Kite in detail

There is no doubt that the success of any school hinges upon its teachers understanding their impact on student learning (Hattie, 2009). Through the provision of a rich professional learning program, we give our educators every opportunity to not only pursue their own development goals, but to better understand and utilise the evidence-base that will lead them to have maximum impact in our classrooms. This forms the purpose of KITE, our Kambala Institute for Teaching Excellence.

KITE MAGAZINE

Kambala is a thriving and vibrant place to learn and to work. Whether you are a parent, teacher, student or future family to Kambala, we hope your curiosity about what our educators do here is ignited.

Ms Samantha Gooch, Executive Director of KITE

A lifelong learner will possess an open and curious mind that is willing to reflect and respond in a manner that acknowledges experience and connections with others.

Kambala staff

When a school focuses on shared goals, and when professional learning is a collective enterprise, the research points to increased levels of student achievement (Fullan, 2014). Our engagement with renowned researcher and thought-leader Professor Ron Ritchhart contributes to our professional learning. Since welcoming Dr Ritchhart as Kambala’s inaugural Academic in-Residence, we have seen the strengthening of our professional learning community as we consider ways to continue enculturating thinking as a way of being in our School. Dr Ritchhart brings years of experience researching and working in schools worldwide, and most notably, through his work as Senior Research Associate at Project Zero (Harvard Graduate School of Education). What is particularly impactful about his work with us is the way he urges us all to strive to be deeply critical reflectors of practice, something he models in workshops with our staff and through his presence in team teaching opportunities in our classrooms.

Our teachers have conducted their own research into their professional practice. We proudly continue to be at the forefront of girls’ education, and the research efforts of our teachers have given us much to use and think about as we aim to respond to our girls and ensure our approaches to teaching and pastoral care are contextually relevant.

The reflections by our teachers remind us that teaching is not a static skillset or prescribed technical work; to be a great teacher is to continually evolve and change your ways, your thinking and your approaches to the teaching of students in your care.

Kite in detail

KITE MAGAZINE

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