Calendar

Course description

Dr. Margaret Merga is a Professor (full) in Education and a researcher in English, literacy and school libraries. She has written more than a hundred peer-reviewed and research-informed publications, including six books on reading, literacy, libraries, research methods and research communications. 

Margaret gave a keynote at the recent AATE/ALEA National Conference in Hobart. The presentation focused on building a whole school reading culture.

Establishing a reading culture will be repeated in a free 1-hour webinar on October 24^th at 12-1pm.

Immediately following this webinar, Margaret will provide another free 1-hour webinar 1-2pm Supporting student wellbeing.

It will cover:

• The importance of student wellbeing in current times
• How library environments can foster wellbeing
• Health resourcing, information literacy, digital health literacy and social media

An additional webinar for school library staff will be held on October 31 12-1pm: Thriving not just surviving: School library professionals’ perspectives on current and future workforce challenges

Course outcomes

• Develop an understanding of how to develop and maintain a school wide reading culture.
• Update knowledge concerning contemporary school libraries and library services.

Contact the School Libraries Team for further information school.libraries@libraries.tas.gov.au

Live sessions only, recordings will not be available.

Course description

Dr. Margaret Merga is a Professor (full) in Education and a researcher in English, literacy and school libraries. She has written more than a hundred peer-reviewed and research-informed publications, including six books on reading, literacy, libraries, research methods and research communications. 

Margaret gave a keynote at the recent AATE/ALEA National Conference in Hobart. The presentation focused on building a whole school reading culture.

Establishing a reading culture will be repeated in a free 1-hour webinar on October 24^th at 12-1pm.

Immediately following this webinar, Margaret will provide another free 1-hour webinar 1-2pm Supporting student wellbeing.

It will cover:

• The importance of student wellbeing in current times
• How library environments can foster wellbeing
• Health resourcing, information literacy, digital health literacy and social media

An additional webinar for school library staff will be held on October 31 12-1pm: Thriving not just surviving: School library professionals’ perspectives on current and future workforce challenges

Course outcomes

• Develop an understanding of how to develop and maintain a school wide reading culture.
• Update knowledge concerning contemporary school libraries and library services.

Contact the School Libraries Team for further information school.libraries@libraries.tas.gov.au

Live sessions only, recordings will not be available.

Course description

Sora is the digital reading app available to all DECYP schools. It contains eBooks, audiobooks and magazines.

Join Monica Williams from Sora for 1-hour webinar as a refresher about how to onboard new staff and students.

Whether you have used Sora previously or haven't heard about it before, you will get a great overview of Sora's features, how to engage students and provide rich reading experiences.

Sora is provided to DECYP schools by Libraries Tasmania. It is supported by the School Libraries Team.

1-hour free webinar for DECYP staff

RSVP by emailing school.libraries@libraries.tas.gov.au

Course outcomes

Develop and maintain knowledge about digital reading options.

Course description

Dr. Margaret Merga is a Professor (full) in Education and a researcher in English, literacy and school libraries. She has written more than a hundred peer-reviewed and research-informed publications, including six books on reading, literacy, libraries, research methods and research communications. 

Margaret gave a keynote at the recent AATE/ALEA National Conference in Hobart. The presentation focused on building a whole school reading culture.

Establishing a reading culture will be repeated in a free 1-hour webinar on October 24^th at 12-1pm.

Immediately following this webinar, Margaret will provide another free 1-hour webinar 1-2pm Supporting student wellbeing.

It will cover:

• The importance of student wellbeing in current times
• How library environments can foster wellbeing
• Health resourcing, information literacy, digital health literacy and social media

An additional webinar for school library staff will be held on October 31 12-1pm: Thriving not just surviving: School library professionals’ perspectives on current and future workforce challenges

Course outcomes

• Develop an understanding of how to develop and maintain a school wide reading culture.
• Update knowledge concerning contemporary school libraries and library services.

Contact the School Libraries Team for further information school.libraries@libraries.tas.gov.au

Live sessions only, recordings will not be available.

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 spelling and word study program design and lesson structure for Levels 1 and 2  
• the 6 key elements in building deep lexical quality and understanding of words  
• key pedagogy in the delivery of lessons including daily reviews, progress monitoring, feedback and assessment 
• use of program materials including Level 1 and 2 manuals and supporting online resources

Course description

Hosted online on Microsoft Teams, this program equips participants with the knowledge to identify and respond to Harmful Sexual Behaviours (HSB), Child Sexual Abuse (CSA), and Child Sexual Exploitation (CSE) in children and young people, using evidence-based frameworks and mandatory reporting guidelines.

