As part of Sydney Catholic Schools, we employ highly qualified and competent teachers who are accredited by the NSW Education Standards Authority (NESA). To continuously improve our practice, teachers also work towards the Australian Professional Standards for Teachers, from proficient teacher to lead teacher level.
The delivery of quality curriculum, pedagogy (teaching methods) and assessment is ensured by our system of schools through the provision of contemporary NESA accredited professional learning in a range of modes. Our Centres of Excellence offer online learning and external face-to-face courses, and timely, collaborative and relevant in-situ learning take place within the context of each classroom. Sydney Catholic Schools’ teachers are strongly committed to their ongoing learning, with many having completed, or are currently undertaking, postgraduate studies in areas related to curriculum, student wellbeing, special education, theology, pastoral care and leadership.
Staff professional learning is integral to the success of the students of Marist Catholic College North Shore (MCCNS). As the teachers capacity develops so does the delivery of a rich and flexible curriculum.
Staff professional learning at MCCNS is K–12 and based on Annual Improvement Plans (AIP) developed by the school which identifies priority areas for student and school development. There are many professional learning strategies that are utilised at the college that directly impact student and teacher growth. These include: Teacher Professional Growth in Action (PGiA) plans developed by teaching staff in line with AIP school direction plans, instructional leadership in situ, where expert teachers model and observe in classrooms to upskill and give feedback to early career and experienced teachers as well as subject specific planning and whole school professional learning days.
Professional learning meetings are scheduled regularly with teachers to improve their capacity in understanding and the application of data literacy, student case-management and effect adaptive planning. In addition all staff are engaged in professional learning modules to affect change in school identified priority learning and teaching aspects.