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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

Course description

This professional learning course is designed for Year 1 teachers looking to deepen their understanding of early number concepts and effectively assess their students' progress in number. The Year 1 Number Check is a tool that enables teachers to quickly and easily assess students’ foundational number knowledge, aligned with the Australian Curriculum: Mathematics V.9.

Over the course of four 45-minute online sessions, teachers will explore key concepts from the Number strand of the curriculum and learn how to administer, score, and analyse the Year 1 Number Check. They will gain the skills needed to check student progress, identify areas for improvement, and plan targeted interventions for students who may need additional support. The program will also provide strategies for differentiating instruction to meet the diverse needs of Year 1 learners.

By the end of the course, teachers will feel confident in using the Year 1 Number Check to monitor and support their students' development in number, ensuring all students have the foundational number knowledge needed for success in mathematics.

Course outcomes

Participants will be able to:

• Understand key concepts from the Number strand of the Australian Curriculum: Mathematics V.9 and how they relate to the Year 1 Number Check.
• Administer the Year 1 Number Check effectively, ensuring a supportive and accurate assessment environment for students.
• Interpret assessment results to check student progress and identify areas for improvement.
• Identify students requiring early intervention and design targeted support strategies to address gaps in numeracy.
• Plan differentiated instruction based on assessment data to meet the diverse learning needs of Year 1 students.

Schools are required to only select one Spaced Learning Session in 2025

Course description

While Qualiteach has been designed to build foundational knowledge, this Spaced Learning will focus on how schools can apply what they have learned into classroom practice.

Schools will have access to:

• Targeted support to plan for, teach and assess comprehension (including vocabulary and oral language)

All staff members involved in literacy leadership at their school are invited to participate with a maximum of 4 participants per school. This should include the principal, and could include the assistant principal, AST, QTC and teachers.

Qualiteach Modules 1 to 4 must be completed before enrolment.

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 comprehension in their school

Schools are required to only select one Spaced Learning Session in 2025

Course description

While Qualiteach has been designed to build foundational knowledge, this Spaced Learning will focus on how schools can apply what they have learned into classroom practice.

Schools will have access to:

• Targeted support to plan for, teach and assess comprehension (including vocabulary and oral language)

All staff members involved in literacy leadership at their school are invited to participate with a maximum of 4 participants per school. This should include the principal, and could include the assistant principal, AST, QTC and teachers.

Qualiteach Modules 1 to 4 must be completed before enrolment.

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 comprehension in their school

Course description

Hosted online on Microsoft Teams, this program equips participants with the knowledge to identify and respond to HSB, CSA, and 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

Coaching in Leadership is a practical evidence-based course about the application of coaching approaches as a highly effective way of leading in educational settings. Coaching in Leadership is fundamentally about how to best support and grow the capacity, motivation, and wellbeing of others through more intentional conversations that lead to better relationships and, ultimately, better outcomes for students.

Designed specifically for current and aspiring leaders in a Tasmanian educational setting, this course offers an extended cohort learning experience, directly aligned to the Principal Capability Framework.

Course outcomes

This course is designed to develop:

• Confidence in navigating complexity and supporting change through intentional application of key coaching skills and techniques
• Skills in adopting a ‘coaching approach’ as a people-centred way of leading that builds relational trust, empowers colleagues, and enhances wellbeing
• The ability to lead more empowering and agency-enabling mentoring conversations that support the progress of mentees
• Confidence and skill to initiate and lead learning conversations in a range of leadership contexts:
  • Coaching and mentoring with team members
  • Other-initiated ‘in-the-moment’ conversations
  • Review and development conversations
  • Leader-initiated conversations
  • Team and group settings
• Clarity and next steps towards implementing and sustaining effective mentoring and coaching conversations in participant contexts.
  Upon satisfactory completion of all course requirements, participants receive a certificate for 36 hours of professional learning. Participants also gain the status of GCI Coaching in Leadership TRAINED LEADER and permission to use the Coaching in Leadership Trained Leader ‘badge’ on their professional profiles and correspondence.

For more information, please visit: Coaching-in-Leadership-Cohort-2.pdf

Course description

This course combines online, in-person and collaborative peer learning experiences to provide timely key information, knowledge building, and support to principals and CFLC leaders as they begin their first appointment, ensuring they are well-prepared and confident in their new leadership roles.

Course outcomes

• Leaders will have the knowledge and capability to execute the role of principal or CFCL Leader confidently and successfully.
• Leaders will know who and where to go to locate information and resources important to their role and responsibilities.
• Leaders will engage in continual reflective practice to foster leadership growth and development.

Course description

This course focuses on developing an understanding of ‘the why and how’ of effectively leading others, creating the team conditions for creativity, and innovative thinking and building personal leadership skills that support high-performing team practices.

These practices include:

• • effective communication skills
• • understanding and resolving conflict in the workplace
• • how to build skills in others
• • how to delegate and empower others
• • how to enact processes for working in teams.

Leading Teams is delivered as online sessions and self-directed online learning through the Canvas platform.

Scheduling is mindful of adequate screen breaks and a range of participants’ workplace contexts.

