• COMPASSIONAPPRECIATIONRESPECTEXCELLENCE

  • COMPASSIONAPPRECIATIONRESPECTEXCELLENCE

OLC Vision For Learning

Quality Teacher Relationships

Teachers know their learners

  • Through quality relationships, learner individualities are encouraged and accepted by being given opportunities to demonstrate agency.
  • Relationships nourish and nurture the individual child.
  • Relationships at OLC are inclusive, respectful and caring.

Quality Catholic relationships are at the centre for all learning

  • All relationships (T-T, T-S, T-P, P-C) are positive, respectful and nurturing.
  • Strong professional connections and rapport between parents, teachers and students.

Professional Learning Networks are the model for collegial support, sharing and capacity development.

  • Teachers will engage in active dialogue so that all parties are empowered to take risks and be responsive.
  • Collegial relationships are visibly supportive, collaborative, affirming and positive.


Instructional Range

A range of instructional approaches is used by all teachers according to their context and pedagogical knowledge

  • Through a holistic approach all teaching and learning opportunities for all learners are implemented through a range of teaching strategies.
  • 1:1, small group and whole class instructional strategies are implemented on a needs and interests of the students.
  • Teaching and learning includes student choice and agency. Agency is visible!
  • Is engaging, thought provoking with a goal to develop skills that help students to be life-long learners.

Teachers differentiate their instructional approach according to learner needs, skill requirements and learner choice

  • Differentiation is explicit and achievable for each learner.
  • Learning is dynamic and differentiated.
  • Learners needs are assessed, differentiated and catered for.


Learning Design

Success - Learning Intent, success criteria, clear purpose, outcome and application of the lesson

  • Teachers ensure learning intentions and success criteria are explicit AND understood by the teachers and the learners in every learning environment at OLC.

Assess - integrated with all learning, assessment to design, change and measure instruction (assessment for, of and as learning)

  • Assessment provides data which drives new planning, learning and differentiation.
  • A range of assessment methods are utilised to inform future instruction and learning.

Feedback - furthers learning, multi-directional feedback loops between teachers, learners and students

  • Feedback is formative, ongoing and multi-directional between teachers, students, peers and parents.
  • Regularly and relevant feedback is co-constructively provided.


Place, space and technology

The learning environment is used as the third teacher.

  • Learning environments are co-constructed and based on student interest and investment.
  • The learning environment is inclusive, welcoming and well organised to facilitate agency.
  • Encourages creativity in cooperative and independent learners.

Teachers and learners co-construct place and space to scaffold learning and use technology to deepen and accelerate learning.

  • Technology is used to redefine learning opportunities.
  • Technology is used to purposely support, deepen and accelerate learning as well as support students to become problem solvers.


Engagement

Learners are deeply engaged.

  • Learning environments are flexible enough to allow selfmotivated and self- directed learning.
  • Students are empowered to engage in their learning through inquiry, questioning, curiosity and ownership.
  • Teachers plan teaching and learning programs that are informed, engaging and differentiated according to the needs of the student.

Teacher explicitly create learning cultures and Catholic communities where learners develop a sense of belonging, wellbeing, motivation and empowerment.

  • Relationships are integral to student engagement
  • Strong parent-teacher and student relationships to enhance engagement and give all stakeholders a sense of belonging.