props LEGO blocks

Students will involve in producing School Newspaper from planning to publishing

Students completing the log on their own during

the process of publishing the School Newspaper.

Process Log Oct 2019 to

Jun 2020

Gifted Education

Team

Printing service

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6. Our Annual School Plan -- Major Concern B

To develop young leaders with independent learning skills

Target 1

Provide student-centred opportunities to foster students’ CC skills (Creativity, Collaboration) Strategy A: Develop action-oriented experience through informal curriculum in which students play the roles as creators and/or collaborators



Time Scale


Conduct School Prefects Training aims at collaboration skills

75% of school prefects agree that they are able to share and respect ones’ ideas and support each other willingly


Teacher

Observation

Sep 2019 to

Jun 2020

GF Team Questionnaire

Join Student Environmental Protection Ambassador Scheme to develop a team of student to become leaders to promote green living style in the school campus

70% of selected students agree that they are able to respect each other’s ideas, support her teammates willingly and they are able to think of creative ideas to promote green living style


teachers

Sep 2019 to

Jun 2020

Green Ed Team

Resources from Environmental

Campaign Committee

Join Di Zi Gui Competition and Children Story Telling Competition 2020

More than 50% of participants are able to generate creative ideas through brainstorming


Teacher

Observation

TBC NCS Team

Arrange Maker Study Tour to foster students’ creativity skills

70% of target students agree that they are able to generate more creative ideas after joining the tour


Teacher

Observation

June 2020

ICD committee

Students will take the leading role producing programme(s) in Campus TV

Students can produce at least 5 episodes on their own.

From the episodes produced

Oct 2019 to

Jun 2020

Campus TV Team

Episodes to be produced for students in groups or individually to showcase their creations.

Students are able to talk about their creations and the process of producing it on their own or with their peers.

From the episodes produced

Throughout the

year

Campus TV Team

/

Students will involve in producing School Newspaper from planning to publishing.

All students are able to generate ideas while producing the newspaper and collaborate with others during the process.

4 School Newspapers would

be published throughout the

year.

Throughout the

year

Gifted Education

Team

Printing service for the School

Newspaper

10

Target 1 (cont’d)

Provide student-centred opportunities to foster students’ CC skills (Creativity, Collaboration) Strategy A: Develop action-oriented experience through informal curriculum in which students play the roles as creators and/or collaborators (Cont’d)



Time Scale


Potential students will be invited to join workshops (such as Drama, Lego building and others) to be held on Saturdays.

Progress to be seen in evolutions and assessments during the workshops.

Teachers’ evaluation, self-

evaluation will be conducted

throughout the process based on

CC skills.

Semester 2/3

Gifted Education

Team

Teaching Resources such as paper, props for drama and LEGO blocks.

Strategy B: Develop action-oriented experience through formal curriculum in which students play the roles as creators and/or collaborators



Time Scale


Conduct Collaborative Learning Tasks in the lessons Teachers conduct group learning tasks using peer evaluation

70% of students are able to share and respect ones’ ideas and support each other willingly throughout the scheme

Teacher observation

Peer Lesson Observation

Sep 2019 to

Jun 2020

All Teaching

Staff

Make good use of various brainstorming tools demonstrate in Creative Journal (P.1-6) to help students generate creative ideas in different learning tasks

70% of students agree that the tasks in Creative Journal allow them to think differently and generate more ideas.

Student Work

Verbal feedback from teachers

Jan 2020 to

June 2020

All Teaching

Staff

Creative Journal

Through P.3 Module (Running Kids), students learn to create a touring route in Hong Kong and then create a travel guide.

70% of students are able to generate ideas in solving problems in the creating process and willing to support each other in the learning process

Student Work


teachers

Semester 2

P.3 Module Teachers

Through P.3 Module (Zero Waste), students create various artwork using cardboard waste

70% of students are able to make good use of brainstorming tools to generate creative ideas

Student Work


teachers

Semester 3

P.3 Module Teachers

11

Through P.4 Module (Pick-a-path), students collaborate with their group members to compose a pick-a-path story of their own

70% of target students agree that they are able to make good use of brainstorming tools to generate creative ideas 70% of target students agree that they are able to share one’s product and willing to support each other during the process


teachers

Semester 1 P.4 Module Teachers

Through P.4 Module (Doctor Maker), students use Micro:Bit to or other gadgets to create models of body systems

70% of students are able to generate ideas in solving problems in the creating process and support each other willingly

Student work


teachers


Through P.4 Module (HK Lost & Found), by collaborating with each other and using Intangible Cultural Heritage of HK as the context, students learn skills in selecting the appropriate information for presentation

70% of students agree that the experience enable them to lean skills in selecting the appropriate information for presentation

