Term 2 2022

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DASE Committee

Standards addressed: 4.1.2, 5.1.2

Priority area:

link to clear and relevant goals that are related to improving student/child outcomes
be job-embedded and provide opportunities for collaboration, transference and application
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others
be research based and evidence based.

This course will explore the functions of the committee in the school and how it hopes to lift student engagement through various program and data analysis. Participants will explore existing student data and workshop ways to engage students of diverse backgrounds with unique learning needs. A hands on approach to student engagement will build teachers' understanding of how to use data with purpose and integrate engagement strategies in regular lessons.

Explicit Grammar

Standards addressed

Priority area:

enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
linked to clear and relevant goals that are related to improving student/child outcomes
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others

The course is organised into 5 sessions each of 50 minutes in duration. It is based on best practice EAL/D pedagogy which advocates the explicit instruction of grammatical forms. Participants will explore various aspects of English grammar and how to embed them into their lesson plans. They will apply the concepts taught and evaluate and feedback its effectiveness in their classes.

High Potential and Gifted Education

Standards addressed: 3.4.2, 6.2.2, 6.3.2

Priority area:

enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
be job-embedded and provide opportunities for collaboration, transference and application
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others

This 5 hour online course is comprised of 12 self-paced modules. The course orientates participants to the guiding principles of the High Potential and Gifted Education (HPGE) Policy, the research and effective strategies for high potential and gifted students. Participants will be provided with an orientation to the HPGE Policy, unpacking each statement point, key concepts and responsibilities. Participants will be given an opportunity to familiarise themselves with the support available which includes web advice, research and professional learning options. The course is suitable for school leaders, those tasked with leading implementation of the policy into their schools, classroom teachers and school counsellors/psychologists.

Participants will:

develop a good understanding of the key principles and concepts in the HPGE Policy

understand the evidence base which underpins the HPGE Policy

understand and use the 5 key actions framework, web resources and professional learning options

develop a plan of action in preparation for 2021 mandatory implementation of the HPGE Policy

Assessment and Feedback

Standards addressed: 3.6.2, 5.4.2

Priority area:

enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
be job-embedded and provide opportunities for collaboration, transference and application
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others
be research based and evidence based.

This course will explore how to access student data using SCOUT and RAP in order to understand student levels in NAPLAN and HSC. It will explore assessment strategies to improve student outcomes.

Connecting with our Community

Standards addressed: 6.3.2, 7.3.2

Priority area:

link to clear and relevant goals that are related to improving student/child outcomes
be job-embedded and provide opportunities for collaboration, transference and application
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others
be research based and evidence based.

The best education happens when parents and schools work together. Working together as partners is fundamental to maintaining positive student behaviour in schools. Parents, students and the wider school community have a shared commitment to keep schools safe. NSW public schools help to promote positive behaviour and support vulnerable students by building strong links with parents, carers and school communities

Rewind and Undo - ATSI Education

Standards addressed: 1.4.2, 2.4.2

Priority area:

enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
link to clear and relevant goals that are related to improving student/child outcomes
be job-embedded and provide opportunities for collaboration, transference and application
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others
be research based and evidence based.

Bruce Pascoe uses the diaries of early explorers and colonists to show us the Australia where Aboriginal people did build houses, did build dams and wells, and, productively, did farm the land. A TRUER HISTORY

Deep Dive into 365

Standards addressed: 1.5.2, 3.4.2, 6.3.2

Priority areas:

enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
link to clear and relevant goals that are related to improving student/child outcomes
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others

Dive deep swiftly into the new world of Microsoft. Be equipped with the latest features and gadgets on offer at your fingertips. Explore and innovate how learning takes place in your classrooms. This course will introduce you to all the new features and apps included in the Microsoft 365 package and will provide opportunities for you to collaborate with others to maximum learning tools in Teams, Word, PowerPoint, Sharepoint and more. This course is suitable for participants with good knowledge of Microsoft applications.

Writing, the best thing before sliced bread! - With Remy

Standards Addressed: 1.3.2, 1.5,2, 2.1.2

Priority area:

· New Directions and Perspectives: Understanding the new Literacy Scope and Sequence and aligning literacy lessons to the school’s strategic improvement plan – Student literacy growth and attainment (2021-2024)

· Explicit Teaching of Writing: The 5 stages of the Writing Process that can help students improve the quality of their writing

· Collaborative Learning in literacy lessons: Benefits, examples and grouping strategies (promoting a student-centred learning environment)

· Make Literacy fun: Interactive literacy activities that promote student engagement and a sense of healthy competition among students in literacy lessons

Let's get Lit is designed to support literacy teachers in understanding the new literacy scope and sequence that is aligned to the school’s new strategic improvement plan. The sessions will include interactive and practical activities that will help teachers develop teaching and learning resources that are mapped to the scope and sequence and are suitable for individual needs. Teachers will also have the opportunity to contribute and engage in professional dialogue to improve knowledge and practice.