Course outcomes

- Gain an understanding of harmful sexual behaviours (HSB), child sexual abuse (CSA), and child sexual exploitation (CSE).

- Learn to utilise the Hackett Continuum to identify and support children and young people exhibiting HSB.

- Understand the appropriate actions to take if a child or young person discloses abuse, including mandatory reporting requirements and accessing support services.

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 spelling and word study program design and lesson structure for Levels 1 and 2  
• the 6 key elements in building deep lexical quality and understanding of words  
• key pedagogy in the delivery of lessons including daily reviews, progress monitoring, feedback and assessment 
• use of program materials including Level 1 and 2 manuals and supporting online resources

Course description

This in-person workshop will support Health and Physical Education (HPE) teachers to understand and meet the requirements outlined in DECYP’s Supporting Sexuality, Sex, and Gender Diversity Policy. The session will focus on issues of participation, safety, inclusion and representation that are oftentimes unique to the HPE learning area. The workshop will consider how teachers can fairly recognise the gender identities of all members of the school community.

In addition to the materials and resources delivered by the presenters, participants will also have the opportunity to ask questions and share strategies relating to:

• Practical and participation based HPE lessons,
• Outdoor education experiences and overnight camps,
• Intra-school athletics, cross country and swimming carnivals,
• School teams participating in sporting association rosters, tournaments and competitions,
• Puberty, Sex Ed, and Respectful Relationships education.

Course outcomes

At the end of this workshop, participants will be able to:

• Appreciate some of the unique challenges that can impact on the ability for trans and gender diverse students to engage meaningfully in HPE lessons,
• Appreciate the importance of taking an approach to teaching curriculum content that is accessible to, and inclusive of, LGBTIQA+ identities,
• Apply strategies that enable all students to participate in practical lessons and activities,
• Understand how to provide a supportive and respectful environment,
• Support students to access information on gender diversity, intersex and sexual diversity,
• Ensure that curriculum, activities, policies and practices include the needs of all students.

Participants are invited to bring along their lunch to this session. Tea and coffee will be available.

For more information: Supporting-Sexuality-Sex-and-Gender-Diversity-in-HPE.pdf

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 spelling and word study program design and lesson structure for Levels 1 and 2  
• the 6 key elements in building deep lexical quality and understanding of words  
• key pedagogy in the delivery of lessons including daily reviews, progress monitoring, feedback and assessment 
• use of program materials including Level 1 and 2 manuals and supporting online resources

Course description

What is a workplace adjustment and why is it important?

Workplace adjustments enable staff identifying with disability to perform their role and address the impacts, if any, of their disability.
A reasonable adjustment is a type of workplace adjustment made to a job, an employment practice, the workplace, or work-related environment that can include:

• how someone works (e.g., use of different equipment)
• when they work (e.g., changes to ordinary hours of work) / patterns of work (e.g., job sharing); and/or
• where they work (e.g., changes to the physical workspace or changes to work location).
• Managers / Supervisors – working through the Disability Workplace Adjustment Form – ESS and HR Connect
• fair and equitable treatment for all
• valuing of people for their diversity
• safe and healthy work practices and environments and a concern for employees' welfare
• compliance with legislative requirements from the Commonwealth and Tasmania laws related to discrimination and work health and safety.
• 1 hour online with live facilitator from the Workforce Wellbeing Inclusion and Engagement

Course outcomes

Understanding your legislative requirements/ developing Disability Workplace Adjustment Plans

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

Session Information:

11 September - 3.15pm-4.15pm
Teacher Wellbeing: Verbal self-defence with Newport and Wildman

6 November - 3.15pm-4.15pm
Literacy and Numeracy with Teaching and Learning

8 December - 3.15pm-4.15pm
Teacher Wellbeing: Selfcare to prevent Burnout & Fatigue with Newport and Wildman

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 spelling and word study program design and lesson structure for Levels 1 and 2  
• the 6 key elements in building deep lexical quality and understanding of words  
• key pedagogy in the delivery of lessons including daily reviews, progress monitoring, feedback and assessment 
• use of program materials including Level 1 and 2 manuals and supporting online resources

Course description

The Content Manager Training Program is made up of several different training types including Introduction to Advanced Users. There are also masterclasses where staff can further their skills in Document Creation, Searching and Navigation, Email Management and Getting the most out of Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Dates, sessions, and times can also be found in the Content Manager Training Schedule 2025

Topics and functionality covered in each session can be found in the Content Manager - Training Course Outlines

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

The Quality Mentoring Development Workshops will prepare mentors to support teachers at differing stages of practice and development, from Professional Experience students, Early Career Teachers, Provisionally Registered teachers Progressing to Full Registration and experienced teachers wanting to develop their practice.