Course outcomes

By the end of this program participants will be able to demonstrate their growth in knowledge and skills and will:

• gain understanding of team dynamics
• gain understanding of leadership to build effective, high-performing teams
• enact leadership across the workplace
• build capacity in team members to lead in your local context
• gain knowledge and understanding of styles and attributes of leadership
• understand and utilise a range of team processes and protocols to support effective team practices.

Course description

School leaders play a pivotal role in selecting effective approaches for managing multi-age classes to ensure optimal student outcomes. This professional learning delves into various models for systematically planning multi-age classes, where students across two or more-year levels are taught together, tailored to the unique needs of the school.

Models Explored:

• Conceptual Threads Model: Connects lesson sequences across different year levels, emphasising skills, processes, knowledge, and attitudes.
• A/B Model – Over 2 Years: Teaches learning areas other than English and Mathematics over a two-year period, assessing Achievement Standards collectively.
• Split Model – English/Mathematics: Teachers cover English and Mathematics by year level, while Science and HASS are taught in multi-age settings.
• Split Model – Science/HASS: Teachers cover Science and HASS by year level, while English and Mathematics are taught in multi-age settings.

Join this online professional learning to gain insights and practical strategies for implementing these models effectively in your school.

Course outcomes

This session equips school leaders with the knowledge, skills, and confidence to manage multi-age classes effectively, ensuring positive outcomes for all students.

School leaders will:

• Know and understand the key principles and benefits of multi-age class models.
• Be able to implement the chosen multi-age class model(s) effectively within their school.
• Be able to facilitate discussions and provide guidance to staff on planning for multi-age classes.

Course description

Participants will have opportunities to ask questions, see examples of practice and engage in discussions with others working in LiL, Kindergarten and CFLC contexts.

To make the most of the session it is recommended that participants have completed the corresponding modules before attending.

Course outcomes

Participants in the course will:

• Know how the content of the Qualiteach modules links to effective literacy practice when working with children and families.
• Be able to use the additional resources from the modules to plan and assess for early literacy learning.
• Be able to reflect on current practice and set new goals and actions through use of the DECYP Reading Rubric 2 - 5.

Course description

This course 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.

Course outcomes

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 description

This one-day face-to-face course aims to support teachers to build their knowledge of the progression of counting and develop explicit teaching strategies aligned with DECYP’s Pedagogical Framework, the Australian Curriculum: Mathematics (v9) and the outcomes from the Early Years Learning Framework. Teachers will workshop the use of concrete materials to support explicit teaching of counting. They will learn how to use the progression of key concepts when planning for learning and assessment.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction for counting and strategies to support students who require intervention.
• Monitoring student learning and planning next steps

Course description

This one-day face-to-face course aims to support teachers to build their knowledge of the progression of counting and develop explicit teaching strategies aligned with DECYP’s Pedagogical Framework, the Australian Curriculum: Mathematics (v9) and the outcomes from the Early Years Learning Framework. Teachers will workshop the use of concrete materials to support explicit teaching of counting. They will learn how to use the progression of key concepts when planning for learning and assessment.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction for counting and strategies to support students who require intervention.
• Monitoring student learning and planning next steps

Course description

This two-day course supports practitioners to gain a broad-brush understanding of the core concepts and skills considered to be necessary for building effective relationships with colleagues and parents.

Whilst this course is influenced by components of the Family Partnership Model (FPM), completing this two-day course does not equate to having completed FPM training.

Course outcomes

Upon completion of the course, participants will be able to:

• Understand the necessary steps involved in building effective working relationships with each other (colleagues) and parents.
• Consider what is involved in helping parents to develop the resources they need to improve their current/future situations.
• Develop an understanding of some process and concepts necessary to develop and/or practise the skills of engaging colleagues and parents.
• Provide a safe, reflective environment in which to explore, confirm and develop participants own understanding of effective partnership and implications for their practice.

Course description

The program focuses on roles and responsibilities concerning apprenticeships and traineeships, fostering a regional network for the exchange of best practices.

Course outcomes

Participants will develop their capacity to facilitate apprenticeships and traineeships for DECYP learners by developing or reinforcing quality practice in the following areas:

• Sharing best practice
• Student management and monitoring
• Working with RTOs
• Training plans
• Progress reports
• Tracking TCE points
• Student enrolments and cancellations
• Supporting learning
• Exemptions

Course description

Participants will learn about common behaviours and profiles associated with gifted learners. Many common misunderstandings about gifted learners will be investigated. Best practice principles for school leaders to establish optimal conditions for gifted students to thrive will be explored. Methods of identification and use of student data will be examined and linked to the creation of effective learning plans. High leverage teaching strategies linked to the Australian Curriculum and Department for Education, Children and Young People (DECYP) procedures will illustrate how exciting possibilities can be created to engage and challenge gifted learners. Demonstration of Gifted Online courses will be available. There will also be time to implement knowledge acquired during the day to design learning plans and inspiring learning opportunities for students. An awareness of possible community resources and networks will be established with ongoing access to research and professional learning materials.

