Teachers who continue to learn

For APC school teachers, the end of one school year also marks the beginning of getting ready for the next.

Right after classes concluded in March, teachers completed grades, prepared report cards, and formally closed another school year across the Bendum campuses and connecting schools. After a short break, they returned, not to quiet weeks before classes, but to a season of formation, planning, and collaboration as they readied themselves for School Year 2026–2027.

One of the first activities was the Nurturing Integral Ecology in Synodality (NIES) workshop. Conducted over two consecutive weeks, the workshop brought all teachers together in two batches, allowing everyone to participate while keeping the school’s work moving. The sessions invited participants to reflect on the relationship between faith, community, and creation, and to consider how this relationship shapes the way they accompany children and young people. Equally valuable were the conversations among colleagues where experiences were shared, questions explored, and fresh insights emerged.

With the formation workshops completed, attention shifted to planning for the new school year. Teachers developed their weekly Abbreviated Teaching Plans, organized instructional materials, and reviewed the curriculum as a team. Although there were many practical tasks to accomplish, these were considered shared responsibilities.

An important part of this process was the teaching demonstration sessions. Each teacher presented a sample lesson while colleagues assumed the role of students. Afterwards, they reflected together on what they observed, discussing ways to encourage greater student participation, make more effective use of instructional materials, and help learners understand new concepts. Rather than serving as evaluations, these sessions became opportunities for professional dialogue and mutual growth.

The teachers also explored the thoughtful use of emerging technologies, including artificial intelligence, as one of the many tools that can support their work. These conversations reflect APC’s commitment to building not only well-prepared lessons but also a school environment where learners can grow safely and confidently.

By the time students arrived in June, weeks of careful planning already took place. Much of this work happens quietly, away from the view of parents and students. There are no ceremonies to mark these weeks, yet they are essential to the life of the school.

Through ongoing formation, collaboration, careful planning, and shared reflection, APC’s teachers continue to deepen their own practice before guiding the learning of others. It is a commitment that extends throughout the year, grounded in the belief that teachers who continue to learn are better equipped to accompany every learner entrusted to their care.