This one-day workshop will be an introduction to the knowledge and skills required for effective mentoring and how mentoring can build teacher capability and capacity. It is designed for teachers, especially those in a mentoring role, who are developing their skills of observing, evaluating, and engaging in feedback around classroom observations, aligned to the Standards.

Participants will have the opportunity to build their knowledge and skills of effective classroom observations, to strengthen teacher capability and align their practice to the Highly Accomplished and Lead Teacher career stages. Participants will also build their skills in successfully leading organisational and team improvement through facilitating professional conversations.

Course outcomes

Participants in this program will develop a deeper understanding of:

• The role of a mentor and what is mentoring
• Effective questioning and active listening
• How to reflect on teacher practice using the Australian Professional Standards for Teachers
• The importance of continuous professional growth for improved student outcomes.

Course description

The Content Manager Training Program is made up of several different training types including Introduction to Advanced Users. There are also masterclasses where staff can further their skills in Document Creation, Searching and Navigation, Email Management and Getting the most out of Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Dates, sessions, and times can also be found in the Content Manager Training Schedule 2025

Topics and functionality covered in each session can be found in the Content Manager - Training Course Outlines

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

The Quality Mentoring Development Workshops will prepare mentors to support teachers at differing stages of practice and development, from Professional Experience students, Early Career Teachers, Provisionally Registered teachers Progressing to Full Registration and experienced teachers wanting to develop their practice.

This one-day workshop will be an introduction to the knowledge and skills required for effective mentoring and how mentoring can build teacher capability and capacity. It is designed for teachers, especially those in a mentoring role, who are developing their skills of observing, evaluating, and engaging in feedback around classroom observations, aligned to the Standards.

Participants will have the opportunity to build their knowledge and skills of effective classroom observations, to strengthen teacher capability and align their practice to the Highly Accomplished and Lead Teacher career stages. Participants will also build their skills in successfully leading organisational and team improvement through facilitating professional conversations.

Course outcomes

Participants in this program will develop a deeper understanding of:

• The role of a mentor and what is mentoring
• Effective questioning and active listening
• How to reflect on teacher practice using the Australian Professional Standards for Teachers
• The importance of continuous professional growth for improved student outcomes.

Course description

This series of webinars is aimed at ECEC (Early Childhood Education and Care) staff. Each session will explore key strategies to strengthen literacy practices based on the ECEC Qualiteach Modules. The sessions will provide practical examples of embedding the strategies into practice within a childcare setting.

Course outcomes

Participants will:

• Gain a deeper understanding of the literacy and language strategies
• Reflect on their own current practice and identify areas for improvement
• Learn practical ways to implement the literacy and language strategies
• Contribute to an ECEC statewide resource for sharing ideas to support literacy and language development

Session Focus

• Session 1 on August 27 will focus on Module 3 – Oral Language and high-quality language interactions
• Session 2 on September 24 will focus on Module 4 - Mark Making and writing
• Session 3 on October 22 will focus on Module 5 – Reading with children
• Session 4 on November 19 will focus on Module 7 – Songs and Rhymes
• Session 5 on December 17 will focus on Module 8 - Creating language and literacy rich learning environments

Course description

You will be encouraged to think about barriers to your existing recruitment practices. You will also receive advice on how to make small but important changes in the workplace that may support developing confidence and competence when it comes to disability and employment.

The outline of the session is:

• Introducing JobAccess
• Disability and inclusion in the workplace
• Barriers and stereotypes
• What does the law say?
• Mental health in the workplace and how it affects you
• Attraction and retention
• Building an inclusive environment

There are a couple of videos throughout the presentation as well as activities on famous people with disabilities and access and inclusion in the workplace, so the session is quite interactive.

Course outcomes

Disability and Inclusion in the Workplace
Legal Obligations
Disability Workplace Adjustment funding

Course description

Valuing all employees in your workplace is good practice and good for business and the principles of employment are the same for people with disability as those without disability.