Course outcomes

• Participants will improve their understanding of gifted learners across year levels.
• Learn how to recognise/identify and plan effectively for gifted students using the Australian Curriculum.
• Develop and understanding of student data through the use of school psychologist reports and data held on Edi and Case Management Platform.
• Evaluate the culture and programs available in their school with illustrations of best practice to improve the current status.
• Understand how to create learning plans linked directly to student data, parent information and student voice.
• Interpret current DECYP procedures and understand possibilities for highly gifted students.
• Develop and grow their awareness of DECYP and community resources for engaging gifted learners.

Course description

Coaching in Leadership is a practical evidence-based course about the application of coaching approaches as a highly effective way of leading in educational settings. Coaching in Leadership is fundamentally about how to best support and grow the capacity, motivation, and wellbeing of others through more intentional conversations that lead to better relationships and, ultimately, better outcomes for students.

Designed specifically for current and aspiring leaders in a Tasmanian educational setting, this course offers an extended cohort learning experience, directly aligned to the Principal Capability Framework.

Course outcomes

This course is designed to develop:

• Confidence in navigating complexity and supporting change through intentional application of key coaching skills and techniques
• Skills in adopting a ‘coaching approach’ as a people-centred way of leading that builds relational trust, empowers colleagues, and enhances wellbeing
• The ability to lead more empowering and agency-enabling mentoring conversations that support the progress of mentees
• Confidence and skill to initiate and lead learning conversations in a range of leadership contexts:
  • Coaching and mentoring with team members
  • Other-initiated ‘in-the-moment’ conversations
  • Review and development conversations
  • Leader-initiated conversations
  • Team and group settings
• Clarity and next steps towards implementing and sustaining effective mentoring and coaching conversations in participant contexts.
  Upon satisfactory completion of all course requirements, participants receive a certificate for 36 hours of professional learning. Participants also gain the status of GCI Coaching in Leadership TRAINED LEADER and permission to use the Coaching in Leadership Trained Leader ‘badge’ on their professional profiles and correspondence.

For more information, please visit: Coaching-in-Leadership-Cohort-2.pdf

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

Course description

This series of workshops will support staff to use key DECYP resources and assessments as a framework for developmentally appropriate literacy practice for kindergarten.

Participants will bring along student data and observations and work together to design explicit and intentional learning experiences and reflect on how young children acquire early language and literacy skills.

Participants will have access to additional support throughout the year via online sessions and meetings as requested.

Course outcomes

Participants will:

• know and understand what resources and assessments are available through DECYP to support Kindergarten literacy teaching.
• be able to analyse GAPS results and provide additional support to identified students.
• be able to incorporate the DECYP Phonics Scope and Sequence and Grammar and Phonology Educator guide as a core part of their explicit teaching in literacy.
• be able to provide an intentional literacy teaching program that incorporates the Principles, Practices and Outcomes of the Early Years Learning Framework Version 2.0.

Course description

D&I Fundamentals 20 March - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 29 April - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 28 May - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 18 June - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

D&I Fundamentals 30 July - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 27 August - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 17 September - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 22 October - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

The Diversity and Inclusion Webinar Series is designed to help you and your team understand the fundamentals of workplace diversity and inclusion and the acknowledged business, individual, and team benefits. The learning outcomes for participants are to introduce the concept of workplace diversity and inclusion, and why it matters, then take participants through the different dimensions of a person’s identity that might have an impact on their experience at work.

Course description

This one-day face-to-face course aims to support teachers to build their knowledge of the progression of counting and develop explicit teaching strategies aligned with DECYP’s Pedagogical Framework, the Australian Curriculum: Mathematics (v9) and the outcomes from the Early Years Learning Framework. Teachers will workshop the use of concrete materials to support explicit teaching of counting. They will learn how to use the progression of key concepts when planning for learning and assessment.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction for counting and strategies to support students who require intervention.
• Monitoring student learning and planning next steps

Course description

This two-day, executive-level workshop is designed to build leadership resilience. Change is a constant in schools, and it is essential that principals, as leaders of complex communities, have practical skills to balance the positives and negatives as they arise. This workshop will provide a lens to deepen their understanding of resilience – not just bouncing back but bouncing forward – and how to use this knowledge to build their own resilience as well as the resilience of others.

In this program you will:

• Explore and analyse how staff and leaders experience change in the school environment
• Unpack and practice applying the practical levers that school leaders can pull to increase role clarity and other job resources
• Develop strategies and tools to build adaptability and wellbeing for you and your teams

This course is limited to 10 participants only. Once the limit has been reached, participants will be waitlisted.

Course outcomes

Through self-exploration and reflection, and guided learning, participants will develop a deeper understanding of the importance of developing resilience in themselves and others.

Course description

The program focuses on roles and responsibilities concerning apprenticeships and traineeships, fostering a regional network for the exchange of best practices.

