Assistant Principal

Teaching & Learning

One of the best parts of my day in my role happens at the very start and end of each day. Greeting students and families as they arrive and leave. Seeing students walk in with big smiles, checking in with them, and getting to know our school community more deeply is something I value enormously. 

These daily moments remind me why our work matters and how strong relationships underpin everything we do as a school.

In my Assistant Principal role, I am working alongside our teachers to create the very best learning experiences for our students. We are in an exciting phase of growth as a school, with a strong focus on explicit, evidence-based teaching practices that help every child feel confident, capable, and ready to take on new challenges.

A key part of my work centres on strengthening our alignment with both the Victorian Curriculum and the Primary Years Programme (PYP). This includes supporting collaborative planning, analysing student learning, and ensuring our instructional approaches are clear, consistent, and purposeful. 

I love being in classrooms, observing, celebrating great practice, and working alongside teachers to refine strategies that make a meaningful difference for students.

A major priority for us is continuing to embed explicit teaching. Explicit teaching means breaking learning down into clear, manageable steps and giving students the modelling, guided practice, and examples they need before working independently. 

It ensures students know what they are learning, why it matters, and how to be successful. We pair this with strong routines drawn from VTLM 2.0, including learning habits that help students become organised, focused, and ready to learn.

Across the school, we are also building consistency around practices such as:

• Checks for understanding: simple, frequent ways for teachers to see what students know and respond to their needs.

• Retrieval practice: strengthening long‑term memory by revisiting previously learned knowledge.

• Fluency practice: providing repeated opportunities for students to practise skills so they become confident and automatic.

These evidence-based routines ensure learning is visible, responsive, and accessible for every student.

I am particularly excited about the collaborative culture we are building. Whether we are trialling new routines, exploring fresh ideas in professional learning, or using student voice to shape our next steps, there is a shared sense of commitment. Our goal is simple, to ensure every student receives high quality teaching, every day.

I value the partnerships we have with our families. I look forward to continuing this journey together and sharing more updates as our teaching and learning programs evolve throughout the year.

Naomi Holt

Assistant Principal