Course outcomes

• Respectful workplaces
• How stereotypes can lead to prejudice and discrimination and bias
• Overview of the Anti-Discrimination Act 1998 Tasmania
• What the Anti-Discrimination Act 1998 Tasmania says about disability discrimination
• Rights and responsibilities for all employees
• Inherent requirements and reasonable adjustments in employment
• Preventing disability discrimination and the benefits of a diverse workplace.
• Awareness of disability diversity, preventing disability discrimination and the benefits of a diverse workplace. Including looking at workplaces that promote cultural diversity, Aboriginal and Torres Strait Islander diversity and culture & LGBTQIA+ awareness.

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

Session Information:

11 September - 3.15pm-4.15pm
Teacher Wellbeing: Verbal self-defence with Newport and Wildman

6 November - 3.15pm-4.15pm
Literacy and Numeracy with Teaching and Learning

8 December - 3.15pm-4.15pm
Teacher Wellbeing: Selfcare to prevent Burnout & Fatigue with Newport and Wildman

Course description

This series of webinars is aimed at ECEC (Early Childhood Education and Care) staff. Each session will explore key strategies to strengthen literacy practices based on the ECEC Qualiteach Modules. The sessions will provide practical examples of embedding the strategies into practice within a childcare setting.

Course outcomes

Participants will:

• Gain a deeper understanding of the literacy and language strategies
• Reflect on their own current practice and identify areas for improvement
• Learn practical ways to implement the literacy and language strategies
• Contribute to an ECEC statewide resource for sharing ideas to support literacy and language development

Session Focus

• Session 1 on August 27 will focus on Module 3 – Oral Language and high-quality language interactions
• Session 2 on September 24 will focus on Module 4 - Mark Making and writing
• Session 3 on October 22 will focus on Module 5 – Reading with children
• Session 4 on November 19 will focus on Module 7 – Songs and Rhymes
• Session 5 on December 17 will focus on Module 8 - Creating language and literacy rich learning environments

Course description

This is an immersive program in line with the Teachers Agreement 2023, which enables First Year Teachers (beginning teachers, new teachers to the department and anyone who started in the department after the first day of Term 1 in 2025) to be inducted into the Department for Education, Children and Young People’s (DECYP) ways of working, culture, and expectations. First Year Teachers will receive timely and practical learning to support their successful transition to the classroom. The program will be delivered by Subject Matter Experts from DECYP, ensuring a thorough understanding of teaching and learning requirements and the supports available at DECYP.

Throughout the three professional learning days, participants in the program will develop knowledge and capability to support classroom readiness and the transition into school life. The themes for each day are as follows:

DECYP structure and expectation setting
First Year Teachers will:

• learn about DECYP’s organisational structure and values
• develop an understanding of the State Service Code of Conduct and Behaviour Expectations for teachers
• develop strategies to support their wellbeing and an understanding of the organisational supports available to them.

Teaching and Learning
First Year Teachers will learn about the resources available to support their practice, especially within the Teaching and Learning Centre. Through the lens of the Teaching Standards and Australian Curriculum, they will:

• develop an understanding of selecting and using appropriate learning resources, collecting evidence and reporting against the 9-point scale
• learn about DECYPs Lifting Literacy priority.

Supporting a positive classroom culture
First Year Teachers will:

• gain an understanding of inclusive practice and how it can be implemented in the classroom
• develop strategies to respond to challenging behaviour, in line with DECYP policy and procedures
• develop strategies to support First Nation learners and knowledge of teaching for all, by promoting inclusion, equity, and excellence, and planning for differentiation.

Course outcomes

• Develop knowledge and capabilities to support classroom readiness and the transition into school life 
• Deepen knowledge and understanding of the Department for Education, Children and Young People 
• Understand the support and resources available for our Teachers and how to access them
• Build a professional learning network with other First Year Teachers and the wider DECYP community 

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 spelling and word study program design and lesson structure for Levels 1 and 2  
• the 6 key elements in building deep lexical quality and understanding of words  
• key pedagogy in the delivery of lessons including daily reviews, progress monitoring, feedback and assessment 
• use of program materials including Level 1 and 2 manuals and supporting online resources

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.

The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course Outcomes

To be proficient in manual handling tasks required to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.
The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course outcomes

To be proficient in manual handling tasks to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 spelling and word study program design and lesson structure for Levels 1 and 2  
• the 6 key elements in building deep lexical quality and understanding of words  
• key pedagogy in the delivery of lessons including daily reviews, progress monitoring, feedback and assessment 
• use of program materials including Level 1 and 2 manuals and supporting online resources

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.

