Professional Practice Update
In Week 4, MLC School came together to mark an exciting milestone: the launch of our Professional Learning suite of offerings for 2026. This moment signalled not just a new calendar of learning, but a renewed commitment to professional growth that is collective, responsive and deeply connected to who we are as educators.
At the heart of this launch was the introduction of our Professional Learning Framework, a framework intentionally shaped by collective staff voice and designed to evolve. Importantly, the framework will remain in draft form throughout this year, allowing space for reflection, feedback and iteration as we continue to explore what these pillars truly mean for us as educators at MLC School. This iterative approach reinforces our shared belief that professional learning is not static or imposed, but co‑constructed, reflective and continually refined.
Following the launch, staff moved into workshops aligned to our key focus areas for learning and teaching. These sessions created opportunities to engage deeply with current pedagogical priorities, examine research‑informed practice and consider how high‑impact strategies can be enacted across diverse classroom contexts. The workshops modelled professional learning as active and dialogic, encouraging educators to test ideas, challenge assumptions and collaborate with intent. Below you can view part of the agenda.
Supporting this work, the Learning and Teaching Team continues to release a 5‑Minute Read every cycle. These concise, research‑aligned provocations are intentionally designed to connect directly to our key focus areas and to support teachers in refining practice in meaningful, manageable ways. Each 5‑Minute Read invites reflection on how learning can be designed to challenge every girl at her point of need, ensuring equity, rigour and growth remain central to our pedagogical decision‑making.
Our Chapter Collective, which commenced in Week 3, has already emerged as a powerful space for professional dialogue. Staff have engaged with rigour and depth, grappling with complex questions about teaching, learning and professional identity. The strength of these discussions lies in the willingness of educators to listen deeply, interrogate ideas and contribute thoughtfully to shared understanding. The Chapter Collective exemplifies professional learning as intellectual work – reflective, relational and grounded in evidence.
Together, these initiatives signal a clear and compelling direction for Professional Learning at MLC School in 2026:
- Learning that is collectively owned
- Frameworks that are iterative and responsive
- Professional conversations that are purposeful, challenging and practice‑focused
As we continue this journey, the invitation remains open to all staff to shape, question and strengthen this work. This is not simply a program of learning, but a culture of professional growth, and it is one we are building thoughtfully and collaboratively, together.
– Amy Murphy
Director of Professional Practice