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Teaching Innovations

  • 2.5 to 3 hours of scheduled whole school collaborative planning time per week (one late start and one early finish) for teachers to share best practice and plan together to build a stronger progression through the grades and to ensure continuity of our programmes.
    Contact: Lindsey Berns, Deputy Head of School (

  • Effective use of Associate Teachers in all K-3 classrooms for securing early basic skills (this means two teachers in each class).
    Contact: Karyn Mitchell, Junior School Principal (
  • Through a partnership with Evidence Based Education we conducted a randomized control study to measure the effectiveness of the Teachers College Writing Programme. The study was conducted with our Grade 3 and 4 students and measured the impact of the programme on students' writing growth as well as their self-perception of their writing ability. We used the results from this study to guide our implementation decision and approach.
    Contact: Martin Jones, Assistant Head of School (

  • Deployment of specialist teachers (non-class based) to support classroom learning in the Junior School (e.g., specialist Math teacher who works with Junior School class teachers to improve Math learning).
    Contact: Karyn Mitchell, Junior School Principal
  • In an attempt to ensure more widespread exposure and engagement with entrepreneurial skills, the Mulgrave Centre for Young Entrepreneurs and Changemakers (MCEC) was opened in 2019. The Centre provides a physical space for Entrepreneurs to collaborate and connect with one another and also engage with a range of speakers and presenters who provide intentional instruction throughout the year.
    Contact: Martin Jones, Assistant Head of School (
  • A new mid-level leadership model, giving teacher leaders real responsibility for improving the quality of teaching, learning and student achievement.
    Contact: Lindsey Berns, Deputy Head of School 
  • An effective teacher and support staff professional growth and development (appraisal) model where teachers are supported and challenged to be the best that they can be.
    Contact: John Wray, Head of School (
  • Lesson Observation Protocol - as part of colleagues' annual Professional Growth Plan process, they engage in a personalised process of setting individual targets for each year. This process includes a classroom observation component which is focused on the school's pre-determined learning principles. The focus of the visits is for the observer to spend time talking with students about their learning over a wider period of time. At any stage in the learning process, students should be able to describe what they are learning, how they are performing and know precisely how they can improve to the next step. Prior to any classroom visit there will be a pre-conference discussion with the teacher so all parties are clear about the focus. The focus on speaking to the students (rather than making judgments based on limited observation) reinforces the developmental nature of the process.
    Contact: Melissa Moore, Middle School Principal (
  • Approaches to Learning/Core Competencies teaching strategies - in order to support a more intentional and consistent emphasis on the teaching of the IBO Approaches to Learning (AtL) skills, we have been mapping where these skills are taught, practiced and assessed from PK3 to Grade 12. This has allowed us to identify gaps and redundancies within our curriculum framework. Simultaneously, we are developing resources (including videos) in order to highlight and share best practice.
    Contact: Michael Moore, Director of 21st Century Skills (
elementary school students
teacher helping student