Professional Practice: Learning in Action
The first four weeks of Professional Practice have provided a rich and energising start to Semester 2. Staff came together on our recent Staff Development Day to engage in a broad range of learning experiences, from essential WHS updates and compliance requirements through to strategic learning and teaching priorities. As always, the day reflected the breadth of our work as educators: balancing our responsibilities while continuing to invest in the growth of our practice and one another.
One of the highlights of the semester will be the continuation of our Professional Learning Teams Model. Drawing on the work of Simon Breakspear’s Teaching Sprints and Helen Timperley’s Spiral of Inquiry, teams developed action plans centred on authentic challenges emerging from their classrooms. Across the semester, staff are engaging with research, examining examples of practice, trialing purposeful strategies and gathering evidence of impact. In Week 5, teams will come together to share their learning, reflect on successes and challenges, and consider how these insights might inform future practice. The model continues to honour teacher expertise while creating manageable, evidence-informed opportunities for growth and innovation.
Our Chapter Collective has also commenced with enthusiasm and thoughtful debate. This term, teachers have come together to discuss professional readings and educational ideas that have sparked curiosity, challenged assumptions and prompted reflection. Conversations have explored topics such as cognitive science, explicit instruction, prescribed lesson structures, teacher autonomy, professional judgement and the notion of scholarly identity. These discussions continue to reaffirm an important belief: if we expect our students to embrace learning, curiosity and intellectual challenge, we must hold the same aspirations for ourselves as educators. The willingness of staff to engage deeply with contemporary educational thinking speaks to the vibrant professional culture we continue to cultivate at MLC School.
This semester has also seen the launch of our Leadership Shadowing Project – Walk with Me. Designed for staff who are interested in exploring leadership pathways, the initiative provides opportunities to walk alongside experienced leaders across the school. Through observing meetings, strategic decision-making processes, problem-solving and communication in action, participants gain valuable insight into the realities of educational leadership. More importantly, the program reinforces our belief that leadership is not simply a position, but a capability that can be nurtured through relationships, reflection and authentic learning experiences.
Alongside these initiatives, we are making significant progress towards our Learning and Teaching strategic goal “To work with teaching staff to design and embed the MLC School approaches to Learning and Teaching to ensure that there is consistent, high quality, classroom practice across the school”. A key aspect of this work is the development of the MLC School Instructional Playbook. Through collaboration across faculties and year groups, staff are helping to identify, articulate and refine the practices that have the greatest impact on student learning. The Playbook aims to build a shared language around high-quality teaching while honouring the professional judgement and expertise that exist across our community. It represents an important step in strengthening consistency, collective efficacy and excellence in learning and teaching.
Our 2026 Proficient Teacher Accreditation cohort has been working diligently as they move towards completing their evidence collections and accreditation applications. Through 1:1s and fortnightly lunchtime drop-in sessions, teachers have been able to seek support, ask questions and collaborate with colleagues throughout the process. It has been particularly rewarding to see the confidence of teachers grow as they recognise and articulate the impact of their practice.
Similarly, our Highly Accomplished and Lead Teacher (HALT) candidates continue to make excellent progress under the guidance of ISNSW consultant Kathy Reid. Their current focus is on evidence collection and the development of professional narratives that demonstrate sustained impact beyond their own classrooms. The commitment, reflection and leadership displayed by this group is a testament to the depth of expertise that exists within our staff and the contribution they make to the wider profession.
Within faculties, inquiry and professional learning continue to flourish. The English Faculty has embarked on a Mini Spiral of Inquiry exploring feedback. Drawing on research, professional dialogue and examples of practice from a range of schools, the team is investigating how feedback can most effectively impact student growth. Conversations have focused on feedback literacy, feedback culture, student responsibility and the importance of ensuring feedback leads to action. The team’s collaborative work is already generating practical strategies and routines
The PDHPE Faculty has likewise been engaged in an inquiry focused on improving student writing. Through the introduction of an explicit writing routine connected to key syllabus verbs, teachers are working to strengthen student understanding of task demands and improve the quality of written responses. The initiative reflects a shared commitment to making thinking visible, building disciplinary literacy and equipping students with the tools they need for success.
As we move further into the semester, it is exciting to see so many examples of teachers engaging in purposeful inquiry, professional dialogue and collaborative growth. Whether through accreditation, faculty initiatives, leadership learning, professional reading or inquiry sprints, our staff continue to demonstrate that learning is not only something we ask of our students, but something we actively model ourselves. Together, we are building a professional culture that is curious, evidence-informed and deeply committed to ensuring every girl is challenged, supported and inspired to thrive.
– Amy Murphy
Director of Professional Practice