Affiliated Schools Program: redefining teacher education through partnership | UC

"The Affiliated Schools Partnership was a pivotal experience that shaped my understanding of Science Teaching. Pushing the envelope of traditional placement experiences, I was able to refine my skills through the school-based clinics. These clinics bridged the gap between theory and practice, helping me design classroom interactions to foster curiosity and deepen understanding.

A good example was the Pre-Clinic Workshop, where the 5E Model (Engage, Explore, Explain, Elaborate, Evaluate) guided me to scaffold lessons with interactive tools like PhET and Mentimeter to spark discussion and gather real-time feedback. Sessions on inquiry-based learning shifted my approach from delivering content to facilitating discovery. Natural Selection game, Evolution Simulator and other interactive resources enabled students to discover concepts through play, making abstract concepts tangible.

These approaches echoed the Australian Curriculum’s emphasis on inquiry and critical thinking. Evidence-based reasoning and cross-disciplinary thinking further cemented this point. The PISA 2022 report highlights that Australian students perform well in scientific literacy but there is growing concern over declining engagement and motivation in science. The clinic highlighted these challenges and encouraged us to integrate real-world relevance with simulations, collaborative tools, and reflective tasks.

One standout moment was when a group of P.E. students analysed test scores to predict outcomes in upcoming Exercise Science tests like balance and muscular power. Justifying their predictions with biomechanical principles, they demonstrated collaborative reasoning and curriculum integration. This highlighted their ability to connect data analysis with Health and Physical Education outcomes.

Overall, because of the Affiliated Schools Partnership I feel more confident and competent to step into a classroom. The interdisciplinary approach of working alongside experienced mentors and university academics has truly bridged the gap between university learning and professional practice. I feel empowered and inspired to enter the classroom equipped with evidence-based strategies that align seamlessly with the Australian Curriculum."

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Robert Fernandes - University of Canberra, Pre-service Secondary Teacher

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"It gives me immense pleasure to provide this testimonial, for a partnership that has influenced the preparation and practice of educators at all levels and career stages throughout the ACT’s system of public schools, since the inception of the Affiliated Schools program.

My connection with the Affiliated Schools partnership spans more than a decade. In the program’s formative years, my school benefited from collaborative ventures with the University of Canberra’s academic team, in research driven continuous improvement. Alongside students of Initial Teacher Education, my teachers were research informed, and they informed research. Professionals enjoyed critical reflection and analysis, as praxis permeated each classroom. Our primary students benefited from a culture of inquiry, as teachers became lead learners, and families were proud to be part of the learning community.

It has been rewarding to see the evolution of the Affiliated Schools model, and its impact, at scale throughout the ACT. As part of the Affiliated Schools network since 2019, more than sixty teachers and support staff at Ainslie School have engaged with school-based clinics across each curriculum domain. They have collaborated in research supporting system and school-based needs and provided practicum placements. Every year, we work with more than 150 students of Initial Teacher Education, and have developed strong and lasting relationships with academics, who have become valued advisors and critical friends. The relationships between the University and teachers provides shared understanding and consistency of expectations, impacting positively on our early career teacher workforce. We have also enjoyed opportunities to network and reflect with educators who are part of the Affiliated Schools group.

The Affiliated Schools partnership has been a key driver, as my leadership team positions the ACT’s system of public schools as progressive and world class, because its teachers are part of a quality workforce - engaged, energised and empowered."

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Wendy Cave - Principal, Ainslie School

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"The Affiliated School Program has offered many benefits to the teachers of Narrabundah College. Our involvement in the ‘Teachers as Researchers’ element has enabled staff to conduct action research with students to develop teaching strategies in response to students’ needs. With the support of UC ‘critical friends’ the process has been authentic, building teacher confidence in their professional decision making around learning. These skills have been shared across the college, adding to the benefits created through the UC partnership. Teachers have also partnered with UC researchers on topics such as the implementation of Artificial Intelligence, Distribution of Leadership and Professional Learning Communities across the school. The opportunity to understand more about ourselves and how we can help students through a deep dive on current topics is one of the key strengths of the Affiliated Schools Program. Ultimately, our students benefit from teachers who willingly investigate how they respond and teach to students’ needs. UC has been a strong source of support in this process.

The partnership offers invaluable mentoring opportunities for our teachers. Through hosting preservice teacher observational rounds twice a year and engaging in structured mentoring our college has developed an industry-ready approach to teacher preparation that is collaborative and future focused. This program benefits UC pre-service teachers and our mentors, building staff capacity in leadership, mentoring and reflective practices. Many pre-service teachers return as early career teachers at our college, where experienced mentors support a smooth transition into the profession, strengthening retention and long-term success.

As part of their Initial Teacher Education (ITE) experience at Narrabundah College, pre-service teachers move beyond traditional observation into authentic learning environments where they question, reflect and contribute. This hands-on experience motivates them to extend their skills and prepares them to thrive as adaptable, resilient educators in rapidly evolving ACT schools."

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Megan Altenburg - Principal, Narrabundah College‍