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Registered Courses
Introducing the concepts of speech pathology including what a speech pathologist is, and how speech pathology works within high schools. The course will also focus on how to identify, refer, and provide in-class support for students with speech, language, and other communication disorders. This course is similar to the Speech Pathology 1 course that has been running for the previous two years.
Using the EAL/D Learning Progression
Participants will gain an understanding of the policy requirements associated with supporting EAL/D students and they will identify EAL/D learners in their class. Participants will develop and apply their knowledge of the EAL/D Learning Progression to identify the English language learning needs of EAL/D learners. Participants assess English language proficiency using a range of work samples provided and apply this knowledge to their own students' work. Using the information about EAL/D phases participants will plan learning activities to meet the English language needs of their students.
The course will be available online and can be located through the EAL/D section of the Multicultural Education pages on the intranet. It can be completed online by individuals but may also be delivered to a group by a school-based facilitator. Participants will be required to engage in activities, key questions and reflections designed to strengthen understanding and application of the EAL/D Learning Progression. Participants will be encouraged to work with colleagues or a supervisor to complete course activities. Completion of the course will require all course activities in the Participant Booklet to be completed and verified by a supervisor.
The course will be available online and can be located through the EAL/D section of the Multicultural Education pages on the intranet through the following link Using the EAL/D Learning Progression
It is tailored to the context of Cabramatta High School and aims to improve the capacity of teachers to engage 21st century learners through the use of technology. Each session will introduce an application in the G Suite offered through the department portal. Participants will be encouraged to create engaging, inclusive and effective teaching and learning resources and strategies.
Completing G Suite for a Connected Classroom will contribute 5 hours of NESA Registered Professional Development addressing: 2.6.2, 4.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW
Disability Standards for Education (BOOKED OUT)
(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
According to implementation expert, Sir Michael Barber, effective implementation vitalises learning: it withstands fatigue, and above all, it closes the gaps in achievement that many students face. To help you positively impact on student outcomes, this practical course focuses on implementation. By undertaking it, you’ll expand your repertoire of practical strategies and techniques that’ll help you implement quality lessons throughout your teaching career.
You will learn to:
scaffold learning using the Modelled, Guided and Independent Teaching model
use differentiation to target individual student needs
break learning into manageable parts by chunking and sequencing lesson content
manage behaviour using pacing, timing and transitions
find out what students know through effective questioning techniques, multi-student response systems and peer assessment
give feedback that can be used by students to improve performance.
Completing TSA - Implementing quality lessons will contribute 10 hours of NESA Registered Professional Development addressing: 1.5.2, 2.1.2, 2.2.2, 3.3.2, 3.4.2, 3.5.2, 4.2.2, 5.1.2, 5.2.2, 5.4.2, 6.1.2, 6.2.2, and 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW
Supervising Pre-service teachers PART 1 (Part 2 will run in term 3)
Supervising Preservice Teachers is an interactive and self-directed online professional learning program aimed at enhancing teachers' knowledge, skills and confidence to effectively supervise preservice teachers.
The program is relevant to teachers who are supervising a preservice teacher or thinking about a supervisory role. It may also be useful for school leaders, school-based practicum coordinators, and those taking on other mentoring roles.
The program consists of four flexible learning modules:
effective partnerships
practice analysis
making judgements
unpacking the Graduate Standards
Key features of the program:
access high-quality, interactive, evidence-based content developed by experts
study online according to your areas of interest and need
access content through inquiry questions, multimedia resources and templates.
Teacher Identified Professional Development (Unregistered)
CHS Beginning teachers' induction (Mandatory for all beginning 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.
This course will explore the characteristics and learning needs of gifted and talented students, and teaching strategies to challenge these students and enhance learning.
Participants will develop a resource or project for gifted and talented students to implement in the classroom.
Recommended particularly for teachers with a high ability, accelerated or advanced learning class.
This professional learning course will take a historical 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.
Relief Teachers
Relief Teachers
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