Student work


teachers


Through P.5 Module (Difference Maker), students create various products (knitting scarfs and word cards) for helping the needy such as elderly and kindergarten students

70% of students are able to generate ideas in creating various ways to help the needy in the society

Student work


teachers


在 P.5 Module 中，配合

話劇演繹《西遊記》故

事，激發學生的創意及

合作精神。

70%學生能在活動中發揮

所長，並能分工合作完

作有關目標 (話劇表演)

老師觀察

口頭訪問


Through P.6 Module (Global Connect—Poverty), by experiencing the lives of the minority in HK, students learn to solve community problems

70% of students are able to generate useful and creative ideas to solve problems and are willing to support each other in the learning processes

Student work


teachers


Through P.6 Module (Final Year Project), by collaborating in groups, students learn design thinking skills to solve community problems

70% of students are able to generate useful and creative ideas to solve problems and are willing to support each other in the learning processes

Student work


teachers


12

Target 1 (cont’d)

Provide student-centred opportunities to foster students’ CC skills (Creativity, Collaboration) Strategy B: Develop action-oriented experience through formal curriculum in which students play the roles as creators and/or collaborators (cont’d)



Time Scale


Implement new School-based Innovation and Technology Curriculum to be developed with a Context-Role-Task approach

80% of target students agree that they are able to share one’s product and willing to support each other during the process


Sep 2019 to

Jun 2020

IT Panel Google Form

Implement Up-cycle Toy Story to provide a platform for P.2 students to create new toys with the old ones using brainstorming tools

70% of students are able to make good use of the taught brainstorming tools to generate ideas for and create the new toy using old ones

Student work


teachers

Semester 2 P.2 GS Teachers

GS Panel

Organise MPSupermarket in P.3 to provide students an opportunity to learn about food nutrition and consumer rights and duties

70% of students are able to tackle problems faced by creative ideas when setting up the booths and willing to support each other

Student work


teachers

Semester 1 P.3 GS Teachers

GS Panel

Conduct Green Workshops during Bloom Time Activities include recycle paper making, up-cycling mini workshop which aim at developing students’ creativity by solving problems using green materials

70% of students are able to make good use of the taught brainstorming tools to create a unique toy with old materials

Student work


teachers

Semester 3 Green Ed Team

Conduct Maths Treasure

Hunt in P.4 and P.5

Students need to solve

Maths problems through

collaboration in groups

70% of target students are willing to support each other and generate different solutions during the process as a problem solver


teachers

Semester 3 Maths Panel

iPad Support

from

Publisher

Organise ‘Maths Problem Solving Competition’ in P.4 – P.6 to facilitate students’ creativity and problem-solving skills

70% of target students are willing to support each other and generate different solutions during the process as a problem solver


Teacher

Observation

Semester 2 Maths Panel

Kahoot

13

Conduct New Dance Design in P.3 PE lessons

90% of students are able to generate creative ideas using brainstorming tools and willing to support each other during the process

Student work


teachers

Semester 2 P.3 PE Teachers

PE Panel

Organize Melody Composing activity (P.5-6) using GarageBand App

75% of students are able to generate creative ideas using brainstorming tools and willing to support each other during the process

Student work


teachers

Semester 2 Music Panel

iPads

Workshop fee for

Garageband App

P.5 專題研習會設計一攤

位遊戲，編寫一份約 150

字的遊戲規則 (附漢語拼

音)，全班投票選出最優

秀的 2 個攤位遊戲，在

Lunch break activities 開

放予同學參與

8 成以上的學生能有創意

地構思出貼題的點子製

作攤位

口頭訪問學生

老師觀察

Semester 2 P.5 PTH Teachers

PTH Panel

電腦

平板電腦

相機

P.4 專題研習會編寫及演

出以誠信、正直為主題

的短劇

8 成以上的學生能有創意

地構思出貼題的點子

學生作品

口頭學生老師訪問

Semester 3 P.4 PTH Teachers

PTH Panel

電腦

投影機

錄影機

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Target 2 Equip students with solid literacy, numeracy and digital literacy aiming at fluency and accuracy

Strategy A: Design action-oriented experience which involves meaningful reflection based on relevant contexts



Time Scale


在 P.1, P.2 單元學習

(Module)中，透過聆聽故

事，能流暢複述故事內

容，找到重點。學生能

說出故事的內容大綱，

並能把讀後感與人分享

70%學生能透過活動掌握

說故事大綱的技巧，並

能在人前流暢分享故事

及自己的讀後感

錄影學生說故事 Sep 2019 to

Jun 2020

P.1, 2 Module Teachers

Through P.1 Module (Language Arts), students develop literacy through the learning of phonics and high frequency words with the help of games, rhymes and songs

70% of target students are able to demonstrate an improvement in their ability to sound out words and recognising English words