Course outcomes

Participants will develop their capacity to facilitate apprenticeships and traineeships for DECYP learners by developing or reinforcing quality practice in the following areas:

• Sharing best practice
• Student management and monitoring
• Working with RTOs
• Training plans
• Progress reports
• Tracking TCE points
• Student enrolments and cancellations
• Supporting learning
• Exemptions

Course description

Participants will learn about common behaviours and profiles associated with gifted learners. Many common misunderstandings about gifted learners will be investigated. Best practice principles for school leaders to establish optimal conditions for gifted students to thrive will be explored. Methods of identification and use of student data will be examined and linked to the creation of effective learning plans. High leverage teaching strategies linked to the Australian Curriculum and Department for Education, Children and Young People (DECYP) procedures will illustrate how exciting possibilities can be created to engage and challenge gifted learners. Demonstration of Gifted Online courses will be available. There will also be time to implement knowledge acquired during the day to design learning plans and inspiring learning opportunities for students. An awareness of possible community resources and networks will be established with ongoing access to research and professional learning materials.

Course outcomes

• Participants will improve their understanding of gifted learners across year levels.
• Learn how to recognise/identify and plan effectively for gifted students using the Australian Curriculum.
• Develop and understanding of student data through the use of school psychologist reports and data held on Edi and Case Management Platform.
• Evaluate the culture and programs available in their school with illustrations of best practice to improve the current status.
• Understand how to create learning plans linked directly to student data, parent information and student voice.
• Interpret current DECYP procedures and understand possibilities for highly gifted students.
• Develop and grow their awareness of DECYP and community resources for engaging gifted learners.

Course description

The program focuses on roles and responsibilities concerning apprenticeships and traineeships, fostering a regional network for the exchange of best practices.

Course outcomes

Participants will develop their capacity to facilitate apprenticeships and traineeships for DECYP learners by developing or reinforcing quality practice in the following areas:

• Sharing best practice
• Student management and monitoring
• Working with RTOs
• Training plans
• Progress reports
• Tracking TCE points
• Student enrolments and cancellations
• Supporting learning
• Exemptions

Course description

The Principal Wellbeing team is delighted to offer the Pruning Principle Program to 20 Principals and CFLC Leaders. This Program is a highly practical 4-week short course for educational leaders and their teams who want to find a pathway to calm and meaningful progress. During the program, you will learn practical strategies and apply actionable tools you can immediately use with your broader staff. A committed community will support you to be creative and courageous in your pursuit of doing less to achieve more.

The program includes two live-streamed digital workshop sessions led by Dr Simon Breakspear. These run for 2 hours each (for a total of 4 hours of live workshop time over the course).

WORKSHOP 1
Topic: Foundations of Pruning
Wednesday, 26 March 2025

WORKSHOP 2
Topic: Pruning in Action
Tuesday, 20 May 2025

For more information, please refer to https://simonbreakspear.com/pruningprogram/ However, to avail of the subsidised participation in this program, you must submit an Expression of Interest through the enrolment link on this page.

Course Outcomes

The Pruning Principle Program will focus you and your team on the most essential elements of your role and improvement strategy.

• Embrace the Pruning Principle: Achieve more by doing less through strategic subtraction.
• Implement the Pruning Cycle: Apply the 3-Phase Educational Pruning Cycle in your role.
• Identify Pruning Opportunities: Spot commitments and programs that need pruning.
• Apply Pruning Tools: Enhance collective decision-making with the effective use of pruning tools.
• Manage Subtractive Change: Master the human side of subtractive change management.
• Conduct Pruning Experiments: Plan and execute pruning experiments to monitor the benefits.

Course description

This two-day, executive-level workshop is designed to build leadership resilience. Change is a constant in schools, and it is essential that principals, as leaders of complex communities, have practical skills to balance the positives and negatives as they arise. This workshop will provide a lens to deepen their understanding of resilience – not just bouncing back but bouncing forward – and how to use this knowledge to build their own resilience as well as the resilience of others.

In this program you will:

• Explore and analyse how staff and leaders experience change in the school environment
• Unpack and practice applying the practical levers that school leaders can pull to increase role clarity and other job resources
• Develop strategies and tools to build adaptability and wellbeing for you and your teams

This course is limited to 10 participants only. Once the limit has been reached, participants will be waitlisted.

Course outcomes

Through self-exploration and reflection, and guided learning, participants will develop a deeper understanding of the importance of developing resilience in themselves and others.

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

The course will cover 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 and planning when working with an interpreter.

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.

Knowledge and Expertise

• Applies contemporary theories of learning, teaching and leading
• Leads curriculum, pedagogy and assessment
• Leads, models and engages in professional learning

Course description

This series of workshops will support staff to use key DECYP resources and assessments as a framework for developmentally appropriate literacy practice for kindergarten.

Participants will bring along student data and observations and work together to design explicit and intentional learning experiences and reflect on how young children acquire early language and literacy skills.

Participants will have access to additional support throughout the year via online sessions and meetings as requested.

Course outcomes

Participants will:

• know and understand what resources and assessments are available through DECYP to support Kindergarten literacy teaching.
• be able to analyse GAPS results and provide additional support to identified students.
• be able to incorporate the DECYP Phonics Scope and Sequence and Grammar and Phonology Educator guide as a core part of their explicit teaching in literacy.
• be able to provide an intentional literacy teaching program that incorporates the Principles, Practices and Outcomes of the Early Years Learning Framework Version 2.0.

