Our Teaching Staff

​Professional Learning Communities at The Murri School

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 and 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.

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:

      • Prep – Year 2 
      • Year 3 – Year 6 
      • High School English and Humanities 
      • High School Mathematics and Science

The Murri School PLCs are based on the following principles:

      • A professional learning community is a method to foster collaborative learning among colleagues. ​
      • It is used in schools as a way to organise teachers into working groups of practice-based professional learning.  

Best Practices in Teaching and Best Practices in Learning:

      • A PLC is a process that results in continuous learning for students and teachers ​
      • The challenge is to raise student achievement through evidence-based learning conversations.  ​
      • Student data is central to this process. 

Linking student data with teacher professional learning:

      • PLCs focus on continuous improvement by linking the learning needs of students with the professional learning and practice of teachers ​
      • Effective professional learning and practice is evidence based and data driven. 
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:
      1. Family belonging, engagement and attachment triggers​
      2. School belonging, engagement and attachment
      3. Emotion identification, regulation and expression
      4. Predictable routines, rhythm and consistency
      5. Development of strengths, identity and choice 
https://www.monash.edu/education/teachspace/articles/five-approaches-for-creating-trauma-informed-classrooms