Verbal feedback from teachers and

students

Semester 1

P.1 Module Teachers

Through P.2 Module (PTH Choral Speaking), students develop PTH literacy through the learning of PTH choral speaking

70% of target students are able to demonstrate an improvement in their ability to sound out words and recognising words in PTH


students

Semester 1

P.2 Module Teachers

Through P.3 Module (Maths in Life), students apply Maths concepts such as money and shapes in real-life contexts

70% of students are able to demonstrate an improvement in understanding the target Maths concepts


students

Semester 2

P.2 Module Teachers

15

Target 2 (cont’d) Equip students with solid literacy, numeracy and digital literacy aiming at fluency and accuracy

Strategy A: Design action-oriented experience which involves meaningful reflection based on relevant contexts



Time Scale


Design MPS NCS Word Bank Cards for NCS students The cards are designed based on Chinese textbooks and cards will be used in learning group activities during self-study supporting sessions

70% of target students are able to use the rubric to assess their recognition of listed words using the cards

Rubrics for self-evaluation and

teacher evaluation

Sep 2019 to

Jun 2020

NCS Team Word cards

Organise Speed Calculation Competition during lunch break to facilitate the speed calculations

80% of students are able to achieve goals according to the rubrics given

Student Work


teachers

Semester 2

Maths Panel

Strategy B: Develop school-based curriculum by cross-subject collaboration and integration



Time Scale


中文科跟常識科合作，

就認識中國歷史人物的

介紹作為活動的目標，

讓學生透過活動更深刻

認識一些中國歷史中的

代表人物

70%學生能透過活動認識

一些中國歷史人物

老師觀察學生在資

料搜集中收集到資

料

Sep 2019 to

Jun 2020

Chinese Panel

GS Panel

Develop Student Learning Profile of Chinese historical figures through mini research, short drama and poster display in KS2

70% KS2 students are able to learn more different Chinese historical figures and their stories

Students work

Teacher Observation

Sep 2019 to

Jun 2020

Chinese Panel

GS Panel

Encourage P.1-3 students to write Book Reviews using Lib Master OPAC system so as to develop their literacy using the platform

70% of KS1 students use the platform to write review and comment on others’ work and agree that the platform enables students to enhance reading and writing skills

Reviews on the platform

Verbal feedback from students

Sep 2019 to

Jun 2020

English Panel

School

Librarian

Lib Master OPAC

Ask P.3 students to create Ball Games in groups with regulations and

80% of the target students are able to support each other during the learning

Students work

Teacher

Oct 201 to

Dec 2019

P.3 PE, GS Teachers

16

demonstrate the ball games during PE lessons

process and able to generate creative ideas using brainstorming tools

Observation PE Panel

GS Panel

Display Thematic Books match with school curriculum every month in order to enhance students’ exposure and provide them with information for independent learning

70% of students agree that the books displayed enable them to read and learn more

Verbal feedback from students

Sep 2019 to

Jun 2020

School Librarian

Subject Panels

Library books

Collaborate with IT Panel to design Maths Mini-Games by Scratch in P4

70% of students agree that the task enable them to apply the Maths knowledge and enhance the creativity


Verbal feedback

from students and teachers

Semester 1

Maths Panel

IT Panel

17

Strategy C: Develop school-based learning progression framework based on relevant contexts through building up a professional learning community



Time Scale


Develop School-based IT Learning Progression Framework --- Digital Literacy (P.1-6)

70% of teachers agree that the framework can enhance students’ digital literacy

SOW


Sep 2019 to

Jun 2020

IT Panel

Develop School-based Maths Learning Progression Framework --- Numeracy based on students’ typical challenges in Maths concepts (P.1-2)

70% of teachers agree that the framework and activities can equip students with solid numeracy

CLP Records


Sep 2019 to

Jun 2020

Maths Panel

Develop School-based English Learning Progression Framework --- Literacy based on students’ typical challenges in English grammar (P.5-6)

70% of teachers agree that the framework and activities can equip students with solid Literacy in English grammar

CLP Records


Sep 2019 to

Jun 2020

English Panel

Develop School-based Visual Art Learning Framework --- Visual Art elements, art history, textual knowledge (P.4-6)

70% of teachers agree that the framework and activities can equip students with solid VA concepts

SOW


Sep 2019 to

Jun 2020

VA Panel

References Johnny C. Go, S. J., Rita J. Atienza (2019). Learning by Refraction: A Practitioners Guide to 21st Century Ignatian Pedagogy. Quezon City: BlueBooks Lucas, B., G. Claxton and E. Spencer (2013). Progression in Student Creativity in School: First Steps Towards New Forms of Formative Assessments. OECD Education Working Papers, No. 86, OECD Publishing. (The Tallis Habits)

Torrance, E. P. (1998). The Torrance tests of creative thinking norms—technical manual figural (streamlined) forms A & B. Bensenville, IL: Scholastic