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 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 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

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.

Knowledge and Expertise

• Applies contemporary theories of learning, teaching and leading
• Leads curriculum, pedagogy and assessment
• Leads, models and engages in professional learning

Course description

This one-day face-to-face PL program will prepare teachers for upcoming content on curriculum maps by focusing on how to improve the teaching of algebra including the use of digital tools for some of the content.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction in Mathematics/Numeracy (using the Pedagogical Framework and teaching strategies which are relevant for specific mathematical concepts).
• Monitoring student learning and planning next steps using conceptual development guides and ASGs.
• How to use the resources on the TLC (including sample mathematics tasks) to support differentiation and meet the needs of learners.
  
  *Future PL days with the same program outcomes but different content focuses will also be offered throughout the year, i.e. Statistics and Trigonometry (Term 2 Week 10), Measurement and Space (Term 3 Week 10).

Course description

This series of workshops will support staff to use key DECYP resources and assessments as a framework for developmentally appropriate literacy practice for kindergarten.

Participants will bring along student data and observations and work together to design explicit and intentional learning experiences and reflect on how young children acquire early language and literacy skills.

Participants will have access to additional support throughout the year via online sessions and meetings as requested.

Course outcomes

Participants will:

• know and understand what resources and assessments are available through DECYP to support Kindergarten literacy teaching.
• be able to analyse GAPS results and provide additional support to identified students.
• be able to incorporate the DECYP Phonics Scope and Sequence and Grammar and Phonology Educator guide as a core part of their explicit teaching in literacy.
• be able to provide an intentional literacy teaching program that incorporates the Principles, Practices and Outcomes of the Early Years Learning Framework Version 2.0.

Course description

Hosted online on Microsoft Teams, this program equips participants with the knowledge to identify and respond to HSB, CSA, and 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

This one-day face-to-face PL program will prepare teachers for upcoming content on curriculum maps by focusing on how to improve the teaching of algebra including the use of digital tools for some of the content.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction in Mathematics/Numeracy (using the Pedagogical Framework and teaching strategies which are relevant for specific mathematical concepts).
• Monitoring student learning and planning next steps using conceptual development guides and ASGs.
• How to use the resources on the TLC (including sample mathematics tasks) to support differentiation and meet the needs of learners.
  
  *Future PL days with the same program outcomes but different content focuses will also be offered throughout the year, i.e. Statistics and Trigonometry (Term 2 Week 10), Measurement and Space (Term 3 Week 10).

Course description

This series of workshops will support staff to use key DECYP resources and assessments as a framework for developmentally appropriate literacy practice for kindergarten.

Participants will bring along student data and observations and work together to design explicit and intentional learning experiences and reflect on how young children acquire early language and literacy skills.

Participants will have access to additional support throughout the year via online sessions and meetings as requested.

Course outcomes

Participants will:

• know and understand what resources and assessments are available through DECYP to support Kindergarten literacy teaching.
• be able to analyse GAPS results and provide additional support to identified students.
• be able to incorporate the DECYP Phonics Scope and Sequence and Grammar and Phonology Educator guide as a core part of their explicit teaching in literacy.
• be able to provide an intentional literacy teaching program that incorporates the Principles, Practices and Outcomes of the Early Years Learning Framework Version 2.0.

Course description

This one-day face-to-face PL program will prepare teachers for upcoming content on curriculum maps by focusing on how to improve the teaching of algebra including the use of digital tools for some of the content.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction in Mathematics/Numeracy (using the Pedagogical Framework and teaching strategies which are relevant for specific mathematical concepts).
• Monitoring student learning and planning next steps using conceptual development guides and ASGs.
• How to use the resources on the TLC (including sample mathematics tasks) to support differentiation and meet the needs of learners.
  
  *Future PL days with the same program outcomes but different content focuses will also be offered throughout the year, i.e. Statistics and Trigonometry (Term 2 Week 10), Measurement and Space (Term 3 Week 10).

Course description

D&I Fundamentals 20 March - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 29 April - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 28 May - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 18 June - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

D&I Fundamentals 30 July - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 27 August - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 17 September - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 22 October - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

The Diversity and Inclusion Webinar Series is designed to help you and your team understand the fundamentals of workplace diversity and inclusion and the acknowledged business, individual, and team benefits. The learning outcomes for participants are to introduce the concept of workplace diversity and inclusion, and why it matters, then take participants through the different dimensions of a person’s identity that might have an impact on their experience at work.

Course description

This two-day course supports practitioners to gain a broad-brush understanding of the core concepts and skills considered to be necessary for building effective relationships with colleagues and parents.

Whilst this course is influenced by components of the Family Partnership Model (FPM), completing this two-day course does not equate to having completed FPM training.

Course outcomes

Upon completion of the course, participants will be able to:

• Understand the necessary steps involved in building effective working relationships with each other (colleagues) and parents.
• Consider what is involved in helping parents to develop the resources they need to improve their current/future situations.
• Develop an understanding of some process and concepts necessary to develop and/or practise the skills of engaging colleagues and parents.
• Provide a safe, reflective environment in which to explore, confirm and develop participants own understanding of effective partnership and implications for their practice.

