LORETO

T E A C H E R H A N D B O O K

A Loreto Teacher HandbookLoreto College, Ballarat has been educating girls, proudly and expertly, for almost 150 years. The vision ofour founder, Mother Gonzaga Barry, for a “sensible school for girls” has evolved into a national network ofCatholic girls’ education. Loreto College is also a part of a global network of Loreto and Mary Ward schoolsthat date back 400 years and it is an international community which is founded on the gospels of Jesus Christand the values of sincerity, verity, felicity, justice and freedom.

A Loreto Education has changed significantly over the years to ensure that the education provided iscongruent with the times. However, our vision is to provide a Catholic education that liberates, empowers andmotivate students to use their individual gifts with confidence, creativity and generosity to be the bestversion of themselves now and in the future.

Our students have a strong sense of that girls can do anything and that they have a responsibility to give tothe world and make it a fairer and better place. In the words of Mary Ward, to “do good and do it well”.

At Loreto College teachers know that all students can flourish in their learning and that each person’s Loretoexperience is different.

Our teachers know the value of a holistic Education, that develops the whole person, spiritually, academicallyand personally, to prepare her to be an active citizen in the ever-changing global world.

We are a Loreto school in the spirit of Mary Ward which believes strongly that “There is no subject of greater, perhaps of as great, importance to a nation as that of its women’s education.”Loreto teachers know that educating young women is a noble profession, not a just a job.

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CatholicIdentityA LORETO TEACHER:

• Works within the context of a contemporary CatholicSchool today, one which is at the crossroads of social,cultural, political and religious aspirations andaccountabilities.• Understands that students, families and fellow staff donot all share knowledge and experience of the customs,rituals and beliefs of the Catholic Church.• Celebrates the rich diversity and shared purpose of ourschool members and of the local communities we serve.• Aims to be inclusive of the faith stance of all membersand encourage inquiry and growth.• Is hopeful for the integrity and value of the Catholic faith.• Is committed to building a community that is safe andhappy for students and adults, particularly in the light ofthe experiences of child sexual abuse in the history ofCatholic education in Australia. • Understands and promotes the College’s mission andvision, • Empowers our students to be citizens who are agents forchange.

EXPECTATIONS PRACTICE:

• Engages in all liturgical occasions in the schoolcommunity. • Respect, acknowledge and celebrate the rich history ofthe Loreto International community.• Maintain and uphold a commitment to social justiceactivities in the College and wider community.• Know and uphold the Loreto Schools of Australianmission statement and the 5 values of Freedom, Sincerity,Justice, Verity and Felicity. • Abide by the guidelines provided in the College Code ofConduct.

Source: Awakenings Core Document 2019

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At the heartof learning“A Loreto Teacher… is expected to place wellbeing atthe heart of learning and contribute in various ways tostudent wellbeing alongside all teaching, includingmentor groups, activity days, retreats and other schoolcommunity events”

A LORETO TEACHER:

• Supports students to develop grit in the same way thatstudents with natural talent are encouraged through giftedand talented and extension programs. (Grit = Skill x Effort)• Praises stamina, effort and persistence more stronglythan natural ability or talent. • Teaches towards mastery of goals when teaching newskills, acquiring information and building competence instudents. (Mastery vs Performance goals)• Understand that ability is not fixed and will work towardsdeveloping it. (Mindset)• Understands the mind-body connection and how theirthoughts influence their physical bodies and vice versa• Are present in the moment of the classroom.(Mindfulness)• Ensures growth is found in the face of challenges andadversity. (Optimism and Resilience)• Knows and uses restorative practice in their classrooms.• Understands the importance of forgiveness inrelationships. • Understands how student character strengths can be usedto help students flourish.

EXPECTATIONS PRACTICE:

• Demonstrates by example the ability to anticipate,initiate, experience, prolong and build positive emotionalexperiences. (Losada-ratio)• Help members of the school community to live lives highin positive emotions (i.e. Contentment, joy and excitement)• Develop lessons with “flow”.• Will appropriately match skill level with task challenge.• Ensure learning environments are supportive andnurturing.• Develop classrooms that support student needs forautonomy, belongingness and competence.• Teach with enthusiasm and authenticity.

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Know theirstudents andhow theylearnA LORETO TEACHER:

• Shows a genuine interest in their students and works tobuild positive relationships.• Understands the importance of forgiveness inrelationships. • Acknowledges every classroom has a range of studentabilities and differentiates the curriculum for the learningneeds of students.• Implements teaching strategies based on the individualneeds of each student• Works in partnership with all colleagues to benefit thestudent.• Is reflective of their practice and seeks feedback andadvice.

EXPECTATIONS PRACTICE:

• The school community including mentor, classroomteachers and specialist colleagues and parents collaborateto understand students’ individual needs, student profilesand interests.• Uses data to inform teaching practices to allow fordifferentiation.• Develops an awareness of local community and culturalbackgrounds.

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Know thecontent andhow to teachitA LORETO TEACHER:

• Is actively involved with professional development,learning and reading.• Ensures they have a strong knowledge of their subjectand content.• Works collaboratively with colleagues and networks withprofessional associations.

EXPECTATIONS PRACTICE:

• Works in faculties to plan and collaborate and shareexpertise and resources.• Organises content into coherent, well sequenced learningand teaching programs, stored in SIMON - Knowledgebanks, including scope and sequence, UBDs and lessonplans.• Unit plans are completed and documented beforeteaching and are reviewed regularly to ensure qualitypractice.• Has high expectations of themselves and their ownlearning.

