Professional learning

Professional learning is core to enabling staff to improve their practice. It includes eight student-free School Development Days, as well as induction programs for staff new to our school and/or system. These days are used to build the capacity of both teaching and non-teaching staff in line with school and departmental priorities.

Throughout the year, our staff actively engaged in high-quality professional learning across a range of key areas, including the transition to a co-educational environment, making learning visible, evidence and impact, High Potential and Gifted Education (HPGE), EAL/D education, the use of generative artificial intelligence in education, and the implementation of our School Excellence Plan. This commitment to ongoing professional development ensures that our teaching practices remain innovative, evidence-informed, and focused on enhancing student learning outcomes.

Additionally, during whole-staff meetings throughout 2025, middle leaders delivered evidence-based sessions to equip teaching staff with the skills and knowledge needed to successfully support the transition to co-education in 2026.

Instructional Rounds

In 2025, Asquith Girls High School continued the use of Instructional Rounds to gather insights into teaching and learning across classrooms. Small groups of teachers observed a variety of subjects and year groups, focusing on school priorities such as literacy and numeracy, engagement of all learners (including HPGE and EAL/D students), homework, and explicit teaching. Observers made notes on student engagement and patterns of practice. This process provided valuable data to inform future professional learning and support for staff, contributing to a school-wide culture of growth and continuous improvement in line with the School Excellence Plan.

Accreditation and Teacher Advancement

Teachers actively participated in the NESA accreditation process, engaging in a range of professional learning activities aligned with system, school, and personal goals. Early-career teachers were supported by their faculty head teachers to ensure a successful transition into the profession and progression towards Proficient Teacher accreditation.

In 2025, Mr O Russo and Ms P Somerville received the Rotary Pride of Workmanship Award in recognition of their outstanding dedication to the community, demonstrated through their exceptional teaching and support of students.

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