Working Together, Learning Together
Staff from three schools united for a collaborative professional learning day, deepening staff expertise, fostering inclusive practices, and strengthening cross-school connections to support student learning.
Staff from St Joseph’s Primary Schools in Astonville, Coraki, and Woodburn recently came together for a joint professional learning day, an inspiring example of cross-school collaboration. Co-designed and facilitated with support from their Education and Inclusion Officers, the day focused on teacher growth, shared practice, and student outcomes.
Staff engaged in role-specific sessions: teachers explored the new Science & Technology and Creative Arts syllabuses in preparation for 2026 implementation, while Teaching Assistants and Aboriginal Education Workers took part in inclusive education workshops.
Teachers participated in collaborative, stage-based activities that unpacked syllabus outcomes and focus areas. Sessions encouraged professional dialogue, reflection, and consideration of practical classroom application. The collaboration strengthened confidence and curriculum understanding across the schools.
Meanwhile, AEWs and TAs worked with Visiting Teacher Autism Kate Mayo and Inclusion Officer Amanda Page-McDonald to explore how cultural safety intersects with supporting neurodiverse learners. They examined real-life student case studies and developed strategies for effective communication and support.
Feedback from support staff highlighted the value of the experience:
‘Loved all the strategies and knowledge about Autism and ADHD.’
‘Made me feel we are not alone in what we do.’
‘Awareness of cultural safety and neurodiversity.’
Leadership teams are already planning a follow-up session in Term 4 to continue this shared journey of professional growth.
The Diocese celebrates the power of collaboration in building strong, supportive learning communities.
Staff from St Joseph’s Primary Schools in Astonville, Coraki, and Woodburn recently came together for a joint professional learning day, an inspiring example of cross-school collaboration. Co-designed and facilitated with support from their Education and Inclusion Officers, the day focused on teacher growth, shared practice, and student outcomes.
Staff engaged in role-specific sessions: teachers explored the new Science & Technology and Creative Arts syllabuses in preparation for 2026 implementation, while Teaching Assistants and Aboriginal Education Workers took part in inclusive education workshops.
Teachers participated in collaborative, stage-based activities that unpacked syllabus outcomes and focus areas. Sessions encouraged professional dialogue, reflection, and consideration of practical classroom application. The collaboration strengthened confidence and curriculum understanding across the schools.
Meanwhile, AEWs and TAs worked with Visiting Teacher Autism Kate Mayo and Inclusion Officer Amanda Page-McDonald to explore how cultural safety intersects with supporting neurodiverse learners. They examined real-life student case studies and developed strategies for effective communication and support.
Feedback from support staff highlighted the value of the experience:
‘Loved all the strategies and knowledge about Autism and ADHD.’
‘Made me feel we are not alone in what we do.’
‘Awareness of cultural safety and neurodiversity.’
Leadership teams are already planning a follow-up session in Term 4 to continue this shared journey of professional growth.
The Diocese celebrates the power of collaboration in building strong, supportive learning communities.
