Professional Learning at Hills Grammar

As a learning community, both our teaching and support staff engage in professional learning and are offered many opportunities to grow and succeed.

Sustaining and further developing a learning community culture that is vibrant, diverse, inclusive, learning and learner focused, is central to daily enact our Purpose to foster each students potential for greatness through outstanding teaching in a unique learning environment.

Professional learning, particularly by teachers, has been identified globally as critical to boosting student learning and engagement. A comprehensive approach to professional learning is in place at Hills Grammar, undergirded by internationally recognised research and best practice. The focus of teacher learning is on increasing our professional capability to meet the needs of our students and providing learning opportunities which maximise student capacity to be confident, accomplished and achieving to their potential.

Professional Learning is also noted in the latest research as boosting teacher wellbeing and resilience, offering opportunities to connect, learn together, belong, share and enjoy each other’s professional company. A rigorous teacher learning culture at the school has been established and HG reputation amongst educationalists, internally and externally, is substantial.

Our Professional Learning Model

The Professional Learning Model at Hills Grammar captures our intent to create learning opportunities that are authentic, inspiring and community building. It is developed within the context of the school’s ethos, strategic intent and HG Staff Profile and Standards, and is designed to equip and motivate the ongoing development of both teaching and support staff as they strive together towards providing Extraordinary Education.

As a part of the School’s Community Learning Framework and emerging out of our Vision and Purpose, is a Model that draws upon adult learning pedagogies within a school where collegiality, connection and collaboration are highly valued. PL courses designed and delivered at HG are high quality, research based, and contextualised, taking into account the ways that adults and career stage teachers learn and develop.

Learning Centre Course Distinctives.png

Excellence in Planning and Delivery of PL

Staff development strategies and programs are fundamental to ensuring diverse, creative and contemporary professional learning across the school. Hills Grammar has designed a unique, school contextualised Staff Development Framework to capture and deliver end-to-end key programs across the lifecycle of our staff.

The Staff Development Framework draws together a suite of programs designed to maximise staff alignment with the school’s Vision and Purpose and interconnects these programs to provide streamlining of individual and corporate growth opportunities.

Hills Grammar is renowned for its career-stage growth programs that build all staff - teachers and support - according to their career stage and goals. We offer high quality Teacher Accreditation, Mentoring and Coaching Programs and welcome many Professional Experience Students and Education Trainees each year.

Staff Development Framework 2025.png

HG Quality Professional Learning through The Learning Centre (TLC)

Through The Learning Centre (TLC), high quality, research based, and contextualised PL opportunities are designed and delivered, taking into account the ways that adults and teachers learn and develop across their career stages.

Learning Centre Distinctives.png

The school’s Learning Centre Staff Program is unique, providing opportunities for staff to share practice and inspire a sense of belonging. The Program supports educators throughout their careers, offering leadership development, mentoring, and action research opportunities. Teachers are encouraged in their endeavour to share, reflect, and learn from each other.

The Learning Centre also provides a free, live and virtual PL Series each year to a global audience, and offers a range of Professional Services to educationalists, leaders and schools.