We’ve been pursuing a rigorous intent in our system over the past few years. At the heart of the agenda is our ‘theory of action’, which places student learning at the centre of our work influenced by good teachers who continually reflect and improve their practice. We refer to this as teacher learning.
We have many examples across our school communities where our theory of action is permeating our collective understanding of what quality Catholic schooling is and looks like in today’s world.
Recently, there was an opportunity for teachers and students from a handful of schools to come together; utilising the tools available to enhance the learning experience.
These opportunities are challenging and rigorous as teachers reflect on their practice and question long held assumptions on how students learn and in what learning settings.
My feedback is that teachers enjoy the freedom ‘learning about learning’ provides. It is and can be transformative when you can let go of what is not working and embrace working in new ways that engage learners at every level.
This is how one teacher responded to the process of working in new ways with students, teachers and experts.
Our work is the art of the possible.