Michael Rosenbrock

Michael Rosenbrock

Educational leader and STEM specialist

A passionate educational leader and a teacher of physics, multimedia, and mathematics, Michael has over 10 years’ experience working in schools, most recently as Assistant Principal at Wodonga Senior Secondary College. He was seconded to the Victorian Curriculum and Assessment Authority (VCAA) for 2 years as a STEM Specialist Teacher and has sat on the Science Teachers Association of Victoria (STAV) Council for 10 years. Michael is a passionate advocate for those experiencing socio-economic disadvantage and for students in rural, regional and remote settings. Prior to working in schools Michael worked in the aerospace, automotive and software industries in Germany, the USA and Australia.

3 total results
Doing fewer things, better: The case for de-implementation
Doing fewer things, better: The case for de-implementation

‘De-implementation is the art and science of removing an approach, practice, initiative, or program that is no longer meeting student and school needs’. In this article, Evidence for Learning’s Susannah Schoeffel and Michael Rosenbrock share what there is to gain from de-implementation, and considerations for schools.

Implementing metacognitive strategies to strengthen student capacity
Implementing metacognitive strategies to strengthen student capacity

‘In the context of remote learning, it is likely that those students who had already developed metacognitive strategies and skills were better prepared to learn and apply that learning independently.’ Today’s article shares how a senior secondary school is developing metacognition and self-regulation in learners.

Learning in lockdown – rural schools
Learning in lockdown – rural schools

This week, Teacher has been sharing reader stories on their school’s response to the pandemic. This final instalment is written by Michael Rosenbrock, Assistant Principal at Wodonga Senior Secondary College, on the border of Victoria and New South Wales.