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Plan andimplementeffectiveteaching andlearningA LORETO TEACHER:

• Sets challenging and achievable learning goals throughlearning intentions and success criteria which are explicitin each lesson and unit plan.• Shares resources with students to enhance learningoutcomes.• Is informed by evidence-based research on high impactteaching practices. • Targets tasks that are set at the appropriate level tochallenge and support students needs.

EXPECTATIONS PRACTICE:

• Knows and uses the Victorian Curriculum Levels todifferentiate learning tasks.• Provides unit outlines, assessment criteria and cleargoals for students.• Creates and completes common assessmenttasks/outcomes including marking criteria.• Regularly attends faculty meetings and read minutes ifabsent.• Works collaboratively with colleagues.• Develops the student’s digital literacy skills in theirlessons.• Develops 21st century skills of creativity, problemsolving, project management, collaboration and criticalthinking.

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Creates andmaintains asafe learningenvironmentA LORETO TEACHER:

• Understands and abides by the College code of conductof safeguarding children and young people in their care.• Understands the College expectations in practical andclass environments and models desired expectations andbehaviours across all levels.• Is consistent in approach and follow up of behavioural,well-being and academic needs.• Has organised lessons plans that are varied, engagingand mindful of student learning needs.

EXPECTATIONS PRACTICE:

• Establishes and implements inclusive and positiveinteractions to engage and support all learners in learningactivities.• Clearly establishes classroom expectations and rules.• Is punctual to Mentor Group and Classes.• Uses behavioural tracking, communicates with parentsand collaborates with colleagues and Year levelcoordinators.

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Assess,providesfeedback andreports onstudentlearningA LORETO TEACHER:

• Uses available standardised and formal assessment dataand develops assessment tools to identify student learning.• Provides timely feedback using a variety of tools.• Reports accurately and respectfully to both parents andstudents in a timely manner.• Ensures assessment is consistent and fair and caters forthe needs of individuals learners using all aspects of bestpractice.

EXPECTATIONS PRACTICE:

•Uses assessment data from learners to analyse andevaluate understandings of content, identify interventionsand modifying teaching practice.• Implement formal standardised testing in class asdirected by the Learning Growth Leader.• Prepare collaboratively and implement commonassessment tasks using agreed marking tools.• Use cross-marking and moderation to ensure consistencyin common assessment tasks.• Uses a range of techniques to modify assessmentaccording to learning needs.• Place feedback on Learning Areas in SIMON within atimely manner.• Uses summative and formative assessment to determinestudent achievement of outcomes.

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Engages inProfessionalLearningA LORETO TEACHER:

• Engages in on-going and continuous professionallearning to best equip students for a changing future byprioritising innovation, creativity and agility.• Engages with colleagues and applies professionallearning to improve practice and participates in all Faculty,staff and year level and mentor group meetings• Meets VIT requirements and Annual Review Meetings.• Engages in camps, retreats, excursions and other wholeschool events.

EXPECTATIONS PRACTICE:

•Attends all Faculty, staff, VCE, Year level/mentor groupmeetings and any incidental meetings.• Attends coaching meetings and participate in EI impactsurveys and participate in staff observations and contributeconstructively in discussions with your coach.• Actively seek professional development opportunitiesaligned with the College goals and your own professionalgoals.• Shares and presents information from externalprofessional development to relevant colleagues.• Use professional learning opportunities to enhancecurriculum planning and classroom learning.

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Engagesprofessionallywith colleagues,parents/carersand thecommunityA LORETO TEACHER:

• Displays mutual respect, courtesy and professionalism forall.• Supports colleagues professionally.• Understands and abides by the College code.• Actively collaborates with other staff for the benefit ofstudent’s educational progression.• Willingly engages, understands, develops and seeksclarification on all policies and procedures found inComplispace.• Establishes and maintains respectful communication withparents/carers regarding their daughters learning.• Articulates and communicates concerns and positiveachievements to appropriate colleagues and students.• Develops positive relationships, foster and buildconnections with the wider community to promote LoretoCollege in the community and to create diverseopportunities and pathways for students.

EXPECTATIONS PRACTICE:

• Has professional interactions with all students and staff• Attends meetings and updates SIMON.• Be prepared to accurately provide feedback to parents viaPAM and regular parent, student, teacher interviews.• Attends and support whole College events, retreats,camps and sporting occasions.

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Loreto teacherchecklist• Have you discussed the course with your colleaguesteaching the unit, to ensure you all have a commonunderstanding?

• Are you aware of the content and the scope and sequenceof the course? Have you provided an outline to share withyour students?

• Have you researched the profiles in SIMON of yourstudents? Have you identified any areas you may need tofocus on to support student learning?

• Are your students aware of your behaviouralexpectations?

• Have you explicitly outlined the Learning Intentions?

• Do your students know when they will be assessed andthe form/s of assessment occurring?

• Have you communicated feedback timely to students onlearning Areas to further support the students learning?

• Have you clearly established goals within your Coachingprogram?

• Have you reflected on your EI survey students voices?

The authors of this booklet, Mrs. Suzie Fraser: Leader ofAcademic Engagement and Ms Linda McDonald DeputyPrincipal: Learning and Teaching would like toacknowledge and thank the following for their contributionto the creation of this booklet:• Members of the Curriculum Team• Mrs. Mandy Carroll Director of Faith and Mission• Mr. Kevin Robillard: Leader of Felicitous Life