In 2025 MPF created the role of Primary Schools Improvement Coordinator (PSIC) in response to ideas from the schools themselves regarding what was needed as they navigated the shift from inquiry-based to evidence-based teaching.
This shift is massive and requires great leadership, commitment, dedication and knowledge. Leaders need to understand what the science tells us about how humans learn and how school structures need to change so these practices can be implemented. And then to guide teachers and support staff in this transition.
The PSIC has proven to be a vital part of this work, providing ongoing, hands on, demand driven support at the leadership and classroom level. We are very fortunate to have Nicole Esler in this role. She is a great member of our tiny team and constantly delving deeper into the learnings of the new model. As a true MPFer Nic is curious, humble and loads of fun.
Let's hear about her reflections from the term: read more...
Three things I've noticed in schools this term
One of the things I love most about this role is that I get to spend time in lots of different schools. While every school is different, there have been a few common themes that have stood out this term.
1. People are stepping up
One of the highlights was attending Mornington Park Primary School's literacy professional learning day (pictured). Rather than bringing in an external presenter, the school's Literacy Leads facilitated much of the learning themselves, sharing their knowledge and supporting conversations with staff.
It was a great reminder that some of the most powerful improvement work happens when schools build expertise from within. Seeing teachers step into leadership roles and confidently lead learning with their colleagues was a real highlight.
2. Schools are getting better at noticing growth
I've had lots of conversations this term about assessment data and student progress. One thing I've noticed is that schools are becoming increasingly skilled at looking beyond colours, categories and benchmark scores to understand the story behind the data.
Sometimes the most important growth isn't immediately obvious on a report. A student who knows more sounds, reads more accurately or approaches reading with greater confidence has made real progress, even if they haven't yet moved into a different category. Those are the stories worth celebrating too.
3. Small changes add up
Across the schools I've worked with this term, I've seen leaders and teachers making thoughtful adjustments to their practice. Often these changes seem quite small in isolation, but over time they build momentum and contribute to stronger outcomes for students.
Whether it's refining routines, strengthening instruction or creating more opportunities for students to engage in learning, it's the consistency of these efforts that stands out.
The biggest thing I've noticed this term isn't any one initiative or program, it's the commitment of teachers and leaders to keep learning, keep refining and keep looking for ways to better support students. That's something worth celebrating.
