Learning and Teaching Philosophy Statement
“I do not think much of a man who is not wiser today than he was yesterday.” – Abraham Lincoln
We, the teachers at Our Lady of Dolours, uphold the fundamental belief and vision that all students can and will learn. Collectively, we promote a culture of learning built on the following characteristics:
- Successful Learning
- Good Teaching and Best Practice
- Interaction and Relationships with Students
- Student Goal Setting
- Positive Environment for Learning
- Assessment of and for Student Learning
- Professional Learning and Growth of our Teaching
Successful Learning
Learning is viewed as a daily adventure that we all carry and explore throughout life. We demonstrate a shared responsibility for student learning and invest in their potential to achieve success and excellence within the learning environment. As educators we draw upon a vast repertoire of professional knowledge, research, theoretical practices and models to continually respond to the ever-changing needs and demands of our students.
Good Teaching/Best Practice
We continually model best practice by promoting and implementing a balanced, rigorous and relevant curriculum, differentiating instruction to meet individual students’ learning needs. We have high expectations for every student, providing active learning opportunities, maximising their potential to achieve and meet the demands of the 21st Century.
Interaction and relationships with students
As teachers we demonstrate a commitment to enriching the lives of those in our charge. Our interactions with students are responsive and respectful, demonstrated through actions and words and infused with gospel values. We embrace a holistic perspective, in that, priority is not only given to student’s academic progress but also to their physical, moral, social, emotional and spiritual development.
We seek, value and use opportunities to engage with our school community, within and beyond the classroom, to enrich the educational context for students. We understand the links between school, home and community for the social, intellectual and pastoral development of our students. We demonstrate respect and professionalism in all our interactions with students, colleagues, parents and the wider school community. We are sensitive to the needs of parents and caregivers and communicate effectively with them regarding their children’s learning and wellbeing.
Goal Setting for Students
It is the ultimate goal for all children to feel successful in their learning environment and therefore we provide regular opportunities for self-assessment and self-reflection. We encourage students to embrace contemporary practices that will enable them to identify, analyse and evaluate their individual learning needs. Students are asked to be accountable for their own learning and welcome the empowerment and enrichment these actions bring.
Positive Environment for Learning
As responsible members of the community, we have an obligation to ensure the school and classroom environment is safe, clean and orderly, and reflects a joy of, and pride in, learning, openness to ideas and high expectations. Our classrooms promote opportunities for our students to take risks when challenged through their learning, building resilience and problem solving skills. We make our practice public by welcoming peers, school community and visitors into our classrooms and showcasing student achievement in a way that values their individual ability.
Assessment of and for Student Learning
As teachers we analyse multiple data sources and programs to gauge the effectiveness of our teaching and learning processes, which will identify areas in need of development and assist us in planning for future goals. We strive to meet all students’ needs by using a variety of assessment methods – observations, annotations, student portfolios and tests – to determine what students are learning. We modify and adjust content, processes and products to address varied learning styles, interests and needs. We provide a clear and defined continuum of learning with interventions applied when required. As teachers we become collaborative partners in the learning process by providing students with ongoing progressive and corrective feedback so students understand where they are in their learning, where they need to go, and how best to get there.
Professional Learning and Growth of our Teaching
As students of our profession, we model effective learning. We identify our own learning needs and evaluate and broaden our professional learning, both collegially and individually, based on research, experience and teaching practices. Professional development is ongoing, supported and fully integrated into the operations of the school. We seek professional feedback regarding our teaching and take ownership of our own personal learning growth with individual goal setting and review each semester and seek to align our professional progress with National Standards drawing on evidence of our own learning, when and where appropriate.