From the Leadership Team
Julia Padgett, Deputy Principal
At the start of the year, I set out to have a ‘meet and greet’ with every staff member at Kilvington. While I have not quite finished, each conversation has been shining a light on the diversity of skills and knowledge at the School.
Some staff have worked in other industries and professions; others are involved in professional associations or local community groups; and many have lived and worked interstate and abroad.
Two main themes have emerged: that staff are passionate about what they believe in, and the contributions they make are for the betterment of the students and the School community. I feel fortunate to be working with such dedicated individuals. Collectively, we will continue to challenge and strive for even greater accomplishments as a School.
Collective impact mentoring
To keep building and raising standards, specifically with teaching practice, it’s important for the School to provide a rigorous professional development program. Whilst teachers can attend seminars, network meetings and other specialist sessions externally, within the School there is a focus on creating our own program to support staff.
Beginning this term, Junior and Senior School staff will be participating in the Collective Impact Mentoring program. This program focuses on teachers working together to improve their practice in a specific area.
Teachers will select their area of focus, and within their faculties, undertake professional learning. They will begin the process of implementing new strategies and teaching practices in their classes. Selected lessons will be observed by colleagues and feedback will be provided.
If, in the coming weeks and months, your child reports to you that there were multiple teachers in their class, this is the reason. As stated by Donohoo and Katz (2017) “Students get better when teachers get better” (p. 23).
An integral part of the Collective Impact Mentoring cycle is that there is an opportunity for teachers to reflect with their colleagues. The next step is to adjust their practice accordingly and go through the cycle again.
REFERENCES
Donohoo, J., & Katz, S. (2017). When teachers believe, students achieve. The Learning Professional, 38(6), 20-27
Student-free day
We have an Assessment Day on Friday 4 June. In previous years, this day has backed onto the Queen’s Birthday long weekend. Please note that this year it does not.
Years 7 to 10 ski camp
As a result of the uncertainty surrounding COVID, particularly during the winter season, we believe it is in the best interests of our students and staff to not run our Year 7 – Year 10 ski camp in 2021. We are hopeful that we will be offering this experience to students in 2022. Stay tuned!
2020 Annual report
Please find attached below our 2020 Annual Report.