ESF

Teaching Capability
Framework

A strength-based model, predicated on

the assumption that ESF teachers are
typically capable and committed
practitioners who take pride in their
performance and who aspire to
continuous growth and development.

This booklet has been printed on recycled and recyclable paper.

Connect with us on:
EDU14/15CPD01 Staff Performance and Development
 01

Acknowledgements Foreword
Thanks to those responsible for the development of the ESF Teaching Capability Framework:
The ESF Teaching Capability Framework and ESF
Rebecca Clements, ESF Primary Learning and Teaching Adviser (Project Leader)
Leadership Capability Framework describe the attributes of
Sergio Cardenas, South Island School (Project Leader)
effective teaching and of effective leadership for learning.
Gilbert Halcrow, Island School, project initiator
The frameworks provide a statement of professional
Allison Banbury, ESF International Kindergarten, Tsing Yi
standards of competence against which teachers and
Amy Lee, West Island School
leaders in ESF can evaluate areas of professional strength
Catriona Tuimaka, Discovery College
and development. The process of professional reflection
Christopher Angelosante, Glenealy School
and development (PRD), formerly known as performance
Christopher Duncan, ESF International Kindergarten, Hillside
management (PM), and continuous professional
David Mcleod, West Island School
development (CPD) are derived from and aligned with the
Flora Winter, ESF Abacus International Kindergarten
ESF capability frameworks.
Grant Anderson, Bradbury School
Heidi Jones, Clearwater Bay School
The importance of leadership in ensuring positive outcomes for students is second only to the
John Edwards, King George V School
quality of teaching. Teachers and leaders at all levels in ESF are selected on the basis that they
Johnny Hogan, Renaissance College
are highly capable educators.
John Marwick, former ESF Primary Mathematics Adviser
Katie Keenan, Sha Tin Junior School
ESF is committed to continuous professional development of staff because the quality of the
Laura Ryan, Sha Tin College
education we provide cannot exceed the quality of our teachers. Through enabling teachers to
Lyn Coote, Discovery College
develop their professional thinking and innovative practice we can ensure exceptional learning
Mark Evans, Peak School
experiences and outcomes for our students.
Michael Fraser, Discovery College
Pam Ryan, former ESF Director of Education
The capability frameworks and the revised editions were developed by teachers and leaders in
Patrice Shadbolt, Peak School
ESF. The frameworks reflect the unique context and quality expected in ESF schools.
Reine Barletta, Kennedy School
Sarah Westmacott, Beacon Hill School
The contribution from the Committee of Teachers and the Committee of Principals to the
Suzannah Large, ESF International Kindergarten, Tsing Yi
development and revision of the capability frameworks must be acknowledged along with the
Vanessa Mansfield, Quarry Bay School
drive and leadership from members of the education team.

2015 Review Team Thanks go to all colleagues involved in developing the capability frameworks.

Rebecca Clements, ESF Primary Learning and Teaching Adviser (Project Leader)
Samantha Rodgers, ESF Secondary Teaching and Learning Adviser (Project Leader)
Emily Clark, West Island School
Emily Jeves, Beacon Hill School Belinda Greer
Heather Millington, King George V School Chief Executive Officer
Laura Ferretti, ESF Special Educational Needs Adviser English Schools Foundation
Kelly Diaz, Head of Spanish, South Island School
Shaine Bushell, South Island School
Suzannah Large, ESF International Kindergarten, Tsing Yi
Suzanne Allan, Bradbury School
ESF Teaching
Teaching Capability
Capability Framework
Framework
 02 03

The Overall Context Purposes of the

The Staff Performance and Development Framework sits alongside the
School Performance and Development Framework, the latter describing the
four school-related areas of planning, evaluation, reporting and compliance, and the
former covering the two sets of capabilities, leadership and teaching, and the related elements of
professional learning and performance management.
A Strength-based Model of Performance and Development
Teaching Capability Framework
The English Schools Foundation Teaching Framework is a tool designed to assist all schools to develop
the teaching capability of educational staff at all levels of ESF. The Framework sets out the capabilities ESF
teachers need for effective and successful practice. The ESF Teaching Capability Framework is a resource
to be used by individuals, teams, schools and ESF, as both a basis and a guide for:
• reinforcing our commitment to quality teaching;

