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
- 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.
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.
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.
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.