Principal's Report

Evan MILLER

Principal

Leading Learning: Continuing My Professional Growth in the Science of Learning

At Highvale Secondary College, one of our core beliefs is that learning never stops. We encourage our students to be curious, embrace challenges and strive for continual growth. As educators, and particularly as school leaders, it is equally important that we model these same qualities.

One of my key professional learning priorities this year has been deepening my understanding of the Science of Learning and how evidence-informed teaching practices can improve outcomes for all students. As Principal, I firmly believe that effective school leadership requires being a lead learner. To lead improvement with authenticity and purpose, I must continue to develop my own knowledge and understanding of the research that underpins high-quality teaching and learning.

As part of the Monash Manningham Principals' Knowledge Network, I have been working alongside fellow school leaders to strengthen our collective understanding of how students learn. Throughout this year, our network has undertaken the How Learning Happens course through Academica, which explores the cognitive science behind learning and examines the teaching practices that have the greatest impact on student achievement. The opportunity to learn alongside other principals, engage in professional dialogue and reflect on how research translates into practice has been both challenging and rewarding.

This professional learning has been further enriched through visits to Templestowe Heights Primary School, a recognised leader in evidence-informed practice. During a recent visit, we were fortunate to hear from Carl Hendrick, one of the world's leading voices in educational research and cognitive science. Carl's insights reinforced the importance of ensuring that teaching practices are grounded in evidence and that schools remain focused on approaches that have been shown to improve student learning outcomes.

This work is particularly timely as schools across Victoria begin implementing the Victorian Teaching and Learning Model (VTLM) 2.0. The updated model provides a clear, evidence-based framework for effective teaching and learning, bringing together decades of research into how students learn best. It emphasises explicit teaching, checking for understanding, retrieval practice, feedback and the deliberate development of student thinking and understanding.

At Highvale Secondary College, this work has directly informed the development of our new Instructional Model. Aligned closely with the VTLM 2.0, our model provides a shared approach to teaching across the college and ensures that every student benefits from consistent, high-quality learning experiences. By focusing on practices supported by strong evidence, we are creating classrooms where students can build knowledge, develop deep understanding and achieve their personal best.

Importantly, this is not a short-term initiative. It represents a long-term commitment to continuous improvement and excellence in teaching and learning. Through ongoing professional learning, collaboration and reflection, our staff continue to strengthen their practice, ensuring that our students receive the highest quality education possible.

I am proud to be part of a school community that values lifelong learning and embraces opportunities for growth. As educators, we ask our students to be learners every day. It is only right that we hold ourselves to the same standard. By continuing to learn, reflect and improve, we strengthen our ability to lead our community and provide the very best outcomes for every student.

Learning is at the heart of everything we do at Highvale Secondary College, and I look forward to continuing this journey alongside our students, staff and broader community.