A guide to the The Professional Learning Framework at Officer Secondary College
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Whole school professional learning
Flexible professional learning options:
ARC Term 3 2026 - Responsive teaching
You ask a question and see the responses from all your students. How do you respond in each of these scenarios:
Nearly everyone gets it correct?
Some get it correct?
Few get it correct?
This website has several layers and offers a huge range of teacher responses in every aspect of the learning sequence. Which one have you found to be useful?
...for what it’s worth, here’s an idealised sequence of a what a teacher might do and the techniques they might use...
Building a high participation classroom: key steps
(you can listen on the Substack app)
If they aren’t listening, they aren’t learning. But knowing where to start to build a high participation classroom can be hard, so we’ve mapped out the key steps.
If they aren’t listening, they aren’t learning. But knowing where to start to build a high participation classroom can be hard, so we’ve mapped out the key steps.
Responsive Teaching Workshop 1
Responsive Teaching Workshop 1
Responsive Teaching Workshop 1.pptxResponsive Teaching Workshop 2
Responsive Teaching Workshop 2
Responsive_Teaching Workshop 2.pptxWhat the most vulnerable children need benefits everyone.
What the most vulnerable children need benefits everyone.
(SEND = Special Educational Needs and Disabilities)
David Didau argues that most strategies effective for children with SEND (chunked instruction, phonics, structured routines, consistent expectations) actually benefit all children, and that knowledge is the main lever teachers can influence, so lowering expectations or curriculum ambition for SEND students does them harm rather than help. He distinguishes accommodation (changing access) from intervention (addressing difficulty), arguing good SEND provision should be an "on-ramp" to the same ambitious curriculum, not a separate, watered-down track.
Low prep, low stakes inclusion and differentiation strategies
Low prep, low stakes inclusion and differentiation strategies
inclusion_differentiation_cheatsheet BRU.docxChalk and Dust - Podcast and videos of exemplary practice
Chalk Dust Episode 1: From CFU to CFQ
By exploring checking for understanding (CfU) and checking for quality (CfQ), the hosts unpack effective teaching practices, focusing on explicit instruction, CFU techniques, and the importance of peer feedback.
Chalk Dust Episode 8: Building trust with high expectations
Focusing on practices like narrating the lap, culture of error, and show-calling student work
Chalk Dust Episode 3: Running the secondary room
Focusing on the importance of checks for listening (CFLs), checks for understanding (CFUs), and checks for thinking (CFTs) and how they enhance lesson quality in a Hums class.
Steplab videos - Great teaching unpacked...see more here
Teach like a champion - OSC aligned strategies...read more here
Turn and Talk is a popular technique in Teach Like a Champion - click here to see exemplary use of this strategy.
Show Call - a TLAC technique which involves selecting an example of student work and projecting it to the class while discussion and analyzing. When students can see it they are best prepared to study it.
Building student reading fluency through FASE reading. Studies find that about half of demonstrated reading comprehension is predicted by reading fluency. Read how to use it effectively here!
Walkthrus - 5 step guides to teaching strategies
The Power of The Pause: A high frequency Walkthrus technique to gain student attention is Signal, Pause, Insist.
The Power of The Pause: A high frequency Walkthrus technique to gain student attention is Signal, Pause, Insist.
VTLM 2.0 and other resources
Brownwyn Ryrie Jones presents the VTLM 2.0 - watch these highly engaging and informative workshops in your own time. Read more about each workshop here:
Popular teaching and Learning strategies at OSC...
Other resources:
A range of resources for all teachers
Behaviour Management
Child Safe Standards
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