Course description

This professional learning on the Australian Early Development Census (AEDC) data will guide you on how to interpret and understand AEDC Community and School profiles. This session will offer valuable insights into the development and wellbeing of children from the 2024 AEDC collection. Your participation will help your school identify the strengths and vulnerabilities of children in your community to help with curriculum development and planning.

Course outcomes

Teachers/educators will gain the ability to interpret and understand AEDC data from school and community profiles effectively.
Teachers/educators will learn how to use AEDC data to inform their teaching practices and approaches.
Understanding AEDC data will help teachers/educators engage effectively with community members.

Course description

This course is for staff who support students who have meal support plans.
The course 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 Management Plan. Staff will learn how to identify when to seek Speech Pathology assistance.

Course description

This course is for staff who support students who are at risk of choking.
The course is a face-to-face workshop and includes practical components.

Course outcomes

Staff will be able to identify when a student is aspirating or choking. Staff will learn what to do in a situation when a student may be aspirating or choking.

Course description

Content areas will include understanding the drivers of wellbeing in schools, exploring ways to develop wellbeing in oneself and others, and unpacking ways to build a culture of high performance.

In this course you will:

• Work with your peers to explore the drivers of healthy and high performing schools
• Apply practical frameworks and tools to support the wellbeing of staff while maintaining professional boundaries

This course also includes an individual follow up coaching session with an experienced external psychologist to support with action planning specific to your school’s context.

This course is limited to 10 participants only. Once the limit has been reached, participants will be waitlisted.

Course outcomes

What you will get by joining this workshop:

• A deeper understanding of system leadership
• A shared language to use in your leadership discussions
• Actions that build organisational trust
• Ways to create a high-performance culture

Course description

This course focuses on developing an understanding of ‘the why and how’ of effectively leading others, creating the team conditions for creativity, and innovative thinking and building personal leadership skills that support high-performing team practices.

These practices include:

• • effective communication skills
• • understanding and resolving conflict in the workplace
• • how to build skills in others
• • how to delegate and empower others
• • how to enact processes for working in teams.

Leading Teams is delivered as online sessions and self-directed online learning through the Canvas platform.

Scheduling is mindful of adequate screen breaks and a range of participants’ workplace contexts.

Course outcomes

By the end of this program participants will be able to demonstrate their growth in knowledge and skills and will:

• gain understanding of team dynamics
• gain understanding of leadership to build effective, high-performing teams
• enact leadership across the workplace
• build capacity in team members to lead in your local context
• gain knowledge and understanding of styles and attributes of leadership
• understand and utilise a range of team processes and protocols to support effective team practices.

Course description

Content areas will include understanding the drivers of wellbeing in schools, exploring ways to develop wellbeing in oneself and others, and unpacking ways to build a culture of high performance.

In this course you will:

• Work with your peers to explore the drivers of healthy and high performing schools
• Apply practical frameworks and tools to support the wellbeing of staff while maintaining professional boundaries

This course also includes an individual follow up coaching session with an experienced external psychologist to support with action planning specific to your school’s context.

This course is limited to 10 participants only. Once the limit has been reached, participants will be waitlisted.

Course outcomes

What you will get by joining this workshop:

• A deeper understanding of system leadership
• A shared language to use in your leadership discussions
• Actions that build organisational trust
• Ways to create a high-performance culture

Course description

The Aspiring School Business Managers Program provides participants with job-ready knowledge and skills to undertake a School Business Manager (SBM) role. The course introduces participants to key elements of leadership and management, basic department finance and budget processes and platforms used in school settings and provides school-based experiences for participants to observe the daily-relational demands of the SBM. A strengths-based personal survey contributes to understanding self and others in the context of how to lead and manage others in the workplace.

This program includes 3 short online sessions (2 hours each), up to 4 half-days shadowing an experienced SBM on the job, and one final full-day workshop which is face-to-face.

Course outcomes

By the end of this program participants will be able to demonstrate their growth in knowledge and skills and will:

• Gain understanding of self and others (Relationship Awareness Theory)
• Understand that effective business managers are both leaders and managers
• Understand the complexity and diversity of the SBM's role
• Know how to create and maintain work conditions for self and others using relationship awareness theory approaches
• Know how to enact leadership and management attributes to build teams, set direction, achieve goals and respond to change initiatives
• Know how to perform a range of SBM-specific tasks.

Course description

This professional learning on the Australian Early Development Census (AEDC) data will guide you on how to interpret and understand AEDC Community and School profiles. This session will offer valuable insights into the development and wellbeing of children from the 2024 AEDC collection. Your participation will help your school identify the strengths and vulnerabilities of children in your community to help with curriculum development and planning.

Course outcomes

Teachers/educators will gain the ability to interpret and understand AEDC data from school and community profiles effectively.
Teachers/educators will learn how to use AEDC data to inform their teaching practices and approaches.
Understanding AEDC data will help teachers/educators engage effectively with community members.