The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course Outcomes

To be proficient in manual handling tasks required to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.
The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course outcomes

To be proficient in manual handling tasks to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

This three-part professional learning series explores the essential role of reading fluency in literacy development. Designed using a spaced learning model, the series supports sustained engagement and practical application. Led by Emina McLean, participants will:

• Develop a clear understanding of what reading fluency is and why it matters
• Explore how fluency can be explicitly taught in isolation
• Learn how to integrate fluency instruction meaningfully across the curriculum

Each session builds on the last, offering time for reflection, implementation, and collaborative discussion to support improved outcomes for all learners.

Course outcomes

Participants will be able to:

• Support their school to implement Quality Tier 1 instruction as part of structured literacy
• Use the resources and supports provided to support implementation of oral reading fluency in their school

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

This three-part professional learning series supports schools to deepen their understanding of reading comprehension and its complexities. Delivered through a spaced learning model, the series allows time for reflection, classroom application, and collaborative discussion.

Participants will explore:

• The role of texts in building comprehension
• Strategy instruction to help students actively make meaning from texts
• How reading and discussing texts can foster deeper engagement and insight

Each session builds on the last, offering practical tools and approaches to strengthen comprehension instruction across the curriculum. This series is ideal for leaders seeking to refine their knowledge and plan their implementation.

Course outcomes

Participants will be able to:

• Support their school to implement Quality Tier 1 instruction as part of structured literacy
• Use the resources and supports provided to support implementation of writing in their school.

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

This three-part professional learning series explores the essential role of reading fluency in literacy development. Designed using a spaced learning model, the series supports sustained engagement and practical application. Led by Emina McLean, participants will:

• Develop a clear understanding of what reading fluency is and why it matters
• Explore how fluency can be explicitly taught in isolation
• Learn how to integrate fluency instruction meaningfully across the curriculum

Each session builds on the last, offering time for reflection, implementation, and collaborative discussion to support improved outcomes for all learners.

Course outcomes

Participants will be able to:

• Support their school to implement Quality Tier 1 instruction as part of structured literacy
• Use the resources and supports provided to support implementation of oral reading fluency in their school

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

This three-part professional learning series supports schools to deepen their understanding of reading comprehension and its complexities. Delivered through a spaced learning model, the series allows time for reflection, classroom application, and collaborative discussion.

Participants will explore:

• The role of texts in building comprehension
• Strategy instruction to help students actively make meaning from texts
• How reading and discussing texts can foster deeper engagement and insight

Each session builds on the last, offering practical tools and approaches to strengthen comprehension instruction across the curriculum. This series is ideal for leaders seeking to refine their knowledge and plan their implementation.

Course outcomes

Participants will be able to:

• Support their school to implement Quality Tier 1 instruction as part of structured literacy
• Use the resources and supports provided to support implementation of writing in their school.

Course description

This three-part professional learning series is designed to deepen educators’ understanding of effective writing instruction and support its implementation across the curriculum. Led by Emina McLean, the series uses a spaced learning model to promote sustained engagement, reflection, and practical application.
Participants will explore evidence-informed approaches to teaching writing, with a focus on:

• Understanding the components of effective writing instruction
• Planning for explicit and systematic writing instruction
• Embedding writing opportunities meaningfully across learning areas

Each session builds on the last, allowing time for classroom application, collaborative discussion, and refinement of practice. This series is ideal for educators and leaders seeking to strengthen their knowledge and improve student outcomes.

Course outcomes

Participants will be able to:
• support their school to implement Quality Tier 1 instruction as part of structured literacy
• use the resources and supports provided to support implementation of writing in their school.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

This three-part professional learning series is designed to deepen educators’ understanding of effective writing instruction and support its implementation across the curriculum. Led by Emina McLean, the series uses a spaced learning model to promote sustained engagement, reflection, and practical application.
Participants will explore evidence-informed approaches to teaching writing, with a focus on:

• Understanding the components of effective writing instruction
• Planning for explicit and systematic writing instruction
• Embedding writing opportunities meaningfully across learning areas

Each session builds on the last, allowing time for classroom application, collaborative discussion, and refinement of practice. This series is ideal for educators and leaders seeking to strengthen their knowledge and improve student outcomes.

