Quality Teacher Development

All contemporary research highlights that highly effective teaching is the key to improving student learning throughout any school. Teacher quality is a priority in our school improvement platform. As such, we are placing considerable resources into the ongoing development of our teachers.

Last year we trialled a program with K-10 teachers called Educator Impact which facilitates teacher reflection on their practice, observation by a collegial teacher and supervisor and feedback to teachers from both their colleagues and their students. Teacher goal setting and professional learning are the next steps in this cycle of professional review. All K-10 teachers are now involved in this cycle of review in 2016.

Observation feedback is being mapped to specific focus areas of the Australian Professional Standards for Teachers: Setting the Learning Objectives, Building Relevance, Driving Surface and Deep Learning, Classroom Management, Creating Relationships, Communicating Effectively, Calibrating Difficulty and Providing Feedback.

I have observed some excellent teaching in the last weeks and have been observed myself by two colleague teachers including the Head of Religious Education. Every teacher is committed to improvement and it has been a privileged task to provide and receive positive feedback and constructive advice on our teaching.

Part of our Quality Teacher Program is targeted teacher professional learning in Peer Coaching as part of our commitment to continual improvement of practice and support the Educator Impact Program in 2016.A two-day Peer Coaching: Positive Conversations about Teaching Practice facilitated by Yvana Jones commenced last onSaturday 21 May. Twenty-two teachers are involved in this voluntary weekend learning.

In February K-10 teachers began undertaking professional learning on planning and delivering high impact lessons and making the most of lesson times with students. We continue to explore the best teaching methods based on the latest research about practices that make a difference in the classroom to improve outcomes for students.

Beth Gilligan

Dominic College Principal