Edgefield recognises that competent staff is key to achieving its mission and vision and is committed to building and supporting staff professional development to drive a forward-looking curriculum that provides opportunities for peaks of excellence and breakthrough in one accord. The school aligned the Engaged learning and Facilitative teaching Curriculum Framework and Staff Well Being Framework to ensure the holistic growth of staff.
The Staff Well Being Framework drives Staff Resource Planning. In place
are approaches based on EDGE (Experience,
Develop, Grow, Empower) and SMART (Staff Needs, Mastery
Development, Attention to staff segments, Reflection, Team
collaboration) to support the engagement and holistic development of staff.
With reference from the Engaged learning and Facilitative teaching Curriculum Framework and the element of Develop in the school’s Staff Well Being Framework, the school’s approach of building collective staff capacity is premised on Fullan’s “using the group to change the group”. As part of an ongoing effort to build collective staff capacity, the school practices level sharing to achieve teacher collaboration via their professional sharing of teaching and learning processes. This allows for a purposeful and participative approach that builds collegiality among the level teachers and facilitated the development of a professional learning community in the area of Formative Assessment (TLC-FA), MP4 and ICAN.
Every level is a professional learning team that plans, implements and evaluates comprehensive programmes for all pupils, guided by Year Heads who are supported by a team of Teacher Leaders made up of STs/LTs. The learning teams capitalize on sharing of best practices to explore, document, review innovative teaching and learning practices and to enhance the teachers’ knowledge of good teaching practices.
All teaching staff is engaged in professional sharing at a level to increase competency in teaching and learning. The approaches include weekly time tabled time sharing and monthly reflection log. SLs, SSD, YHs and HODs also sit in the discussion sessions to participate in the sharing as leader; to lead teachers as instructional leaders; and to monitor the quality of discussion and thinking as department managers. All staff celebrated their professional development through the year-end annual learning seminar which they consolidated their reflective practices.