From the Deputy Head of College – Teaching and Learning, Elizabeth Watson
Waverley College is committed to providing ongoing professional learning for our staff to ensure they are kept up-to-date with the latest pedagogical research, high impact teaching strategies and emerging technologies. Professional learning on the March Staff day had a focus on Digital Citizenship, Hattie’s Learning Intentions and Success Criteria, Formative Assessment, Google Suites and Coding. There is clear evidence that purposeful professional learning for teachers is a key factor in improving student learning outcomes. The research asserts that, ‘in order to be effective, teachers need a deep understanding of their subject area, knowledge of how students learn specific subject matter and a range of strategies and practices that support student learning.’ The research also affirms ‘that engaging teachers in high quality professional learning is the most successful way to improve teacher effectiveness and hence improve student outcomes.’(Greenwald, Hedges & Laine 1995; Guskey & Huberman 1995; Elmore & Burney 1997; Hawley & Valli 1999; Elmore 2002).
I would like to thank all staff who energetically involved themselves in these learning experiences. A special thank you to our teachers who designed and facilitated these courses – Bill Roberts, Kaitlyn Downey, Charlotte Stephens, Patricia Alborough, Kyle Newbury, James Spargo and Dom Hearne. The Waverley community not only values their expertise but commends their commitment and passion to teaching and learning.
This week the college also hosted the EREA Eastern Region conference. Leaders of Learning across the state explored the principles of a “Whole of School Approach to implementing change”. These discussions and shared strategies were particularly valuable to Waverley as we embark on our 2019-2023 Strategic Plan.
I look forward to regularly communicating the strategic developments and achievements in our key priority areas of enhancing quality teaching, inspiring student learning and maximising student academic achievement.