Professional learning was deliberately connected to our priorities for the year ahead. New staff were introduced to our Mission, Vision, values, curriculum, systems, and approaches to teaching and learning, while returning staff moved into collaborative curriculum planning and classroom preparation.
For our new MS/HS teachers, orientation began with a focus on Understanding by Design (UbD). Through a series of workshops, teachers explored the difference between teaching for understanding and teaching for knowledge, with an emphasis on critical thinking, transferable skills, and deeper conceptual learning. Sessions on assessment encouraged teachers to consider how tasks can measure genuine understanding rather than recall alone. The week concluded with reflection on effective instructional planning and classroom practice.
As returning colleagues in MS/HS joined the following week, attention also turned to the Homeroom Program. Led by Sarah Tan, sessions invited teachers to reflect on the role of the Homeroom teacher in students’ lives and in creating a strong sense of belonging. Faculty explored the pastoral and relational dimensions of the role while developing a clearer understanding of the goals and activities that will support students throughout the year.
In the Primary Division, professional learning also placed a strong emphasis on social-emotional learning (SEL). Led by Mr. Martin Clinton, sessions invited teachers to deepen their understanding of our SEL curriculum and consider how we can intentionally support students’ social-emotional growth, wellbeing, relationships, and sense of belonging throughout the year.
One question anchored our thinking and perhaps captured the heart of our work better than any other:
What are the most valuable things we can give children?
Our conversations challenged us to think beyond programs and initiatives and focus on the experiences, relationships, opportunities, and learning we want every child to carry with them. More importantly, we considered how we will intentionally cultivate these through our classrooms, relationships, and collective work throughout the year.
