Term 1 2019

TELL Course - PART 1 12 hrs *Includes a twilight

The Teaching English Language Learners (TELL) program is organised into 6 modules each of 2 hours duration. It is based on an action inquiry model of professional learning. Between-module tasks and readings provide participants with a program for reflection and application of their learning as part of an action research process.

- Module 1 gives an introduction to student diversity, second language acquisition and the language demands of the curriculum.

- Module 2 describes models of scaffolding for EAL/D learners' language development and learning. It examines how to create high challenge and high support learning environments for English language learners and analyses the language demands of school texts.

- Module 3 explores the role of talking in learning. It analyses the differences between formal and informal, spoken and written language and how teachers can scaffold talking and listening. It looks at developing rich tasks that are both challenging and supportive of English language learners.

- Module 4 examines the differences between first and second language literacy, the challenges for EAL/D students learning to read and how to teach reading to English language learners.

- Module 5 examines the writing demands of the curriculum areas and how to scaffold EAL/D students' writing.

- Module 6 explores effective assessment of EAL/D students. It brings together elements of EAL/D pedagogy covered in the course into planning a teaching sequence for English language learning.

The modules make up 12 hours of the program. The other 12 hours of the program require participants to complete five between-module tasks and an end of course presentation. Each between-module task requires at least 2 hours to complete and reflect on.

Note: If you enrol in this course, you will need to complete TELL PART 2 in term 2’s Wednesday PL to receive the 24 hours of registered learning.

Speech Pathology NEW

This new course is designed to develop teachers’ knowledge of practical classroom strategies that can best support students with speech disorders. Participants will explore how students’ capacity to communicate, through listening and speaking, can be improved through modification of classroom practice.

CESE Pedagogy

In this course, participants will complete two Centre for Education Statistics and Evaluation (CESE) courses which focus on improving student achievement. They will engage in collegial discussion about how to improve student results at CHS. CESE sessions include:

‘What works best’ – this session looks at the connection between education theory and research.

‘Supporting students’ learning’ – this session explores the provision of advocacy and support in NSW schools, and allows educators to connect educational theory with their own practice.

‘How schools can improve literacy and numeracy performance’ – educators will examine contemporary literature to develop best practice in these areas.

CESE Wellbeing

In this course, participants will complete two Centre for Education Statistics and Evaluation (CESE) courses which focus on student wellbeing. They will engage in collegial discussion about how student wellbeing can be supported at CHS. CESE Sessions include:

‘Student wellbeing’ & ‘Anti-bullying interventions in schools – what works?’

Educators engage with contemporary literature on student wellbeing/bullying and connect it to their own practice.

Disability Standards for Education

(7 hours)

This package of e-learning lessons was developed for individual professional learning for school staff to introduce the Disability Discrimination Act 1992 (DDA) and focus on the Disability Standards for Education 2005 (Standards.) The e-learning lessons aim to strengthen the knowledge and understanding of principals and teachers about the DDA and the Standards. The lessons have been produced by the University of Canberra, in collaboration with the Department in partnership with other states and territories. The training is accessed online.

Completing Disability Standards for Education will contribute 7 hours of NESA Registered Professional Development addressing: 1.6.2, 4.4.2, 7.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW

Microsoft 365

The course will demonstrate the use of many online apps that Office 365 provides to enable the creation of engaging and effective teaching and learning resources.

Engagement is gained from the use of collaborative ICT. Collaborative online apps will be demonstrated such as OneDrive for online storage, Word Online for word processing, PowerPoint Online for presentation creation, OneNote Class Notebook for notebook creation and Sway for online page and resource creation. Effective teaching and learning is gained through using such apps where accessibility is increased as the content can be accessed online anytime and anywhere on multiple devices such as computers and mobile phones. These apps will be used ethically and safely as teaching tools where teachers can create work for students as well as students being able to create their own work for class tasks and assignments.

Completing Microsoft 365 for Classrooms will contribute 5 hours of NESA Registered Professional Development addressing: 3.4.2, 6.2.2, and 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Beginning Teachers' Induction (Mandatory for all new teachers at CHS)

This course is designed to ensure beginning/new teachers are supported and are given the tools to be able to perform their duties. It is also an opportunity for beginning/new teachers to discuss the roles and responsibilities of a teacher within a faculty and within a school, as well as look at the specific learning needs of students from Cabramatta High School.

Supporting Support Students

This course is designed to guide teachers in supporting students who require additional support. Participants will explore the challenges that students face, learn how to recognise and support behaviours in the classroom, and improve their capacity to differentiate to cater for students’ unique learning needs.

Differentiation at CHS

In this course, teachers will build their capacity to differentiate existing teaching programs to cater for the needs of diverse learners at Cabramatta High School.

Using research based methodology by Ralph Pirozzo, teachers across subjects will be provided with tools and methods of differentiating teaching and learning.

• Teachers will be provided with models and strategies for implementation.

• Teachers will be able to adapt the resources provided to create their own differentiated programs for classroom use.

• At the conclusion of the course, teachers will evaluate the effectiveness of these programs for classroom use.

As a result, teachers will build their capacity to engage learners across stages 4-6. By producing differentiated learning opportunities, teachers will provide educational equity and improve the educational outcomes for students at Cabramatta High School.

Aboriginal Histories and Perspectives

This professional learning course will take a project based approach and ensure that teachers develop a greater understanding of the experiences of Indigenous Australians. In this course, teachers will develop a better understanding of what HSIE students learn about Aboriginal history and experiences in Stage 4-5. This will enable teachers to support these perspectives in their own subject area and develop their own knowledge of the struggles of Indigenous Australians in our collective past.

Teachers will work to produce learning experiences for students at CHS that incorporate Aboriginal histories and perspectives.

Introduction to Accreditation and Maintenance

This is an introductory workshop for beginning teachers who have yet to become accredited at the proficient level . Participants will become familiar with the process, standards and evidence collection in preparation to begin the process. It is also ideal for those who are just beginning the report writing process.

Core Legal Issues

The course will focus on the following;

• Duty of care

• Supervision

• Family Law and schools

• Privacy and social media

• Record keeping

• Discrimination

• Subpoenas and Legal Requests

Mind Matters - Be You (Online)

Mind Matters is a mental health initiative for secondary schools that aims to improve the mental health and wellbeing of young people. It is a PL course that functions as a ‘framework’ for schools, through providing structure, guidance and support while enabling schools to build their own mental health strategy to suit their unique circumstances. In this course, participants will complete online PL modules to improve their knowledge of tools and resources that can promote positive mental health in school. See https://www.mindmatters.edu.au/ for more information.