Quality Teaching for all Learners

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Theme 2: Catholic education values the dignity, differences, and infinite possibilities in each student.

Catholic education values the dignity, differences, and infinite possibilities in each student and their full flourishing is at the heart of all its endeavours. Teaching is personalised, responding to each student’s learning needs, interests and experiences and informed by a sense of who students are and might become. Catholic perspectives imbue and inspire all learning and teaching, providing opportunities for students to engage with the Catholic Tradition in dialogue with multiple perspectives and their own experiences and form new insights.

Catholic Education Melbourne supports schools to provide quality teaching for all learners that:

  • empowers students with the knowledge, skills, capabilities and confidence to embrace the opportunities and challenges of their world and commit to authentic action for justice and the common good
  • supports students to have broad and rich experiences at and beyond the school, engaging with diverse perspectives and collaborative learning opportunities, developing deep understandings of self, family, community and the world
  • promotes positive, authentic relationships, based on the development of social and emotional skills, to enable the young person to grow, learn and flourish.

The new Catholic Education Melbourne Learning and Teaching Framework (Horizons of Hope) describes the distinctive nature of learning and teaching in a Catholic school. It is designed to support school communities in their collaborative pursuit of excellence in learning and teaching within the central vision of Catholic education. A variety of targeted strategies will support schools in the implementation of the Framework.

Students today are immersed in a globalising world that is marked by rapid scientific and technological growth. As technology advances, we are challenged to collaborate with schools and lead new pedagogical models for learning and teaching, incorporating new technologies in the classroom and providing new learning spaces to meet the needs of students.

Catholic Education Melbourne works in partnership with schools to establish safe learning environments and promote the current and future formation of students. This requires support founded on the identity and integrity of teachers striving to understand and respond to the needs of each student and to changing educational demands.

Catholic Education Melbourne recognises that strong leadership:

  • creates the conditions for effective teaching
  • leads, designs and manages the quality of teaching and learning
  • fosters students’ achievement in all aspects of their development.

Catholic Education Melbourne is committed to enhancing leadership capability in Catholic school communities, supporting a culture of shared leadership exercised in a shared pursuit of successful learning and teaching for all. Principals work in partnership with their school communities to energise and empower staff, parents and students to lead. Teacher leaders engage in reflective practice, building their own capacity as learners and leaders of learning, and energising learning across the school community.

To keep pace with the changing needs and demands of contemporary education, Catholic Education Melbourne is challenged to maintain an appropriate mix and balance of workforce capability. There is an increasing need for workforce planning to ensure we have adequate profiling and demographic data and effective policies for attracting and retaining staff. Catholic Education Melbourne is committed to supporting schools to take up opportunities for professional learning and development of leaders at all levels, which are anchored in our vision for Catholic education.

Improved learning, social and wellbeing outcomes and ongoing spiritual development for every student

a) Implement the Catholic Education Melbourne Learning and Teaching Framework (Horizons of Hope) and a supporting, integrated set of strategies that are responsive to school needs and designed to strengthen:
  • principal, school leader and teacher professional practice and formation
  • family and community partnerships
  • student engagement, wellbeing, learning and spiritual formation
  • learning environments to support learning and wellbeing
  • literacy and numeracy capabilities, with a particular focus on the early school years
  • science and languages capabilities.
b) Improve system performance by providing customised service to meet the individual needs of schools, with a particular focus on vulnerable schools.

c) Develop and implement the Student Learning Adjustment Strategy to:
  • impact on measurable learning achievement
  • enhance expert teaching capability to provide teaching and learning program adjustments for all students.
Improved school leadership capability and teacher professional practice

a) Implement existing programs and develop new initiatives deriving from the Leadership Learning Plan to enhance school leadership capability.

b) Develop and implement a schools workforce strategy in collaboration with schools to support evidence-based planning for differentiated professional learning programs.