Course description

1 x Introductory workshop and 4 x 1-hour weekly online group coaching sessions purposedly designed to energise, engage and empower participants. A short (3 to 5-minute) video and handout will also be provided each week.

Weekly topics include:
Week 1: The Power of Design
Week 2: Change is Possible
Week 3: Pressure and Release
Week 4: Nourishing You

The program will run twice in 2025 in Term 1 and Term 2, with dates as follows:

Term 1

20 Feb 2025             
27 Feb 2025   
04 Mar 2025   
11 Mar 2025
20 Mar 2025   

Term 2

12 May 2025  
19 May 2025  
26 May 2025
05 Jun 2025   
12 Jun 2025   

This course is limited to 25 participants only. Once the limit has been reached, participants will be waitlisted.

Course outcomes

Participants will have a thorough understanding of what enables them to feel, function and relate well, along with the unique barriers that hold them back.

Course description

This professional learning on the Australian Early Development Census (AEDC) data will guide you on how to interpret and understand AEDC Community and School profiles. This session will offer valuable insights into the development and wellbeing of children from the 2024 AEDC collection. Your participation will help your school identify the strengths and vulnerabilities of children in your community to help with curriculum development and planning.

Course outcomes

Teachers/educators will gain the ability to interpret and understand AEDC data from school and community profiles effectively.
Teachers/educators will learn how to use AEDC data to inform their teaching practices and approaches.
Understanding AEDC data will help teachers/educators engage effectively with community members.

Course description

This workshop is for school support staff and teachers wishing to support the creation or continuation of pride groups in their school/s. Participants will gain the understanding and skills needed to establish, run and sustain student-led pride groups in schools.

Course outcomes

At the end of this session participants will be able to:

• Apply evidence-based strategies to support students and pride / diversity groups
• Establish, run and sustain a pride / diversity group
• Be an effective ally for LGBTIQA+ young people and colleagues in the school setting
• Address issues and problems that may arise when running a pride / diversity group
• Link in with the statewide pride / diversity group network

Participants attending the Launceston and Burnie sessions are invited to bring along their lunch to this session. Tea and coffee will be available.

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

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:

• 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 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:

• 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 description

This workshop is for school support staff and teachers wishing to support the creation or continuation of pride groups in their school/s. Participants will gain the understanding and skills needed to establish, run and sustain student-led pride groups in schools.

Course outcomes

At the end of this session participants will be able to:

• Apply evidence-based strategies to support students and pride / diversity groups
• Establish, run and sustain a pride / diversity group
• Be an effective ally for LGBTIQA+ young people and colleagues in the school setting
• Address issues and problems that may arise when running a pride / diversity group
• Link in with the statewide pride / diversity group network

Participants attending the Launceston and Burnie sessions are invited to bring along their lunch to this session. Tea and coffee will be available.

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:

• 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 description

This professional learning on the Australian Early Development Census (AEDC) data will guide you on how to interpret and understand AEDC Community and School profiles. This session will offer valuable insights into the development and wellbeing of children from the 2024 AEDC collection. Your participation will help your school identify the strengths and vulnerabilities of children in your community to help with curriculum development and planning.

Course outcomes

Teachers/educators will gain the ability to interpret and understand AEDC data from school and community profiles effectively.
Teachers/educators will learn how to use AEDC data to inform their teaching practices and approaches.
Understanding AEDC data will help teachers/educators engage effectively with community members.

Course description

This workshop is for school support staff and teachers wishing to support the creation or continuation of pride groups in their school/s. Participants will gain the understanding and skills needed to establish, run and sustain student-led pride groups in schools.

Course outcomes

At the end of this session participants will be able to:

• Apply evidence-based strategies to support students and pride / diversity groups
• Establish, run and sustain a pride / diversity group
• Be an effective ally for LGBTIQA+ young people and colleagues in the school setting
• Address issues and problems that may arise when running a pride / diversity group
• Link in with the statewide pride / diversity group network

Participants attending the Launceston and Burnie sessions are invited to bring along their lunch to this session. Tea and coffee will be available.

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:

• 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 description

All schools must have a representative attend the Support Teacher Forums.
These forums offer professional learning to equip Support Teachers with the skills and knowledge needed to fulfil their primary duties.
In addition, the forums serve as a platform for sharing system-wide updates and information about supporting students with disabilities.
Participants will gain access to a variety of resources, including tools, templates, guest speakers, expert consultations.

Course outcomes

Participants will be able to:

Know:

• The importance of educational adjustments and inclusive teaching practices.
• How quality differentiation supports diverse learners.
• Key elements of documenting learning programs in personalised learning plans.
• Strategies to elevate school-wide policies and practices to better support students with disabilities.

Understand:

• The connection between inclusive practices and improved student outcomes.
• How to align teaching approaches with whole-school practices to foster inclusion.

Do:

• Reflect on their current practices to identify strengths and areas for growth.
• Collaborate with colleagues to refine or create strategies for teaching diverse learners.
• Implement effective practices that support optimal learning opportunities for students with disabilities.

