As part of Sydney Catholic Schools, we employ highly qualified and competent teachers who are accredited by the NSW Education Standards Authority (NESA). To continuously improve our practice, teachers also work towards the Australian Professional Standards for Teachers, from proficient teacher to lead teacher level.

The delivery of quality curriculum, pedagogy (teaching methods) and assessment is ensured by our system of schools through the provision of contemporary NESA accredited professional learning in a range of modes. Our Centres of Excellence offer online learning and external face-to-face courses, and timely, collaborative and relevant in-situ learning take place within the context of each classroom. Sydney Catholic Schools’ teachers are strongly committed to their ongoing learning, with many having completed, or are currently undertaking, postgraduate studies in areas related to curriculum, student wellbeing, special education, theology, pastoral care and leadership.

St Vincent's Catholic Primary School Ashfield Staff Learning

At St Vincent’s College Ashfield our approach to professional learning is data-informed, based on the needs of our students. We understand the importance of exposing our educators to high quality, purposeful professional learning opportunities. We value innovative teaching, providing opportunities for our teachers to regularly engage in professional learning that ensures they are up to date with current evidence-based teaching trends. Opportunities are provided to teachers to apply, reflect, refine, and share their own learning, aligned closely to the Australian Professional Standards for teachers. Through this approach, our educators share a common understanding of effective teaching and model what it means to be lifelong learners. 

‘If we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve’—Dylan Wiliam.

St Vincent’s College is a community of learners where all teachers are committed to building on their teaching methods, reviewing their practice for effectiveness and understanding of their ‘impact’ on student learning, engaging with change and undertaking targeted professional learning.

This helps them acquire and develop the knowledge, skills and emotional intelligence essential to meet emerging contextual challenges. Teachers use the Performance Growth in Action (PGiA) model to write goals and strategies that align professional learning with the college annual improvement plan, KLA Strategic plan and their own personal goals.