• promoting shared language and understanding about what constitutes quality teaching;
School Performance & Staff Performance &
• targeting professional learning and development activities to specific capabilities, with
Development Development
schools and the Centre increasingly aligning programmes to the Framework;

• providing coaching and mentoring in support of high standards;

ESF Statement of • providing an explicit and objective starting point for performance assessment and
Commitment development;

• supporting the recruitment process by providing a clearer picture of the capabilities required
of ESF teachers;

Development Evaluation Reporting Compliance Leadership Teaching • streamlining job description processes by providing a consistent basis for describing capability
Planning Capabilities Capabilities needs and encouraging the development of position descriptions.

*Strategic *Internal Performance Professional

*Annual *External Management Development

Why Capabilities?
Capability, according to Stephenson (1992), depends on our ability to use our knowledge and skills in complex and
changing situations. This is more than simply possessing skills. It is leaders and teachers ‘taking appropriate and effective
action within unfamiliar and changing circumstances’. We believe capabilities require practitioners to integrate practices,
skills, knowledge and attitudes and apply these in new and changing circumstances.

ESF Teaching Capability Framework

 04 05

The Structure of the ESF Commitment to Staff

Teaching Capability Framework Performance and Development
The framework comprises three Domains and seven Capabilities which outline what teachers should know
Continuous Improvement
and be able to do. The capabilities are the underlying skills, knowledge and attitudes, defined and described
in observable terms, which are necessary for teachers to perform their roles. Capabilities in the Framework are ESF is committed to continuous Practices
statements of observable behaviour, or practices which would typically be demonstrated through the exercise improvement of student achievement, •ESF supports building a vision and mission for each school and
of this capability. of staff performance, and to the department which aligns with the ESF vision, mission and values.
development of ESF as a whole.
•ESF values the leadership of the principal and school leadership
teams.
Layer 1 Layer 2 Layer 3 Layer 4 •All members of ESF work together to support the learning of all
students.
Domain Capability Practices Knowledge
•ESF recognises shared practice and collaboration as ways of
Practices supporting continuous improvement.

•ESF believes in building staff capacity as the means of maintaining

Capability Practices Attitudes high standards of student achievement and staff performance.

•ESF exhibits a culture that supports innovation.

The capabilities are grouped into three domains related to quality teaching: SELF
(Personal Engagement and Development); STUDENT (Student Engagement and
Development), and COMMUNITY (Community Engagement and Development). In
Professional Culture
practice, teaching draws on aspects of all three Domains and they should be regarded as ESF is committed to ensuring positive Practices
interconnected and interdependent. working relationships with its leaders and •The ESF Professional Code is central to our values, vision and mission.
staff so that they are treated as respected
•ESF has policies and processes in place that enhance positive working
and trusted members of the ESF
relationships.
community and so that their contribution
is sought and valued. •ESF recognises and values excellence at all levels of the organisation.

•Professional trust and respect underpin all interactions with leaders

and staff.

•ESF seeks to be open and transparent in its policies and processes

Self Students and welcomes feed-back and ideas from all members of staff

•Staff performance is assessed through an agreed, consistent, sensitive

and transparent process.

•Any performance or disciplinary matter is managed with dignity and

Community sensibility.

