Enable every young person to be a successful, engaged and purposeful learner.
Plan and provide safe, contemporary and effective learning environments.
Attract, develop and retain the very best teachers and staff.
Read more about the Learning and Teaching Strategic Direction.
Church documents emphasise the need for well educated and dedicated staff in Catholic schools, whose contribution to the life of a Catholic school gives witness to the values of the Gospel and the mission of the Church.
Contemporary learning requires high-quality teaching, therefore, the Catholic Education Office Melbourne (CEOM) ensures all staff have a high level of knowledge and skills and employ a suite of contemporary, evidence-based teaching strategies.
Effective schools are learning communities in which all staff are lifelong learners who contribute to the learning and knowledge base, in order to achieve the goals of the Catholic school and realise its vision.
The 2012 inaugural Graduate Teacher Welcome function was held with 135 graduate teachers from Archdiocesan primary and secondary schools in attendance. The event addressed key systemic requirements, before the educational ministry of the graduates was affirmed with the celebration of the Eucharist, followed by a welcome reception.
Executive Director of Catholic Education, Stephen Elder,with graduate teachers
This ‘Learning in the School Community’ model of teacher education privileges professional practice and is extensively school-based. In 2012, the two cohorts of participating pre-service teachers (PST) entered the second or third year of the course, making a total of 31 PSTs continuing their teacher education within this multi-modal model.
The Bachelor of Education Multi-Modal project, implemented over a four-year period in a tri-level partnership arrangement between the Australian Catholic University (ACU), the CEOM and invited Catholic schools, aims to strengthen the foundation for a strong teaching profession through provision of a high quality and innovative pre-service education model.
Kathy GreenReligious Education Coordinator and Learning & Teaching LeaderSt Francis Xavier School, Montmorency
The teachers at St Francis Xavier School strive for a whole-school approach with their teaching. Long gone are the days when particular subjects are taught as separate units of work. They are structured in such way that there is a learning connection across the curriculum.The school adopts an inclusive approach, with the aim of making education a rich learning experience for all the children. We help the students to find a connection with their lives, which will take them beyond their primary and secondary years and create lifelong learners. We would describe it as a ‘big picture’ school experience, based on our Catholic faith and identity.The children are expressive, articulate and proud of what they are achieving and, just as importantly, are happy to talk about it. The students are very aware of their strengths and the challenges they face, like students at any school.The children do wonderful things in a range of subjects from the arts, literacy and maths. This was evidenced several years ago when a group of Year 5 and 6 students, who perhaps hadn’t had much success, made a film about a bored student at school. The boy entered a cupboard and travelled through a portal into many other worlds, including the age of the dinosaurs.The project was awarded second prize in a national short film competition. The boys confidently talked to adults at several seminars and teacher network meetings about the project and their success. Their sense of pride and achievement when they talked to the different groups was fantastic.
Australian Government Quality Teacher Program (AGQTP)
A total of 26 projects were funded through the Australian Government Quality Teacher Program (AGQTP) across Victoria in 2012. Collectively these projects involved 2,218 teachers from 375 schools. The emphasis in the professional learning delivered through this program was on action research to support sustainable, ongoing improvement in teacher practice. There were 15 CEOM projects funded through the AGQTP involving a total of 924 teachers from 239 schools.
Professional Learning Programs Provision
In 2012, a total of 531 programs were offered through the Integrated Professional Learning System (IPLS) involving 6,732 participants over the year's professional learning programs. In line with best practice, there was a continued focus on engaging school teams in reflection on and research into their professional practice.
The CEOM provides sponsorship for staff in Catholic schools to undertake study in a number of courses delivered by external educational institutions. Sponsored study includes complete or partial funding for course costs, and replacement costs also apply to some programs.
The table below provides an overview of the range and number of sponsored studies offered in 2012. Support for study was offered to 699 teachers in Catholic schools.
Other Professional Learning Initiatives and Responsibilities
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