We know, through experience and research that a high ‘quality’ teacher has a significantly positive effect on student learning and development and therefore, PROGRESS. Through a combination of content mastery, command of a broad set of pedagogical skills and high level communication and interpersonal skills teachers are able to ensure students make excellent progress. Quality teachers are also lifelong learners who teach with commitment and are reflective on their teaching practice. They transfer knowledge and develop the learning process through excellent communication, highly developed diagnostic skills and a clear understanding of how students of different ages and stages of development, learn best. Quality teachers adjust quickly to the changing needs of students and teach in the ‘here and now.’ They create optimum learning conditions for the wide range of learners in their classes and ensure that learning opportunities are authentic where possible and lead to excellent progress.
The quality of our teaching and learning will be monitored in a number of ways including ‘spot checks’ by school leaders, planned lesson observations, peer observations, coaching opportunities, student feedback and teacher self-review. We hope through such monitoring that we will enable teachers and leaders to reflect on the teaching and learning strategies and the process of learning and ensure that learning leads to excellent progress.
When developing the school’s teaching and learning policy we believe it is crucial to establish just what excellent learning looks like and therefore what we will see in lessons where this is evident. Our teachers will be encouraged, through feedback and collaboration to adopt innovative teaching techniques and ensure that learning activities:
• Allow students to use their minds well.
• Have meaning and value to students beyond achieving success in school.
• Ensure that students can apply their learning to new situations.
Underlying Principles (linked to Mission, Vision and Goals)