Course outcomes

Participants will be able to:
• support their school to implement Quality Tier 1 instruction as part of structured literacy
• use the resources and supports provided to support implementation of writing in their school.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

Introduction to EAL provides teachers and teacher assistants with an overview of working in a culturally safe and inclusive classroom; general language principles, helpful tips and strategies to use when working with EAL students. Participants will learn how to use their current knowledge, skills and understanding to adjust and differentiate their practice to cater for the needs of EAL students.

Course outcomes

Participants develop their understanding of:

• Language principles, underpinning the learning of English as an additional language
• Strategies for working with EAL students including newly arrived students
• The refugee experience and the effects of trauma on learning
• How to set up a culturally safe and inclusive classroom
• Equity, diversity and the need for differentiated teaching and learning outcomes for EAL students
• How to assess and report on EAL student progress
• Teaching and learning practices that will support EAL students to engage fully and equitability in the mainstream curriculum

Course description

Participants will better understand the protocols and practical procedures associated with using an interpreter to ensure that students and their parents/carers receive essential information and allows dialogue between all those involved in students' education and wellbeing.

Course outcomes

DECYP policy requirements, when to use an interpreter, the role of an interpreter, how to use an interpreter, types of interpreters, assessing the need for an interpreter, planning when working with an interpreter

Course description

This session will equip teachers and teacher assistants with the skills and knowledge to make an EAL student’s transition into the classroom as comfortable as possible.

This program provides teachers and teacher assistants with an overview of:

Working in a culturally safe and inclusive classroom

Helpful tips and strategies to use when working with EAL students so student outcomes are maximised

How to access resources to support the EAL students at their school

A tour of the EAL library

Participants will learn how to use their current knowledge, skills and understanding to make adjustments and differentiate their teaching practice to cater for the needs of EAL students.

Course outcomes

Participants develop their understanding of:

Language principles underpinning the learning of English as an additional language

Strategies for working with EAL students including newly arrived students

How to set up a culturally safe and inclusive classroom

Equity, diversity, and the need for differentiated teaching and learning outcomes for EAL students

EAL Learning Plans and how to assess and report on EAL student progress

Teaching and learning practices that will support EAL students to engage fully and equitably in the mainstream curriculum

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.

The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course Outcomes

To be proficient in manual handling tasks required to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course description

Introduction to EAL provides teachers and teacher assistants with an overview of working in a culturally safe and inclusive classroom; general language principles, helpful tips and strategies to use when working with EAL students. Participants will learn how to use their current knowledge, skills and understanding to adjust and differentiate their practice to cater for the needs of EAL students.

Course outcomes

Participants develop their understanding of:

• Language principles, underpinning the learning of English as an additional language
• Strategies for working with EAL students including newly arrived students
• The refugee experience and the effects of trauma on learning
• How to set up a culturally safe and inclusive classroom
• Equity, diversity and the need for differentiated teaching and learning outcomes for EAL students
• How to assess and report on EAL student progress
• Teaching and learning practices that will support EAL students to engage fully and equitability in the mainstream curriculum

Course description

Participants will better understand the protocols and practical procedures associated with using an interpreter to ensure that students and their parents/carers receive essential information and allows dialogue between all those involved in students' education and wellbeing.

Course outcomes

DECYP policy requirements, when to use an interpreter, the role of an interpreter, how to use an interpreter, types of interpreters, assessing the need for an interpreter, planning when working with an interpreter

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

This session will equip teachers and teacher assistants with the skills and knowledge to make an EAL student’s transition into the classroom as comfortable as possible.

This program provides teachers and teacher assistants with an overview of:

Working in a culturally safe and inclusive classroom

Helpful tips and strategies to use when working with EAL students so student outcomes are maximised

How to access resources to support the EAL students at their school

A tour of the EAL library

Participants will learn how to use their current knowledge, skills and understanding to make adjustments and differentiate their teaching practice to cater for the needs of EAL students.

Course outcomes

Participants develop their understanding of:

Language principles underpinning the learning of English as an additional language

Strategies for working with EAL students including newly arrived students

How to set up a culturally safe and inclusive classroom

Equity, diversity, and the need for differentiated teaching and learning outcomes for EAL students

EAL Learning Plans and how to assess and report on EAL student progress

Teaching and learning practices that will support EAL students to engage fully and equitably in the mainstream curriculum

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.

The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course Outcomes

To be proficient in manual handling tasks required to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.