Professional Learning at MLC School: Building Collective Expertise to Challenge Every Girl

From January 21–January 23, MLC School educators came together for 3 rich days of professional learning that reflected both our shared purpose and our commitment to continuous improvement. Across the program, staff engaged in a wide range of learning experiences, from mandatory training and targeted workshops in learning and teaching, to deepening understanding of trauma‑informed practice, and collaborative planning for the implementation of new syllabuses, programming and assessment.

Our 2026 Learning and Teaching Goal, ‘To challenge every girl at her point of need,’ was a significant focus. To bring this goal to life, we are intentionally building educator knowledge, understanding and skills through dynamic, engaging and research‑informed professional learning, led by the experts within our own school community.

This year, our focus is centred on three interconnected areas: High Potential Learning, Differentiation and Universal Design for Learning (UDL), and Inclusive Learning practices. Through thoughtfully designed masterclasses and workshops, facilitators explored mixed‑ability grouping, teaching for complexity and abstraction, and the practical realities of classroom adjustments, what teachers can we do from day one to better support learners. Staff also examined ways to engage neurodivergent learners through effective use of technology and were introduced to the principles and classroom applications of Universal Design for Learning.

The impact of this learning was immediately evident. There has been a genuine buzz around the School as professional conversations were rigorous, reflective and grounded in current educational research. Importantly, teachers were able to make direct and immediate connections to their classroom practice, ensuring learning translated swiftly into action.

Looking ahead, our MLC School Professional Learning Book and Podcast Club, titled Chapter Collective, will commence in Week 4. This initiative provides space for shared exploration of contemporary educational research and the complex realities of teaching today, further strengthening our culture of collaborative inquiry.

Our Lesson Study Initiative has also begun, offering 1:1 coaching that focuses on ensuring pedagogy supports the diverse needs of our learners while prioritising engagement. Through co‑planning, co‑teaching and co‑reflection, teachers and coaches work together to refine practice and move learning forward in meaningful ways.

In addition, teachers trained through Growth Coaching International last year have begun leading micro instructional coaching cycles. This opt‑in professional learning enables teachers to be present in one another’s classrooms, supporting colleagues to see, reflect on and strengthen instructional practice to enhance learning effectiveness.

Further to this, we are preparing to launch our MLC School Professional Learning Framework in Week 4 (Monday 16 February 2026), following consultation with staff. This framework articulates who we aspire to be as MLC School educators so that both staff and students can flourish. It addresses what this means, why it matters, and how it is lived out in everyday practice. Alongside the framework, a suite of essential and enrichment professional learning opportunities will also be introduced.

It is an exciting and purposeful time for professional learning at MLC School. Grounded in current research and shaped by the expertise of our educators, our collective focus remains clear: to continually strengthen practice so that every girl is challenged, supported and inspired at her point of need.

– Amy Murphy
Director of Professional Practice