Professional Learning Communities
at The Murri School
at The Murri School
Our Professional Learning Community (PLC) model was developed out of our School Improvement Strategy. The Murri School recognises and values the collective knowledge and experience of the teaching staff, and this model allows for a collegial response to improve student outcomes. The Murri School PLCs meet fortnightly and are formed by the following teachers and teacher aides:
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There is a low rate of staff turnover at the school with many staff having been at the school for well in excess of 10 years.
Most of the classroom teachers have been teaching more than ten years, some 20 and 30 years. The school provides eight days per staff member for professional learning which includes school in-service days. The school engages external specialists to provide professional learning for all staff and prefers this approach rather than sending personnel regularly to external courses. This in-service learning is in addition to the 20 hours of continuing professional development required annually of registered teachers. |
Trauma Informed School
We are building our own Trauma informed practice model and using the five principles of Trauma Informed Care along with our own cultural knowledges and values. There are existing models but none that are responsive to our context.
All members of our staff from teachers through to bus drivers and ground staff receive Professional development.
Due to the nature of our school, and the high numbers of Aboriginal and Torres Strait Islander staff we also deal with staff Intergenerational Trauma as well as Vicarious trauma.
Five Principles of Trauma informed care:
All members of our staff from teachers through to bus drivers and ground staff receive Professional development.
Due to the nature of our school, and the high numbers of Aboriginal and Torres Strait Islander staff we also deal with staff Intergenerational Trauma as well as Vicarious trauma.
Five Principles of Trauma informed care:
- Family belonging, engagement and attachment triggers
- School belonging, engagement and attachment
- Emotion identification, regulation and expression
- Predictable routines, rhythm and consistency
- Development of strengths, identity and choice