We know that the quality of the education we provide can never rise above that of the quality of the teachers we employ.
In all of our young people we seek to develop the dispositions and capacities to engage mindfully and confidently with the world around them. As a result they will be better placed to face the challenges that will inevitably arise as they move into the wider world. The complexity and enormity of this responsibility should not be underestimated and makes the role of the teacher far more challenging today than it has ever been.
Our teachers understand that they are responsible for creating the conditions for learning in every classroom, and that by giving students a sense of possibility, clear expectations that focus on growth and improvement, a range of opportunities, and the discretion to be creative and to innovate in what they do, the seeds of possibility will grow. We value the differences our students bring to the classroom, and endeavour to personalise their learning by inviting them in every class, every day, to wonder about those ideas and skills that lie at the heart of a discipline and to excite their imaginations to discover more.
We have long been at the forefront of pedagogical innovation. We recognise that the quality of the education we provide can never rise above that of the quality of the teachers we employ. In practical terms this means finding and securing the best teaching talent both locally and abroad, and then providing them with the time and resources to engage in learning, striving for excellence and working collaboratively in an environment of trust and respect.
As a College we constantly evaluate our programs and practices in order to continue identifying and creating the most powerful learning opportunities for our students. A product of this continual assessment was the introduction of a new model for professional learning in 2015. Our teachers work in small collaborative learning teams to identify improvements across all areas of student learning. Many are also involved in courses and research projects with local, national and international educational institutions such as the University of Melbourne, Australian Council for Educational Research (ACER), and Harvard University.