“The staffroom needs to be a professional community of scholars, working together to maximise each other’s success” (AITSL, n.d).
This observation by Professor John Hattie captures the essence of what it means to be a learning community. While schools are rightly focused on fostering lifelong learning in students, it is equally important that teachers model this commitment by engaging in their own ongoing professional growth.
Research consistently demonstrates that the most effective professional learning is school-based and focused on improving teacher practice (Cole, 2012). Professional learning is most impactful when it is intensive and ongoing, connected to classroom practice, aligned with broader school initiatives, and designed to build strong professional relationships among teachers (Darling-Hammond et al., 2009). It is also most successful when teachers have agency in determining areas for their own development.
At Brigidine College, professional learning is guided by our 2026 theme, Intentional Practice for Impactful Learning. This focus reflects our commitment to ensuring that professional growth translates into meaningful improvements in student learning and wellbeing. To support this, professional learning days and afternoons are scheduled each term, providing opportunities for both whole-school and faculty-based learning. These sessions are evidence-informed and closely aligned with our Strategic Plan and Learning and Wellbeing Framework.
Term 2 this year began with a whole-school focus on formative assessment, drawing on the work of educational researcher Dylan Wiliam. Formative assessment refers to the ongoing strategies teachers use to check students’ understanding and adapt their teaching to meet learning needs. Importantly, these sessions were led by staff members who volunteered to share their expertise, or who saw the opportunity to deepen their own understanding while leading others. This approach not only builds internal capacity but also recognises the wealth of knowledge that already exists within our teaching community. Teachers left these initial sessions with a commitment to plan, implement and reflect upon this element of their practice. In a follow up session, staff shared examples of how they had implemented formative assessment strategies in their classrooms and reflected on the impact on student learning. This cycle of learning, application and reflection is a powerful driver of professional growth.
More recently, staff participated in a series of workshops focused on differentiating for all learners in line with the Strategic Plan. Colleagues were able to exercise learner agency by selecting the workshop that best aligned with their professional goals. These sessions were facilitated by the Heads of Diverse Learning and Academic Enrichment, and Director of Teaching and Learning, showcasing the expertise of our own staff and reinforcing the collaborative nature of professional learning within our community.
Each of these professional learning activities reflects the school’s ongoing commitment to fostering a culture of continuous improvement. By creating structured opportunities for collaboration, reflection and professional dialogue, we continue to strengthen our identity as a learning community. When teachers learn together, students ultimately benefit through more effective, responsive and engaging learning experiences.
Emma Forbes
Head of Professional Learning
AITSL. (n.d.). AITSL professional learning communities strategy. Australian Institute for Teaching and School Leadership. AITSL Professional Learning Communities Strategy
Cole, P. (2012). Linking effective professional learning with effective teaching practice. Education Services Australia.
Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. National Staff Development Council.