*NOTE* Participants are required to submit tasks on the Literacy Shared Drive or Google Classroom.

Online Learning Tools - ClickView and Atomi

Standards Addressed: 2.6.2, 3.4.2, 4.5.2
Priority areas:

enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
link to clear and relevant goals that are related to improving student/child outcomes
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others

Led by Joseph Mansour, this interactive professional learning session will provide you with the skills to fully utilise some of the online learning platforms made available by the school. Speakers from Atomi and ClickView will take you through the elements of their learning and resource platforms. You will have the opportunity to experiment with the programs and share ideas and successes.

Deep Dive into Data

Standards addressed: 3.6.2, 5.4.2

Priority area:

enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
be job-embedded and provide opportunities for collaboration, transference and application
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others
be research based and evidence based.

Sessions will include; Introductory to stages to data. Accessing data from a range of locations and analysing data. Different types of SCOUT data available. How to organise data based on your own classes and students you teach. Cabramatta HS case studies and scenarios from our students, internal data. Using data for feedback and the power of data informed feedback.

Facing up to Racism - Accredited PD

Standards addressed: 4.1.2, 4.4.2

Focus areas:

enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
be job-embedded and provide opportunities for collaboration, transference and application
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others
be research based and evidence based.

Participants will:

- know how racism works and affects society, our schools, ourselves and our students and their families;

- understand the importance of anti-racism for the work of all teachers

- have confidence to discuss and challenge racism in a positive and constructive way.

Participants will:

understand the dimensions of direct and indirect racism and racial discrimination;
recognise the indicators of racism and the detrimental effect of racism in society and the school context;
understand the Anti-racism Policy;
reflect on their own potential bias and practice.

S.T.A.R.S. in schools: Supporting students from refugee backgrounds - Accredited PD

Standards addressed: 4.4.2, 6.2.2, 6.3.2

S.T.A.R.S. in Schools: supporting students from refugee backgrounds has been developed to raise awareness about refugee students and their experiences and assist schools to create environments which support their recovery. The course aids schools to support the successful resettlement of refugee students, to promote effective teaching and learning and to assist school staff in responding with sensitivity and awareness to behavioural issues that may arise for refugee students. Based on the STARS framework, developed by UNICEF, STARS stands for Safety, Trust, Attachment, Responsibility and Skills.

By completing the course participants will:

* Understand the refugee experience

* Understand the impact of trauma on settlement and learning

* Know how to create a positive learning environment for students from refugee backgrounds

* Develop strategies to respond to trauma-based behaviour.

Growth Mindset in the Classroom

Standards Addressed: 4.1.2, 6.2.2,

Focus Areas

enhance teaching practice to effect positive change and impact on student/child learning progress and achievement
be job-embedded and provide opportunities for collaboration, transference and application
involve opportunities to give and receive feedback and/or undertake self-reflection and reflection on the teaching practice of others
be research based and evidence based.

The Growth Mindset course will enable teachers to explore the knowledge and theories around a growth mindset for professional and personal success.

Rationale for Course: The foundations of a Growth Mindset is not about belief. It’s about understanding. It’s about understanding of what truly builds talent, abilities and intelligence

This course will allow for professional dialogue as well as equip teachers with strategies and resources to further expand on teaching and learning practices which will nurture a Growth Mindset.

Through the research of internationally renowned psychologist James Anderson and Carol Dweck teachers will explore findings of Growth Mindset and neuroplasticity, which will improve student motivation and achievement.

Supporting Students with Autism

This course aims to develop the knowledge, understanding and skills of all those working with students with ASD to support inclusive practice, so that they can meet the personalised learning needs of those students.

Understanding
Learn about autism spectrum disorder, the history of autism research, including its prevalence and diagnostic pathways. Explore the distinguishing characteristics of autism including sensory anomalies, restricted flexibility in behaviour and thinking, communication difficulties and other behaviours that may arise.
Assessment for Learning
Understand the need for teachers to make assessments of communication, social interaction, sensory processing, environmental triggers and behaviours. Learn how to assess individual needs arising from an autistic spectrum disorder. Use the wide range of informal assessments that can be carried out in schools and create your own three SMART goals specific to your student.
Interventions
Explore a range of adjustments to meet the needs of students with autism spectrum disorder, including communication and relationship skills. Discover ideas for developing an ASD friendly learning environment in your class and school and how to prepare students for transitions. Devise interventions to support your SMART goals.
Case Studies
View real video examples that illustrate the needs of the individual, the interventions implemented and their resulting progress.

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