Like the students they teach, RHAC teachers are life-long learners who are continually developing their skills and knowledge of teaching practice. This is one of the marks of a professional and attests to the love RHAC teachers have for their profession and their students. Providing opportunities for professional learning promotes collaboration where teachers can develop expertise, exchange ideas, experiences and successful teaching strategies which align with the 5 Teaching and Learning Principles of the College.
Professional learning takes many different forms. RHAC teachers are involved in continuous improvement through their Professional Research Projects. In these projects, teachers work in teams to explore their teaching practice and identify research-based strategies for further developing their classroom practice. These projects are valuable because they empower teachers to set meaningful goals for their own growth and instructional effectiveness. Teachers are also able to share their learning and expertise with other research groups to broaden their impact. In addition, RHAC teachers often join in webinars and conferences outside of College hours.
Another important way RHAC does professional learning is by visiting other schools. In the past 12 months, groups of teachers have visited a Sydney independent girls school, a public school in Liverpool, a co-ed Anglican School, and three Catholic Schools. While every school has a different context, these visits are invaluable as they provide teachers with the opportunity to observe other expert teachers, discuss programs they are using, and explore and critique different approaches to teaching and learning. An essential aspect of these visits is the discussion that takes place when teachers return to the College as they reflect on their own practice by comparing and contrasting with what they observe and considering how it applies to their context.
