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.

Our Lady of the Rosary Kensington Staff Professional learning

The school has embedded a sound understanding and appreciation of the underlying principles of an effective professional learning community that reflects evidenced-based contemporary pedagogical practice. Highly effective structures and processes exist, positively impacting on the culture of the professional learning community, enabling teacher collaboration, professional inquiry and a contemporary model that caters for diverse learning.

At Our Lady of the Rosary Catholic Primary School Kensington we place a high priority on the ongoing professional learning of all staff and on the development of a school-wide, self-reflective culture focused on delivering engaging programs and improving classroom teaching. Teachers take personal and collective responsibility for improving student learning, working together and learning from each other’s practice, evident in the priority given to collaborative frameworks and supporting structures including time and budget allocations. The sharing and showcasing of teaching practice – ‘Theory Into Practice’ takes place during staff learning time and during learning walks that teachers initiate. In Co Planning and Co Reflection meetings, there is an emphasis on collaborative analysis of student work and on teaching strategies for improving student learning.