Staff Professional Learning

Staff Professional Learning2020-06-12T01:02:07+00:00

As part of Sydney Catholic Schools, we employ highly qualified and competent teachers who are accredited by the NSW Education Standards Authority (NESA). To continuously improve our practice, teachers also work towards the Australian Professional Standards for Teachers, from proficient teacher to lead teacher level.

The delivery of quality curriculum, pedagogy (teaching methods) and assessment is ensured by our system of schools through the provision of contemporary NESA accredited professional learning in a range of modes. Our Centres of Excellence offer online learning and external face-to-face courses, and timely, collaborative and relevant in-situ learning take place within the context of each classroom. Sydney Catholic Schoolsโ€™ teachers are strongly committed to their ongoing learning, with many having completed, or are currently undertaking, postgraduate studies in areas related to curriculum, student wellbeing, special education, theology, pastoral care and leadership.

The ongoing professional development of each staff member is highly valued. Professional learning can take many forms including whole school staff days, subject specific in-services, meetings and conferences and a range of professional learning programs provided by Sydney Catholic Schools.

The school takes responsibility forย  planning, implementing, evaluating and tracking of its staff professional learning and individual staff members take responsibility for their ongoing professional development. All teachers have been involved in professional learning opportunities during the year related to improving student outcomes.

Our dedicated teachers and staff at St John Vianney Catholic Primary School Greenacre instill the confidence in students to meet the high expectations they set for themselves.

To ensure they are effective in their role, teachers engage in a rich, personalised curriculum of their own and stay current by utilising online learning modules, engaging in post graduate university study, participating in regular professional development and working collaboratively.

Teachers read and discuss current research, create collaborative learning resources, watch each other in the practice of teaching and evaluate and reflect on their learning.

Teachers constantly engage with professional learning teams which are guided by current research and system-led initiatives, including the Mathematics Expertise and Excellence (MEE) and Online learning models (GEO 1 and GEO 2).

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