Term 3 2022

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.

High Potential and Gifted Education (Mandatory for Beginning Teachers)

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

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.

This course has been designed to provide teachers with the opportunity to enhance their teaching practice through identifying relevant student data to effect positive change and impact on student/child learning progress and achievement.

Course content is research based and linked to clear and relevant goals that are related to improving student outcomes that support school strategic directions. Participants will develop skills related to data collection and analysis to inform planning and evaluate personal teaching and learning programs.

Facing up to Racism - Accredited PD

Standards addressed: 4.1.2, 4.4.2

Priority 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 (Mandatory for Beginning Teachers)

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.

Autism Awareness and Strategies for the Educational Environment- Online (Accredited PD)

Descriptors Addressed: 1.6.2

Priority Areas:

• Research based and evidence based;

• Enhanced 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;

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It is vitally important for teachers to be aware of how ‘autism’ is for their students. The autism world can be a literal sensory minefield for students & the school environment needs to be designed where it creates a secure space that is conducive to learning.

Children who have autism have different learning styles & as educators we need to be aware of how to cater to the various styles to develop the best strategies to teach them.

This course aims to:

• Provide autism awareness for all stakeholders who intend to work, or are working with students who have autism.
  

• Develop an understanding of what autism ‘is’ from the student’s perspective.
  

• Provide training, education & strategies for educators, support workers & ancillary staff who intend to work, or are working with students who have autism.
  

• Provide educational strategies, including sensory strategies; differentiating learning depending on learning styles and using technology for students with differing

For the Love of Reading

Standard Descriptors Addressed: 1.5.2, 2.1.2, 2.5.2, 3.3.2, 6.2.2

Priority Areas:

• Research based and evidence based;

• Enhanced 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;

Reading is an essential component of literacy. For students to be successful in any subject they need to read effectively and critically. This course has been designed to introduce the latest pedagogy for the teaching of reading and to enhance the implementation of strategies already used by teachers. There will be guest speakers from universities. Teachers will be given the opportunity to put into practice the ideas shared in this course to improve student engagement in reading, comprehension skills and critical thinking.