Teaching Expertise

Our teachers are the lifeblood of Rostrevor College.

Their passion for Rostrevor, together with their core subject areas, and genuine respect and commitment to the growth and development of each individual student is unwavering.

Our students and teachers enjoy a relationship based on mutual respect, which helps to foster an inclusive and caring learning environment to allow students to achieve their personal best.

From our English faculty through to Technology and Music, Rostrevor’s teaching community are among the most respected in their fields, as demonstrated by their broader contribution to the subject area.

Academic staff at Rostrevor are encouraged to pursue professional learning opportunities. This includes attendance at national conferences, updating qualifications, membership to professional associations, and participation in SACE Board activities.

The College has implemented Professional Learning Groups. Teachers meet frequently to participate in professional reading and related discussions, classroom observation and coaching activities, reviewing of policies and processes when necessary and to share best practice regarding teaching strategies that improve learning outcomes.

Teachers are provided with opportunities, resources and tools to gather evidence at appropriate career stages against the National Professional Standards for Teachers. The aim of the National Professional Standards for Teachers is to describe the key elements of quality teaching and articulate what teachers are expected to know and be able to do at four career stages: Graduate, Proficient, Highly Accomplished and Lead.

The seven standards cover the following:

  • Know students and how they learn
  • Know the content and how to teach it
  • Plan for and implement effective teaching and learning
  • Create and maintain supportive and safe learning environments
  • Assess, provide feedback and report on student learning
  • Engage in professional learning
  • Engage professionally with colleagues, parents/carers and the community
  • The other aspect of best educational practice that we have introduced is to have our teaching staff observe each other’s lessons. The expectation is that someone within their Professional Learning Team will observe a teacher’s lesson and provide feedback, and, in turn, that observer will also have one of their own lessons observed at least once a Semester.
As a community that desires high educational outcomes, being at the forefront of the best professional practice is paramount to maintaining and improving the standard of our teaching and learning.














Glen Stuart Rd Woodforde Sa 5072 Australia


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