Home' Capricornus Quarterly : October 2013 Contents 19
Secondly, high quality schools in non-
metropolitan locations contribute in many
ways to the social capital of a community,
to its intellectual life, to its sense of
purpose, pride and productivity.
“They are something all parents want
access to and they provide a sense of
assurance to parents that their children
are getting a fair go, or getting ‘what
everyone else gets in the city’.”
Similarly good country schools can
act as “business and wealth generators”
according to Professor Halsey because
they address one of the basic questions all
parents ask when considering moving to a
regional location for employment: Will my
children be able to go to a good school?
“ From an employer’s perspective, being able
to assure a potential employee or business
partner that the education available locally is
second to none, is critical,” states Dr Halsey.
“Regional Schools can and do provide
excellent choices for parents and
their children,” says Dr Moulds, who
previously taught and administered
at Brisbane Grammar School.
“The key is to look at what the school
offers and ask if it is it aligned with your
values, how accessible and affordable
is it and ultimately will my child grow in
confidence, scholarship and care for others.”
Dr Halsey agrees that Rockhampton,
like regional towns and centres across
the country, is optimally positioned
to provide high quality education.
“ High qualit y regional schools add to
the richness and diversit y of educational
provision in Australia and in essence
speak back against the view that the
only way to get a good education is to
attend a selective school in a big city.”
Thirty RGS teachers are enrolled
in courses associated with the
Griffith University Masters
programme, designed exclusively
for The Rockhampton Grammar
School, which started in January.
The only programme of its kind in
the countr y, Rockhampton Grammar
is paying for the course and delivering
some modules, supporting teachers who
are combining work, study and research.
It is six months and two terms into
study (the Masters will take each
teacher up to four years to complete).
Headmaster Dr Phillip Moulds and
Griffith University’s Sue Thomas report
that teachers are steadily progressing,
striving to improve their performance
in the classroom and learning – from
each other, academic literature, and
through actions and reflection – how
to enhance their students’ learning.
“ Teachers have completed their first
course which was about engaging
research in an area of interest to the
teacher. They have already explored a
variety of areas such as early childhood
resilience, links between physical activity
and academic performance, the use of
communicat ion technologies in English
classes, financial literacy, teacher quality
and more,”explains Dr Moulds.
“The Masters, even at this early
stage, has proven to be a great
vehicle for development.”
Griffith University’s Associate
Professor Sue Thomas, Convenor of
the Ma ster of Education in the School
of Education & Professional Studies,
says the large cohort of teachers
studying indicates that Rockhampton
Grammar teachers are committed to
lifelong learning. She believes good
educators are learning all the time.
“K nowledge is moving so quickly and
it is so diverse that you really can’t come
to that moment where you say, ‘I have
learned enough and I’m not going to
learn anymore,’” s ays Dr Thomas.
“Hav ing a Masters shows teachers
are committed to that ideal. Having
a Ma sters shows that teachers are
keeping current with good practice.”
Much of that good practice has
been shared by Griffith lecturers
who have delivered workshops and
seminars at the School (pictured).
“ We are learning a lot about issues that
are really concerning
teachers as they work
in the classroom,”
who will contribute
to a Griffith research
project about the
Dr Moulds, who delivers a course
within the Masters on the use of data
to improve learning, believes the
programme holds tremendous promise
for teachers and their students.
“T he work our teachers are doing
is grounded in their ever yday
practice. It’s invaluable when we
think about the future of the School,
and education in general.”
The School’s unprecedented
investment in professional development
could establish a model on which other
education institutions could build,
according to Mrs Nanette Murphy,
who leads the School’s professional
“T he commitment and support for
this from the School community is
ev ident and there’s a powerful message
being sent that teacher excellence at
The Rockhampton Grammar School
is paramount,” Mrs Murphy said.
[We are exploring] areas such as early
childhood resilience, links between physical
activity and academic performance, the use of
communication technologies in English classes,
financial literacy, teacher quality and more.
Lessons on learning
Halfway into their first year of post-grad studies RGS teachers send a
powerful message about striving for more
RGS Staff had a wonderful time catching-up
with local families in Theodore in March.
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