From the Principal

Professional Learning for teachers which is relevant, targeted and resonates with the core business of teaching is a critical component of any learning culture. Whilst we are all versed with the work of John Hattie’s effect size which demonstrates that the single biggest impact on student learning is the teacher, one of the ongoing challenges is providing academic staff with regular and meaningful opportunities for professional learning. This professional learning needs to facilitate the growth of collective teacher efficacy and refine their capacity to estimate student achievement.    

The Grattan Institute report, Making time for great teaching: How better government policy can help, released earlier this year reiterated that teachers need time to prepare effectively for classroom teaching. More than this however, it is vital that teacher expertise, focus and organisation is explicitly focused on the art of teaching. This is not something new or unexpected but a timely reminder about the important priorities which should underpin any school learning environment. The recommendations for school leaders in this report were broken into five categories, they are: 

• Prioritise time for effective teaching
• Let teachers teach
• Help teachers to work smarter
• Rethink the way teachers’ work is organised, and
• Seek mentoring and training

These categories along with the other recommendations from this study have been used to guide our regular Staff Consultative Committee conversations and to underpin the Professional Learning opportunities which are offered for teachers at the College. The focus for teacher professional learning at Clayfield in 2022 is about providing quality feedback about student learning and supporting these conversations with achievement data.

To support teacher growth and development we have introduced this year Twilight Professional Learning Sessions. These sessions support teachers to reflect on their organisation, be mentored and provide time to prioritise effective teaching. Whilst teachers at Clayfield have always come together to plan and listen to speakers on staff development days these focussed sessions provide a regular bite sizes opportunity to engage with relevant educational researchers and literature to support the development of collective teacher efficacy. This afternoon academic staff are looking forward to working with Tonya Gilchrist in a tailored professional learning session titled 'Sunflower Time: Assessment and Feedback (Feed up/Feedback/Feedforward)'. 

I acknowledge the members of the Teaching and Learning Leadership Team and the Pastoral Care Leadership Team for leading this important initiative and thank Mrs. Lakshmi Mohan and Mrs. Audrey Fellowes for their leadership of these teams as we continue to enhance the rich learning opportunities which are provided in (and out of) classrooms at Clayfield every day.