Testing Service, Inc. (Elements of Creativity)

Kim Y. J. (2018). MIT Playful Journey Lab (Maker Elements)

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5. Staff Development Plan Purpose of Staff Development Planning 1. To provide school leadership and support for Teachers’ CPD (to address our Major Concerns,

continue with professional development and achieve personal growth as teachers) 2. To respect Teachers’ professional autonomy by providing a school-based reference for them to

facilitate their own planning for CPD for choices

To address our major concerns and continue with professional development as teachers, we commit to the Staff Development Plan as follows:

A. Staff Wellness / Addressing Major Concerns A and B

Date Topic/Goal Participants Speaker(s)/

Facilitator(s)

22 Aug 2019 Creativity All Teachers Mr. Sin Chun Tung

23 Aug 2019 Mindfulness All Teachers Dr. Elisabeth Wong

11 Nov 2019 Wan Chai Joint-school Development Day All Teachers Wan Chai Headmasters’ Council &

EDB

20 Nov 2019 Teachers’ Talk by EP All Teachers Ms. Magdalena Lam

18-22 Dec

2019

Teacher Formation Tour (Taiwan)—

Life Education and Creativity

All Teachers Ms. D. Ho

Mr. W. Chau

Ms. B. Lo

July 2020 Pilgrimage in Spain

Follow the footsteps of St. Ignatius

Interested Teachers Ms. D. Ho &

Fr. Thomas Leung, SJ

Sept 2019 to

Jun 2020

Various School Visits Related Teachers Ms. D. Ho

Ms. B. Lo

B. Support for New Teachers


Facilitator(s) 20 Aug 2019

New Teachers’ Induction

New Teachers:

Ms. Christy Chan

Ms. Ivory Lai

Ms. Elaine Yu

Ms. Hazel Chan (SST)

Ms. Sophie Check (SST)

Mentors:

Ms. V. Wong

Ms. P. Chik

Ms. W. Wong

Ms. K. To

Ms. A. Fung

Ms. D. Ho

Mr. W. Chau

Ms. B. Lo

19

Mar 2020

Jun 2020

Ignatian Pedagogical Paradigm

Discernment

Ms. Christy Chan

Ms. Ivory Lai

Ms. Elaine Yu

Ms. Hazel Chan (SST)

Ms. Sophie Check (SST)

Ms. D. Ho

C. Empowerment of Senior Teachers/Middle Managers


Facilitator(s) 30 Aug 2019 P.1 Orientation All Teachers

P.1 Parents

Ms. D. Ho

Mr. W. Chau

Ms. B. Lo

Ms. K. To

27 & 30 Sept 2019

P.1-6 Parents’ Night All Teachers

P.1-6 Parents

Ms. D. Ho

Mr. W. Chau

Ms. B. Lo

Ms. W. Tse

25 Oct 2019 Cultivating Catholic School Ethos—A Whole-school Approach to Values Education at MPS

St. Joseph Anglo-Chinese Secondary School

Ms. D. Ho

Ms. B. Lo

Ms. W. Tse

30 Oct 2019 Cultivating Catholic School Ethos— A Whole-school Approach to Values Education at MPS

Students of Religious and Moral Education Diploma Course for Teachers, Caritas

Ms. D. Ho

Ms. B. Lo

Ms. W. Tse

9 Dec 2019 A Whole-school Approach to Values Education at MPS

HKIIEL Ms. D. Ho

Jun 2020 P1-5 Parents’ Meeting All Teachers

P.1-5 Parents

Ms. D. Ho

Mr. W. Chau

Ms. B. Lo

D. Teacher Capacity Building


Facilitator(s)

15-21 Sept

2019

Principle and Foundation of Jesuit Education

Ms. D. Ho

Ms. B. Lo

Jesuit Conference Asia-Pacific

Oct 2019

Mar 2020

Jun 2020

J-Wel Week, MIT Ms. J. Leung

TBC

TBC

Catalyst Education Lab & MIT

9-11 Dec 2019 Compassionate System TBC Catalyst Education Lab

Dr. Peter Senge

Sept–Nov

2019

Mindfulness Teachers’ Course 16 Teachers .b Foundation

20

Sep 2018 to

Jul 2019

Self-directed Learning

Quality School Improvement Project

(QSiP)

Teachers teaching in

the related modules

Ms. B. Lo, Ms. J. Leung

Consultants from The Chinese

University of Hong Kong

Oct -Jun 2020 Drama in Education Teachers teaching in

the related modules

Ms. B. Lo, Ms. J. Leung

Class 7A Drama Group

TBC Using on-line Self-directed Learning

Platform

All Teachers IT Panel

TBC Panel-based Teacher Development

Programme

Panel Members Panel Heads

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