Teaching and learning at Radford

Mrs Louise Wallace-Richards, Acting Deputy Principal, Head of Secondary School

For my final Bulletin article of my time at Radford I have reflected on the past 10 years, during which I was first Head then Director and finally Assistant Principal of Teaching and Learning. The title of the role may have changed several times but the focus remained constant: teaching and learning in the classroom and working with teachers to develop their practice.

Over the past decade we have learned from leaders in the field through professional learning presentations and workshops that have helped us deepen our understanding of how to improve learning for our students.

In 2017 and 2018 we heard presentations from Deb Marshall, who co-developed the Visible Learning framework with John Hattie, and from Jared Cooney Horvath on the neuroscience behind learning. Building on the visible learning work we completed with Marshall and Horvath, we then embarked on a journey with Dr Shyam Barr focusing on self-regulated learning alongside a project of inquiry with the University of Canberra. This brought together many of the initiatives we had implemented to better engage our students in their learning.

Over the years we have also worked with the University of Melbourne on the use of space and furniture to support students in regulating their learning and we have followed guidelines from educational academic John Hattie on learning intentions, success criteria and impact strategies. This work helps students understand how well they are learning, what they need to do to improve and which strategies best deepen their understanding.

In 2022 we heard from Professor Martin Westwell from the South Australian Certificate of Education (SACE) Board about ways to help students thrive and for educators to capture their achievement beyond marks in tests and assignments. His sessions sparked our review of assessment practices, which led to integrating Australian Curriculum Personal and Social Capabilities into our rubrics and feedback to students.

We have also developed a coaching model over the past five years based on The Impact Cycle by Jim Knight. This cycle is used by our coaches, particularly when working with early-career teachers, to identify goals and improve practice. Both coaches and coachees receive dedicated time to meet and plan. I hope that in the years ahead this coaching opportunity will be available to all teachers. Having colleagues observe your practice is the most powerful tool we have to help us reflect and improve. Our Heads of Department regularly observe staff teaching and support them in achieving their teaching and learning goals.

I also hope we can continue to grow our teaching- and learning-focused Communities of Practice, which bring teachers together across faculties to engage in research that inspires them and leads to improved learning for Radford students.

Over the past two years alone our teachers have explored topics such as creating a culture of learning in the classroom, differentiated learning, using data to improve learning, modelling responsible use of AI and using technology to positively impact learning. They have researched these topics and applied what they learned in their classrooms, demonstrating how deeply Radford Secondary School teachers care about our craft—staying up to date with the latest research and embedding it in their practice.

I have loved my role leading teaching and learning in the Secondary School. It has been a privilege to work with several Assistant Principals of Curriculum including Mr Jason Golding, Mr Bill Weigall, Mrs Lindy Braithwaite and Mr Nick Moss; the Director of Digital Learning and Innovation Ms Lisa Plenty; and our Heads of Department and teachers. I have been continually inspired by their enthusiasm, curiosity and commitment to improvement.

I have also been strongly supported by our administration team who have ensured professional learning happens smoothly and effectively for all staff. In particular I want to acknowledge Ms Kelly McMahon, a dedicated and outstanding administrator who continues to make the magic happen in the Professional Learning department.