ESF Teaching Capability Framework

06
Professional Learning
ESF is committed to providing the necessary
training and opportunities for staff at all
levels of the Foundation to enhance their
capacity as effective practitioners, whatever
their roles.
Support Systems
ESF is committed to ensuring that processes
are in place to provide central support and
to streamline communication.
Practices
•ESF has a strength-based capability model which encourages self-
reflection and self-actualisation.
•ESF’s model is based on definitions and shared understandings
of effective leadership and work that are consistent with current
research and evidence of best practice.
•ESF’s professional development strategy is evaluated on an on-
going basis.
•ESF has differentiated programmes in place to support growth
and development for all members of staff.
•ESF staff are provided with regular and constructive feedback in
relation to their performance and development.
Practices
•ESF purposefully seeks to manage administrative demands made on
schools.
•ESF provides support for staff to implement Foundation policies and
procedures.
•ESF provides support for technology applications in schools and the
Centre.
•ESF promotes evidence-based decision making.
•ESF has clear lines of communication to support a variety of functions
and constantly strives to improve them.
•ESF provides human resources necessary for the operation of the
school and Centre.
•High quality resources are provided to meet the learning needs of
students and staff.
School Community
ESF is committed to the active
involvement of parents, community and
staff in the life of the school and ESF.
Succession and Sustainability
ESF ensures that high quality candidates are
recruited to take on leadership, teaching
and support staff roles and that all aspects
of transition and induction have been
carefully planned.
07
Practices
•ESF provides support for enhancing communication and building
relationships with local communities and the wider Hong Kong
community.
•ESF provides opportunities for community input into decision-
making processes at school and Foundation level.
•ESF provides training for school council chairmen and members
and encourages their active involvement in the life of the school
and ESF.
•ESF works to develop positive relationships with the media in
order to promote understanding of our role in Hong Kong.
•There are protocols for communication about parental concerns
and complaints.
Practices
•ESF provides quality training and development for aspiring leaders.
•Support is in place for newly appointed leaders and staff.
•ESF has well-developed, and well-communicated, identification and
recruitment practices.
•ESF uses selection processes that are rigorous, systematic, transparent
and inclusive.
•ESF provides differentiated development opportunities, responsive to
individual needs and career aspirations.
ESF Teaching Capability Framework
08 09

Part I Students
Capability Definition Related Practices and Skills Knowledge Attitudes
The teacher is able to: The teacher has the knowledge and understanding of: The teacher demonstrates:

T1.1 Teacher understands the aspects • Demonstrate flexibility and responsiveness to all student needs • The individual readiness, learning profile and interests of each student • Appreciation of different perspectives and values
of inclusive learning and can
Provides an • Demonstrate international-mindedness through an awareness and respect • Strategies for differentiating content, process, product and • Open-mindedness
personalise instruction to suit
individualised towards the cultures, customs and rights of all environment
the needs of each student in • Commitment to equity
learning the classroom • Analyse, interpret and use formative assessment data to inform teaching • Specific strategies to support the needs of students with SEN
• Commitment to professional development
experience (Individual needs, gifted and talented, EAL, behavioural issues)
• Use a variety of differentiated strategies assessments and resources to regarding student need
support student learning • Services and resources available to support students to access the
curriculum
• Model inclusive language

T1.2 Teacher has high expectations • Collaboratively contribute to the planning and implementation of a • Individual student strengths, needs and interests • Creativity
of students which inspires relevant, engaging, significant and challenging curriculum
Engages • Collaborative planning processes and practices • Innovation
and challenges them in their
students in • Support and provide opportunities for students to be actively responsible
learning • Effective and innovative practices and approaches to learning, • Commitment to raise standards and enhance
learning for their own learning
including the use of technology student learning
• Focus learning according to purpose eg. authentic/ inquiry based /
• Neuroscience relating to how student learn • Reflective practices
entrepreneurial
• Willingness to use student input to improve
• Use resources appropriately, including technology, to enhance learning
practices
• Promote practices enabling students to reflect on how, what and why they
are learning

• Establish a collaborative classroom environment that maximises learning

ESF Teaching Capability Framework

10 11

Part I Students
Capability Definition Related Practices and Skills Knowledge Attitudes
The teacher is able to: The teacher has the knowledge and understanding of: The teacher demonstrates:

