Our Learning Coaches/Teachers
Each child is a member of a learning community within our broader learning neighbourhood (School). The Learning coaches within the learning community work together collaboratively to design individual learning experiences for every child, document growth and provide quality feedback on evidence of learning and next steps. Children interact with a variety of learning coaches on a daily basis, developing secure attachments to more than one adult. Working in this way enables learning coaches to draw on their individual and collective skills, knowledge and understanding to develop engaging and challenging learning experiences for each child. It also means that children’s learning is uninterrupted during times of staff absence. Together, learning coaches guide children to develop and use critical thinking skills to establish themselves as thinkers and problem solvers to approach new learning/situations in considered and successful ways - independently and collaboratively.
At Margaret Hendry School learning is personalised and children are empowered to be active participants in their own learning. Children's interests, strengths, and areas for development are factors which influence learning design. By personalising the learning, children work on learning objectives at their own pace advancing when they have mastered a concept. Personalised learning based on the students’ developmental levels and interests fosters engagement, self-regulation and collaboration while enhancing a child's overall feelings of success and self-confidence as learner.
Ongoing Assessment and reporting is a feature of personalised learning. All children have explicit learning goals and objectives, dictated by learning progressions across various learning areas. Once children have mastered objectives they can move on to their next learning goal. Integrated inquiry ensures children work on multiple goals simultaneously. This process also allows for coincidental learning, with learning coaches observing and assessing growth against learning progressions and student goals in real time. This cycle of teaching, learning, assessment and reporting is ongoing as students are continuously demonstrating their growth in learning through a variety of ways and means. Reports are highly detailed and focussed on the strengths of the child as well as areas where further development is needed.
All of our staff are trained in Inquiry pedagogy, trauma informed approaches to learning design and cultural integrity.