Professional Learning Communities

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​The Victorian Government is striving to become the Education State, which will position Victoria as a global centre of excellence in learning and development. Developing world-leading teaching and leadership to improve student outcomes is a critical part of this vision.

Evidence from around the world demonstrates that teaching quality and school leadership are essential to improving student learning, and teaching effectiveness is the most critical in-school driver to improve outcomes. Best practice professional learning ensures schools design and implement a guaranteed curriculum, continuously assess learning, refine pedagogy and practice and evaluate their impact on learning.

The Department of Education and Training (DET) has developed a PLC model for Victorian government schools which JSA has been successful in applying to be part of. The model sets out an effective, school improvement-focused approach to professional learning at the school level and mechanisms for embedding this in school culture and practice sustainably, and with measureable impact.

Through a comprehensive program of professional learning and suite of implementation supports, the Victorian PLC initiative will support JSA to build effective PLCs. Together with the Principal Class Team, three teacher PLC Instructional Leaders lead teams effectively and prepare to collaboratively focus on the core work of improving instruction and student outcomes.

Principles of effective PLCs

Found in all effective PLCs are 10 principles that bring together the best available research on school improvement:

  1. Student learning focus: School improvement starts with an unwavering focus on student learning.
  2. Collective responsibility: For every child to achieve, every adult must take responsibility for their learning.
  3. Instructional leadership: Effective school leaders focus on teaching and learning.
  4. Collective efficacy: Teachers make better instructional decisions together.
  5. Adult learning: Teacher learn best with others, on the job.
  6. Privileged time: Effective schools provide time and forums for teacher conversations about student learning.
  7. Continuous improvement: Effective teams improve through recurring cycles of diagnosing student learning needs, and planning, implementing and evaluating teaching responses to them.
  8. Evidence driven: Effective professional learning and practice is evidence based and data driven.
  9. System focus: The most effective school leaders contribute to the success of other schools.
  10. Integrated regional support: Schools in improving systems are supported by teams of experts who know the communities they work in.

 

PLCs and Framework for Improving Student Outcomes (FISO)

Creating a culture of working collaboratively to continuously improve teaching and learning is at the heart of the Framework for Improving Student Outcomes  (FISO).

The FISO Framework is used by all Victorian government schools to focus their efforts on key areas known to have the greatest impact on school improvement.

fiso-map

2020 Instructional Leaders 

  • Corinne Pupillo – Principal
  • Richard Crawshaw – Assistant Principal
  • Stephanie Di Salvo – Acting Assistant Principal
  • Katelyn Leddy – Classroom Teacher (secondary)
  • Cynthia Kearney – Classroom Teacher (middle)
  • Miranda Ingram – Learning Specialist (primary)