T1.3 Teacher is able to demonstrate • Share explicit and challenging learning intentions with students • Active listening skills • Commitment to all students reaching the success
effective and developmentally criteria
Communicates • Able to listen attentively and actively • Purpose, effects and types of feedback
appropriate communication
effectively • High expectations
• Use effective questioning techniques to extend student thinking around • Questions that promote conceptual understanding
key knowledge, concepts, skills and attitudes • Persistence

• Plans and sequences learning that builds on prior learning and

understandings

• Use a range of feedback strategies which clearly informs and motivates

students

• Expresses self clearly and uses language to suit the learning context and
needs of all students

T1.4 Teacher uses varied assessment • Use a range of formative and summative assessment strategies • The school’s assessment philosophy, policy and practices • Reflective practice
practices, and effectively records
Implements • Develop assessment criteria that are shared explicitly to students • A range of formative and summative assessment tools and strategies • Commitment to accountability for student
and reports on student learning
effective to analyse and interpret data outcomes
• Provide timely, constructive feedback to further student learning
assessment • Assessment and reporting procedures • Integrity
• Empower students to be metacognitively, motivationally and behaviourally
and reporting
proactive and responsible learners • Purpose, effects and types of feedback
practices
• Provide opportunities for students to identify and act on their next steps in • Effective communication strategies
learning

• Analyse and evaluate assessment data to inform teaching and learning

• Maintain effective, efficient and reliable record-keeping systems to monitor

student progress

• Share student achievement and attainment clearly, accurately and regularly

share with students, colleagues and parents

ESF Teaching Capability Framework

12 13

Part I Students
Capability Definition Related Practices and Skills Knowledge Attitudes
The teacher is able to: The teacher has the knowledge The teacher demonstrates:
and understanding of:

T1.5 Teacher uses a range of • Use wellbeing strategies to build resilience, relationships and reflective • Readiness, learning profile and interests of individual students • A commitment to practices that develop student
practices to nurture student practices as well as an understanding of self and others wellbeing
Nurtures • Personal, social and emotional education
wellbeing:
wellbeing in • Use the practices of personal, social and emotional learning including but • Empathy
• ESF-wide and external sources of support available to students and
•self-management not limited to:
students families   • Cultural sensitivity and respect
•self and social awareness - growth mindset
•responsibility and decision - mindfulness routines
making
- restorative practices
- social cognitive thinking

T1.6 Teacher creates an environment • Create a collaborative environment that maximises learning and promotes • Interpersonal skills and building relationships • Values fairness, consistency and justice
of mutual trust, respect, and student voice
Creates a • Student social, emotional, physical and academic needs • Empathy
rapport through effective
positive • Foster positive and productive relationships based on clear and achievable
classroom management • Cultural diversity of the students • Cultural sensitivity
learning classroom expectations
• A range of classroom strategies for promoting positive behavior • Integrity
environment • Foster an open, fair and equitable culture, acting consistently, fairly and
decisively • ESF and school-wide policies (behaviour management, risk • Flexibility
management, health and safety etc)
• Promote students’ self-regulation
• Restorative practices and processes
• Model effective interpersonal skills including active listening, coaching and
a desire for mutual learning

• Create opportunities for students to adapt to change and take on new

challenges

T1.7 Teacher uses the physical, virtual • Ensure a safe and secure environment that promotes learning • ESF and school policies and processes (lock-down, risk assessment, • Creativity
and beyond the classroom duty of care, supervision procedures, etc)
Uses the • Design stimulating and flexible environments all learners • Innovative thinking
environments to enhance
environment • Child development stages
learning • Foster opportunities for students to work in partnership with teachers to • Commitment to ongoing learning
to enhance optimise their spaces • Current research on learning environments
learning
• Access resources and expertise of the local and global community to • Local and global community resources
enhance learning

• Identify and manage potential risks within the learning environment

ESF Teaching Capability Framework

14 15

Part II Self
Capability Definition Related Practices and Skills Knowledge Attitudes
The teacher is able to: The teacher has the knowledge and understanding of: The teacher demonstrates:

