From the Director of Professional Practice – Launch of Professional Learning Teams Pilot Model

Professional Learning Teams Pilot Model for Teachers

This week, our professional learning session focused on launching the Collaborative Sprints Pilot Model to all Senior School teachers.

Our learning intention was to build a shared understanding of the research underpinning the MLC School Professional Learning Teams (PLT) Pilot Model and explore how it can be translated into classroom practice. Our success criteria were:  

• I can describe the key elements of the PLT Pilot Model and its research base
• I can visualise what the upcoming workshops will look, sound, and feel like
• I can identify at least one-two practical strategies to apply to my classroom

Teachers engaged in a rotation which offered possible exemplar strategies for differentiation, active and deep learning. It was a wonderful space for collaboration, professional dialogue and application.

A Spotlight on Practice – Martina Stolzi

Recently, I had the pleasure of visiting Science Teacher, Martina Stolzi’s Science classroom which exemplified thoughtful and effective teaching practice. From the moment I stepped into the space, it was clear that the relationships between Martina and her students were built on mutual respect, warmth and trust. The atmosphere was calm, inclusive and highly conducive to learning as every student appeared comfortable, engaged and ready to explore new ideas.

The lesson focused on the respiratory system and her instructional approach was exemplary. Martina employed a rich blend of direct instruction techniques, incorporating still visuals, models, text and videos to support student understanding. This multimodal strategy aligns with research on effective science teaching, which emphasises the importance of varied representations to support conceptual development.

Throughout the session, Martina actively checked for understanding, using questioning and discussion to reinforce key ideas and clarify misconceptions. One particularly effective technique was simplifying complex content into a single, memorable takeaway. For instance, students were encouraged to focus on either ‘inspiration’ or ‘expiration’, knowing that if they understood one, the other could be logically inferred as its opposite. This approach helped reduce cognitive load by narrowing the focus and minimising the amount of information students needed to process at once, aligning with Sweller’s Cognitive Load Theory (1988), which emphasises the importance of managing mental effort to support deeper learning.

What stood out most was Martina’s presence and energy. Her enthusiasm for the subject matter and genuine care for the students created a dynamic and joyful learning experience. It was a powerful reminder of the impact that passionate, thoughtful educators have on student engagement and achievement.

Thank you, Martina, for welcoming me into your learning space and for the inspiring work you do every day.

– Amy Murphy
Director of Professional Practice