In the spotlight

By Ms Jen Bateman and Mrs Faye Robertson, Teacher Mentors

The teacher mentor role was initiated by former Principal, Mr Phillip Heath, in 2009 to provide staff with access to a specialist staff member who worked across the College. The concept was to provide additional support to teachers in a wide variety of internal and external processes, including registration, probation, accreditation, coaching, pedagogical support and other matters of professional practice. Since that time, the role has grown considerably with the natural growth of the College, but also with the increased interest in accreditation.

As the College's teacher mentors, we work closely together in this very privileged role to work with teachers at every level of experience and stage of development across the College. As our colleagues work through the various levels of accreditation, the requirements become more complex and demanding and there is a greater emphasis on initiating new programs and mentoring less experienced colleagues.

Collaboration is at the heart of the teacher mentor role. By working alongside colleagues, the teacher mentors foster a culture of professional dialogue, reflection and shared practice that directly enhances teacher quality. This collaborative approach supports teachers to engage with evidence-based, high-impact teaching strategies that have been shown to make the greatest difference to student learning.

As teachers grow in confidence and capability, they not only strengthen their own practice but also contribute to a collective culture of excellence across the College. In this way, professional growth becomes both an individual and a shared journey, ensuring that every student benefits from the highest quality of teaching.

Radford College values quality teaching and recognises the importance of professional growth and development in improving outcomes for students. The College has a rigorous probation process, which ensures that we recruit teachers who are excellent practitioners. Alongside this, teacher accreditation to which the College is committed, provides a nationwide framework defining the standard of practice in the teaching profession to ensure the quality of teaching in our schools.

Accreditation provides a basis for the ongoing growth and development of teachers to raise the outcomes of education for students. The Professional Teaching Standards define the qualities of effective teaching. They describe the knowledge, skills and practices expected of teachers at different stages of their careers, and provide a framework for critical reflection, professional development and growth.

The College currently has 7 teachers who are working towards Proficient teacher status, 4 working towards Accomplished teacher, 3 working towards Highly Accomplished teacher and one working towards Lead teacher. We currently have 4 Highly Accomplished teachers on staff and 3 qualified National Assessors for Highly Accomplished and Lead teachers.

We are very well placed to ensure that our students will be exposed to the very best in quality teaching and learning.