T2.1 Teacher has a current knowledge • Demonstrate innovation and creativity in planning and delivery of • The school’s written curriculum, pedagogical approaches and • Commitment to professional growth
of written curriculum, pedagogy curriculum assessment
Displays current • Open-mindedness
and assessment
knowledge of • Deliver instruction informed by evidenced-based research • Current subject content and pedagogy, including specific scope and
the curriculum sequence documents and policies
• Collaboratively develop and plan documents that reflect the school’s
written curriculum • Transdisciplinary curriculum design and implementation

• Critically review latest research to inform the written curriculum, pedagogy • Current research of pedagogical innovation and creativity
and assessment
• Student developmental stages
• Articulate an understanding of how students best learn

T2.2 Teacher engages in ongoing • Identify areas for self development and willingly engage in relevant and • Professional development opportunities • Passion for learning and self improvement
professional learning and appropriate professional learning
Models lifelong • Own strengths and areas for development • Commitment to professional growth and coaching
applies it to improve teaching
learning • Collaboratively engage with colleagues to enhance teaching and learning
practice • Current teaching and learning strategies • Self-motivation
practices
• Use the Performance Management process effectively
• Regularly seek feedback to improve practice

T2.3 Teacher demonstrates wellbeing • Demonstrate self-reflection, self-motivation and optimism • Own capabilities and strengths • Caring for oneself as well as for others
practices:
Nurtures • Manage balance in life • The ESF Wellbeing Curriculum Continuum • Commitment to personal growth
wellbeing in - self-management
• Seek activities within and beyond school life that promote positive • Solutions- focused
self - self and social awareness engagement, emotion and meaning

- responsibility and decision • Use Performance Management processes for discussion of self-awareness
making and self-development

ESF Teaching Capability Framework

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Part III Community

Capability Definition Related Practices and Skills Knowledge Attitudes
The teacher is able to: The teacher has the knowledge and understanding of: The teacher demonstrates:

T3.1 Teacher collaborates with • Apply the school’s mission, vision and values • The school’s mission, vision and values • Commitment to effective working relationships
colleagues to create and sustain
Collaborates • Develop positive and trusting relationships • The identified priorities in the school development plan • Confidence to contribute and ask for support
effective learning communities
with colleagues • Contribute effectively within a team • The importance of developing and maintaining interpersonal • Respect for others
to create relationships and partnership building
• Work collaboratively in a range of settings from within their schools and
learning
beyond • Current research on teaching and learning
communities
• Assist others to develop their practice

T3.2 Teacher communicates • Engage in and maintain effective and timely communication between • Appropriate modes of communication according to context • Optimism
effectively with students, staff, stakeholders and the school (Eg. through newsletters, social media and
Communicates • A clear understanding of the school mission, vision and values and • Cultural sensitivity
parents, and members of the reports)
effectively with school policies
wider community to enhance • Empathy
a diverse range • Demonstrate a positive and professional attitude when communicating
student learning outcomes • Confidentiality
with parents, students and colleagues
of stakeholders

T3.3 Teacher actively engages with • Applies and supports ESF mission, vision and values • The ESF mission statement, vision values • Integrity
members of the ESF and wider
Contributes • Contribute to professional learning and curriculum development within ESF • The contextual setting of ESF within Hong Kong and the international • Commitment to collaboration
community
to ESF and community
• Establish, utilise and maintain professional learning networks locally and • Commitment to ESF values
the wider globally, eg. local schools, universities and/or other educational institutions • The relevant professional networks within ESF and the wider
• A willingness to be visible in the school and wider
community community
• Promote and model responsible action within the school and the wider community
community

ESF Teaching Capability Framework

 ESF
Teaching Capability
Framework

A strength-based model, predicated on

the assumption that ESF teachers are
typically capable and committed
practitioners who take pride in their
performance and who aspire to
continuous growth and development.

This booklet has been printed on recycled and recyclable paper.

Connect with us on:
EDU14/15CPD01 Staff Performance and Development