Developing self and others
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Work with and through others to build a professional learning community that is focused on continuous improvement of teaching and learning.
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Through managing performance, effective continuing professional learning and feedback, support all staff to achieve high standards and develop their leadership capacity.
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Support others to build capacity and treat people fairly and with respect.
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Model effective leadership and are committed to their own ongoing professional development and personal health and wellbeing in order to manage the complexity of the role and the range of learning capabilities and actions required of the role.
Teach a Class For You Initiative
(AITSL Standards 1.2, 2.1, 3.3, 3.6)
One of my first project to foster a culture of growth and improvement at Hillcrest Christian College was to offer teachers across P-12 to ‘teach any lesson for them’, providing at least 3 days’ notice was given, and the context, learning intention/s, and what’s been done in the past were sent to him. Michael would then attempt to teach the lesson using different approaches and strategies whilst the teacher observes and reflects. Over 20 teachers took up the offer, ranging from a Prep lesson focusing on manners, a Year 7 Drama class, to a combined Year 10 IT & Year 11 forensic psychology class (due to clash in timetabling!). The program has since grown to other teachers attempting the same idea to improve their own practice.
Middle Management training
(AITSL Standards 1.2, 1.5, 2.1, 3.3, 4.1, 4.2)
Being a member of the academic leadership team, I regularly facilitate and lead professional learning sessions for Heads of Faculty and Heads of House around exemplary practices, and lead colleagues to plan, implement and review the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills.
Digital Leaders Program
(AITSL Standards 2.6, 3.2, 3.4, 4.5)
I have been fortunate to have the opportunity to introduce a digtial leaders program at Newington College. students to take an active role in the ongoing conversation about how schools can leverage technology to ensure that classroom learning is meaningful, engaging, and relevant to students who have grown up in and will continue to learn and work in a digital world. The program will also provide opportunities for students to speak out about the role of technology in their learning.
Coaching PLG mentors
(AITSL Standards 6.1, 6.3, 6.4)
Provding one-on-one coaching of professional learning group mentors by modelling and unpacking the Australian Professional Standards for Teachers to support the mentors to plan and lead the development of their professional learning groups and fostering a community of practice culture.
Languages Department Curriculum Development
(AITSL Standards 1.1, 1.3, 3.2, 3.3, 3.4)
“How might we leverage technologies to make learning visible?” That’s the big question our Languages Department tried to unpack during their half-day curriculum workshop with me. Not only did teachers discover the difference between ‘doing a project’ and Project Based Learning by designing cupcakes and being Masterchefs, we also review, modify and expand their repertoire of teaching strategies which will allow students to showcase their knowledge & understanding during the College's Poetry Night.
Science Deparment Curriculum Development
(AITSL Standards 1.1, 1.2, 2.2, 3.3)
Brenda (Science teacher) had a dilemma: “is there sufficient scaffolding in our current project design to ensure all students are successful at some level? What are we missing that would make this a stronger experience for all students? What do we need to strengthen or add onto the Science of Separation unit?" The Science department investigated and unpacked these dilemmas in a recent half day workshop. Using structured protocols I led colleagues on planning, implementing and reviewing the effectiveness of their learning and teaching programs to develop students’ knowledge, understanding and skills, with an outcome to introduce a researched focused task that is authentic, challenging, and engaging.