Connected Teachers

At Shenton College, we believe that high-quality teachers are skilled in connecting curriculum content knowledge, pedagogical understandings, instructional strategies, and effective classroom management. At the same time, they build the positive relationships that form the foundation of learning. Our teachers remain students of their own practice and are reflective on their progress.

At Shenton College we understand that building a high quality teaching culture means:

Having a shared language and understanding of a teacher’s responsibility in student learning
Collaborating with others, and the wider community, to provide rich learning opportunities for all students
Knowing our students and how they learn
Reflecting on and analysing our impact on student learning
The giving and receiving of quality, growth-centred feedback for both staff and students
Ensuring inclusive, responsive and differentiated learning opportunities for each and every student.

Strategies & Milestones

Formalise and embed a shared understanding of how instruction influences successful student learning

Milestones

Instructional Leadership working party extended to new cohorts and strategies embedded into the College teaching community
PL for staff is supported and promoted to ensure a shared understanding of what constitutes highly effective learning
A range of instructional strategies is shared across the school so that teachers have a repertoire of contextually-specific best practices to draw upon
The selection and use of these strategies is embedded as the basis for feedback on professional practice

Consolidate and embed the culture of Professional Learning Communities – aligned to Business Plan focus areas and strategies

Milestones

Active engagement in PLCs by staff is encouraged and acknowledged through Staff Learning Profiles
Each PLC develops a strategic plan to advise the Principal
Role of PLCs recognised in our REACH process

Support Learning Area and whole-school approaches to building student capacity in the General Capabilities

Milestones

Whole-school approaches are developed by key staff and working parties – across all 7 General Capabilities
Each LA audits their curriculum documents to embed whole-school approaches to the General Capabilities
General Capabilities focus clearly articulated in LA planning documents and Outlines

Support positive and inclusive classroom relationships and climates

Milestones

Classroom Climate Working Party develops coaching capacity of a staff cohort
Coaches work alongside staff to develop a consistent and broad understanding of classroom management skills and the role they play influencing safe and accountable classroom climates
These skills sets become a commonly shared language for recognising, describing and sharing best practice

Deepen the culture of reflective practices in our teaching staff

Milestones

Ensure that all staff have the support they need to effectively access and interpret relevant data about the impact of their teaching practice e.g. SAIS, RTP, Attendance, Compass, NAPLAN, PIVOT etc.
REACH documentation reviewed to ensure contextual relevance
Differentiation present in documentation to meet teachers at their point of need
Clear focus on productive and constructive feedback conversations and strengthening reflective practices
REACH process, with a focus on strategic alignment to the Business Plan and explicit professional learning on the giving and receiving of feedback

Ensure staff are skilled in providing differentiated teaching, learning, assessment and reporting opportunities to support all students to experience success

Milestones

Relevant PL completed by appropriate staff
Key PL learning delivered to all staff, in-house
Focus areas include Gifted and Talented, Trauma, Autism, ADHD, Specific Learning Disorders, FASD (and others as identified)
Build staff understanding and expertise in SEN assessment and reporting, linked to IESP targets

Ensure that high-quality professional practice from teachers who embody the thinking, reflective and learning dispositions we desire from our students is modelled to our staff

Milestones

Showcase moments provided for staff to share exemplary practice
Consistent, informed ownership and strategic use of data by teachers and LAs
Ongoing refinement of courses, assessment outlines and reporting practices to ensure high expectations of excellence, equity of access and student engagement are evident in the daily life of the school

Support staff in becoming increasingly skilled in the innovative and strategic use of technology in the delivery of their teaching and learning programs

Milestones

PL for all staff on innovative practices for classroom and remote delivery
IT Support review of the tiered framework of supported services and educational tools
Development of non-negotiable core practices, alongside strategies that support teacher-led innovation