By Stuart Kime
Rouse Hill Anglican College joined the Great Teaching Toolkit in December 2025 and in just a few months, the school has embedded the GTT into everyday professional learning.
Alongside completing courses, teachers are using Development Cycles with self-reflection, peer feedback, classroom techniques and student surveys to drive continuous improvement. We spoke with Stephanie Brown, Head of Professional Practice, about the school’s journey so far, what has driven such strong engagement, and the impact they’re already seeing.
What made you choose the Great Teaching Toolkit? Were you trying to solve a particular problem?
The Great Teaching Toolkit was chosen as a platform to reinforce the five Teaching and Learning Principles that underpin our approach at Rouse Hill Anglican College;
- explicit teaching
- high expectations
- relational teaching
- effective feedback
- data-informed practice.
The fact that the GTT aligns with our established priorities, is grounded in evidence-based research and equips teachers to be reflective learners who are empowered to improve their teaching practice, has resulted in a high level of engagement.
Why did you choose to use the courses?
We were keen to ensure that our teachers were provided with the time and motivation to engage with the wealth of information and instruction that is available through the GTT.
For this reason, each team leader chose a Dimension from the Model for Great Teaching as their team’s focus and every teacher in the College completed a course in Term 2.
We provided our team leaders with agency in terms of the navigation of the course, and we also provided time and opportunities for collaboration during scheduled meetings to facilitate the authentic completion of coursework.
Have you seen or heard of any changes in the classroom since teachers have been using the course?
A shared experience and common language that teachers can use as they seek to improve their practice has resulted from every teacher engaging in professional learning through the GTT coursework at the same time.
Next term, teachers will start completing Development Cycles which will involve them seeking feedback, setting goals, applying the learning from their coursework and embedding new habits with the ultimate goal of improving outcomes for our students.
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