Professional Learning and Growth at JPC - Developing an Expert Teaching Team
Given the quality of teaching is the most significant in-school factor affecting student outcomes, JPC is committed to the authentic professional growth of our teachers so that they are affirmed and empowered to be outstanding educators.
Our aim is to provide opportunities for all staff to further their professional knowledge, skills and/or qualifications and to further develop their awareness, knowledge and skills in current teaching and learning practices through a variety of measures.
Professional Learning Community (PLC's)
PLC's are an approach to school improvement where teachers work collaboratively to improve student outcomes. Professional learning communities work to increase student learning by creating a culture that is:
- focussed on continuous improvement by linking the learning needs of students with the professional learning and practice of teachers
- committed to professionalism
- fuelled by collaborative expertise.
Instructional Rounds
The primary purpose of Instructional Rounds is for observing teachers to reflect upon their own instructional practices in light of those they observe and to develop a shared understanding of high quality teaching practice. During the rounds process, instruction is examined in detail and precise, non-judgemental language is used to identify specific strategies used by teachers, to explore student learning and behaviour and to gather evidence about learning and teaching.
The main benefit of this approach resides in the meaningful conversation and analysis which occurs at the end of the observation as well as the subsequent self-reflection. The Instructional Round format at John Paul College is a four-step process which involves identifying a problem of practice, observation of practice, observation debrief and next level of work.
School-based and External Professional Development
We view professional development as a key driver in achieving the strategic goals our College. Therefore, we invest significant time and money into the provision of high quality, school-based professional development that is strategically aligned and grounded in latest research. School-based professional learning occurs on student free days and through collaborative planning and is directly linked to the College Strategic Vision, Pedagogical Framework and improving student learning. The College also supports staff to attend external professional development in line with our College Strategic intent.
Fellowship Opportunities
Each year the College will award a teacher with a small amount of money to research a specific theme, pedagogy or practice. It might include travel or time to research or attendance at a national or international conference and then development of an action plan.
Personal Professional Development
John Paul College is supportive of staff commencing or continuing further studies through institutions of higher learning to further their professional growth in the field of education. For those undertaking higher learning, the College will contribute to the cost of each unit in post-graduate studies.
Professional Growth
Professional Growth is about creating a culture of teacher quality, feedback and growth for all teachers within all schools. Performance and development should support the career progression of teachers, including through formal processes such as promotion and certification as a Highly Accomplished or Lead teacher.
Early Career Teacher Program
John Paul College is committed to supporting Early Career Teachers as they begin their career and develop their knowledge, expertise and professional competency within our profession. Early Career Teachers at John Paul College will be supported as a transition from the Graduate to the Proficient Career Stage. This program is based on the Australian Professional Standards for Teachers and draws on research AITSL supporting a strong induction program for Graduate teachers.
HALT Certification
HAT and LT certification involves teachers focusing on their practice, how they work to improve student outcomes, enhance collaboration with colleagues and continue their professional growth. Certification involves submission of a detailed portfolio, annotated against the professional standards, classroom observations and assessed by trained assessors. The College financially supports the certification process for teachers in partnership with Independent Schools Queensland.
Shadowing
For participants to gain a realistic understanding of the aspects of a leadership role, College teaching staff have the opportunity to shadow a member of the Executive Leadership Team (ELT). ELT members are encouraged to share their work as openly and transparently as possible. The ELT member will endeavour to provide a variety of experiences for the person shadowing them.
Career Coaching
Career Coaching Offers a chance to discuss professional learning plans and CV development as well as the next career step. Career Coaching is provided by the Principal and/or a member of the ELT.
