Principles of Learning and Teaching – Case Studies

Belmont High School - Transforming Teachers' Professional Practice

Belmont High School was established in 1955. It is currently one of the larger Secondary Schools in Geelong with a student population of over 1100. The majority of student enrolment is drawn from the Belmont/Highton suburbs. Students come from relatively middle class, stable family environments. Teaching and Learning programs at Belmont High School are somewhat traditional in context. Years 7-9 undertake studies through a core curriculum, which covers the eight Key Learning Areas.

Currently what exists is Key Learning Area-based professional development and limited use of teaching teams. There is little ownership of school spaces by students and little access to school spaces outside of class time. Interdisciplinary approaches to teaching are rarely evident and teaching occurs, as is common in most secondary settings, in isolated inflexible spaces. ICT resources are centrally located in Pods and labs and not seamlessly integrated.

Belmont High School recognises the need to adopt new paradigms and at the heart of this is a renewal of teacher professional practice, underpinned by the Principles of Learning and Teaching. In order to deliver this new pedagogy successfully, teacher professional development and the continued refinement of a Performance and Development Culture is crucial. This process is now occurring. This has been facilitated through the school's involvement in Leading Schools Fund, the Teacher Professional Leave program, the Innovations and Excellence Initiative, and the Young Leaders' Program. The school has creatively accessed a range of Blueprint Strategies that will lead to pedagogical reform.

Transformed education

Belmont High School is developing a shared vision for teaching and learning that will result in dynamic, leading edge Year Seven and Eight Learning Centres. These centres will provide unlimited opportunities for teaching, be ICT rich, and have a strong focus on the personalisation of learning for students. This centre will host Year Seven and Eight students who will move through it for up to 60% of their studies. It will be a combination of virtual and other physical spaces with 'all time' access. The design will be open and flexible. An integral part of this transformation is the completion of the school's Facilities Master Plan that essentially creates a vibrant environment suitable for twenty first Century learning needs.

'Approaching change requires an extended period of discussion and the sharing of concepts and visions. Before considering a school's specific strengths and weaknesses in the Middle School area, or making any plans, staff need to develop a 'big picture', a mental map of what is possible and desirable based on their understanding of the research informing practice and of the particular needs of their own community'. (Changing the Middle Years-Reflections and Intentions, DEET 2001)

The new pedagogy represents a shift away from the teaching of subjects to the teaching of students, with an emphasis on building powerful relationships between learners, and between teachers and learners - relate to me and then teach me. It aims to personalise learning by tailoring education to the needs of individual students. Each class will be assigned a Principal Teacher who is responsible for devising and monitoring the Personal Learning Plans of the class of students in their care across the program.

The curriculum will stress the importance of linking student learning through a thematic interdisciplinary approach. Curriculum is based on the Victorian Essential Learning Standards and is supported by the Principles of Learning and Teaching (POLT). These principles will be imbedded in the curriculum. ICT will be evident in all aspects of the program and will incorporate a curriculum that promotes higher-order thinking. Discipline-based skills and knowledge will be taught explicitly.

The power of teacher teams in transforming our professional practice will be a feature of the teacher work environment. The development of the learning program is the responsibility of the Middle Years Teaching team, which includes experts from all disciplines. The Middle Years Manager will oversee the operation of this team. Principal Teachers will be paired and work closely with their Complementary Teacher in a parallel class to deliver the core curriculum. Each teacher pair will work cooperatively with other pairs. It is this teaming of teachers that is driving the renewal of our professional practice.

Finally

The importance of planning and strategically implementing change was essential in our school setting. For transformation to occur successfully leaders are being called upon as visionaries with strong pedagogical understandings. Schools must engage in an awareness of the need for change and the steps required to facilitate this. The collection, analysis and ownership of data is crucial in the early stages of planning, as is fostering a culture that encourages continual professional development. Belmont High School is awakening to the call of the 21 st Century and recognising the need to embrace a more innovative pedagogy.

The most powerful lever for reform is the transforming of teachers' practice. Teachers have a professional responsibility to continually improve their knowledge and understanding about the craft of teaching and translate that knowledge into practice. (DE&T, 2003)

To teach is to lead. Schools are responsible for providing a commitment and professionalism from all of its leaders to ensure that our students can experience successful, fulfilling lives.

Stephen McNamara
Connie Winiecki
Kellie Tobin
Belmont High School