A Message from Mrs Kim Cohen

17 November 2017

What an amazing week this has been, filled with bittersweet emotions. The Year 12s and their parents have enjoyed a time of shared goodbyes. Thank you so much to all involved in the planning and organisation of this very special week and a heartfelt thank you to the Year 12s for ending in such a gracious manner. You girls have been a joy to have as the leaders of the school. God go with you.

As we are at the end of the year it is important that I inform you of some changes that will come into place next year.

In order to create more tangible links across the whole school and to ensure that we provide the required about of time for every subject in every grade throughout the year we have decided to match up the structure of the day across JY and MSY. We will also be starting each school day at 8.30am, except Monday which will start at 8.45am in the Middle/Senior Years:

  • 8:30 – 8:45 Tutor Time (Except Monday)
  • 8:45 – 9:25 Lesson 1
  • 9:25 – 10:05 Lesson 2
  • 10:05 – 10:35 Recess (30 minutes)
  • 10:35 – 11:15 Lesson 3
  • 11:15 – 11:55 Lesson 4
  • 11:55 – 12:35 Lesson 5
  • 12:35 – 1:15 Lunch (40 minutes)
  • 1:15 – 1:55 Lesson 6
  • 1:55 – 2:35 Lesson 7
  • 2:35 – 3:15 Lesson 8

The lessons highlighted in bold will be doubles in the MSY.

According to Ben Jensen et.al., teachers’ professional development is a key factor in improved student outcomes. In their journal article, Beyond PD: Teacher Professional Learning in High-Performing Systems they recognise that PD cannot be an add-on to be done in one’s ‘spare time’

For all of these people, professional learning is central to their jobs. It is not an add-on. It is not something done on Friday afternoons or on a few days at the end of the school year. Teacher professional learning is how they all improve student learning; it is how they improve schools, and it is how they are evaluated in their jobs. They work in systems that are organized around improvement strategies explicitly anchored in teacher professional learning. The reasons for this are straightforward. High-performing systems focus on the professional learning practices that the evidence has consistently shown appreciably lifts teacher and student learning. ... ensures that collaborative professional learning is built into the daily lives of teachers and school leaders, which is reinforced by resourcing policies that free up teachers’ time for collaborative professional learning (Jensen, et.al., 2016).

With this in mind, at Glennie we will be incorporating a portion of teachers’ professional development into the teaching day once a fortnight. This will not impact on learning time as it will be when we timetable specialist lessons, House and Junior Chapel services, guest speakers, personal development workshops, House time, study sessions etc. MSY will also be lengthening their school days by 10 minutes a day, 4 days a week, which equate to 80 minutes a fortnight.

Mrs Kim Cohen

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