Course description

D&I Fundamentals 20 March - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 29 April - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 28 May - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 18 June - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

D&I Fundamentals 30 July - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 27 August - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 17 September - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 22 October - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

The Diversity and Inclusion Webinar Series is designed to help you and your team understand the fundamentals of workplace diversity and inclusion and the acknowledged business, individual, and team benefits. The learning outcomes for participants are to introduce the concept of workplace diversity and inclusion, and why it matters, then take participants through the different dimensions of a person’s identity that might have an impact on their experience at work.

Course description

This training is designed to support teachers, ESS and teacher assistants to build their professional content and pedagogical knowledge in the area of phonics. It will be connected to Lifting Literacy - Reading Priority, and includes unpacking:

• phonological and phonemic awareness
• concepts of print and the alphabetic principle
• grapho-phonic relationships
• explicit teaching of the phonics component of reading and writing

Course outcomes

Participants will:

• increase their pedagogical content knowledge.
• build curriculum knowledge and understand the progression of learning in phonics.
• Plan, teach and reflect on explicit phonics lessons

Course description

Leadership Starts from Within is designed to: build leadership knowledge and capability of people in the workplace, enable understanding and practice of contemporary leadership skills, allow participants to develop an understanding of ‘self as leader’ particularly through the lens of emotional intelligences, and to provide opportunity to enact effective leadership in the workplace.

Participants develop strength-based approaches to building leadership capabilities by undertaking, analysing and utilising a 360 Degree Feedback Survey.

Target audience includes aspiring leaders and those in leadership positions:

• Teachers with a minimum of five years practice and full teacher registration (or evidence of working towards full registration).
• If you are in the non-teaching sector/business unit, you have had an opportunity to undertake a leadership role in the workplace. This opportunity may be/has been in an acting, short-term, project-based or fulltime capacity.
• You have the opportunity to lead and/or influence improvement in the workplace.
• Your involvement is supported by your supervisor or principal.

This program connects to a qualification pathway. It is one unit of four units required to attain the Graduate Certificate in Education (Leadership) with UTAS. This program is 50% completion of the post graduate unit (EDP711 Leadership Starts from Within) leaving a balance of 50% which requires only one 2500-word reflective essay based on the program learnings.

Course outcomes

By the end of this program participants will be able to demonstrate their growth in leadership knowledge and skills:

• gain understanding of self and self as a leader
• understand why and how personal beliefs and values underpin and influence a personal leadership platform
• gain knowledge and understanding of styles and attributes of leadership
• know how to plan for and reflect on their interactions with colleagues in ways that empower themselves and others
• gain knowledge about leadership for change environments

Course description

This training is designed to support teachers, ESS and teacher assistants to build their professional content and pedagogical knowledge in the area of phonics. It will be connected to Lifting Literacy - Reading Priority, and includes unpacking:

• phonological and phonemic awareness
• concepts of print and the alphabetic principle
• grapho-phonic relationships
• explicit teaching of the phonics component of reading and writing

Course outcomes

Participants will:

• increase their pedagogical content knowledge.
• build curriculum knowledge and understand the progression of learning in phonics.
• Plan, teach and reflect on explicit phonics lessons

Course description

This training is designed to support teachers, ESS and teacher assistants to build their professional content and pedagogical knowledge in the area of phonics. It will be connected to Lifting Literacy - Reading Priority, and includes unpacking:

• phonological and phonemic awareness
• concepts of print and the alphabetic principle
• grapho-phonic relationships
• explicit teaching of the phonics component of reading and writing

Course outcomes

Participants will:

• increase their pedagogical content knowledge.
• build curriculum knowledge and understand the progression of learning in phonics.
• Plan, teach and reflect on explicit phonics lessons

Course description

Leadership Starts from Within is designed to: build leadership knowledge and capability of people in the workplace, enable understanding and practice of contemporary leadership skills, allow participants to develop an understanding of ‘self as leader’ particularly through the lens of emotional intelligences, and to provide opportunity to enact effective leadership in the workplace.

Participants develop strength-based approaches to building leadership capabilities by undertaking, analysing and utilising a 360 Degree Feedback Survey.

Target audience includes aspiring leaders and those in leadership positions:

• Teachers with a minimum of five years practice and full teacher registration (or evidence of working towards full registration).
• If you are in the non-teaching sector/business unit, you have had an opportunity to undertake a leadership role in the workplace. This opportunity may be/has been in an acting, short-term, project-based or fulltime capacity.
• You have the opportunity to lead and/or influence improvement in the workplace.
• Your involvement is supported by your supervisor or principal.

This program connects to a qualification pathway. It is one unit of four units required to attain the Graduate Certificate in Education (Leadership) with UTAS. This program is 50% completion of the post graduate unit (EDP711 Leadership Starts from Within) leaving a balance of 50% which requires only one 2500-word reflective essay based on the program learnings.

Course outcomes

By the end of this program participants will be able to demonstrate their growth in leadership knowledge and skills:

• gain understanding of self and self as a leader
• understand why and how personal beliefs and values underpin and influence a personal leadership platform
• gain knowledge and understanding of styles and attributes of leadership
• know how to plan for and reflect on their interactions with colleagues in ways that empower themselves and others
• gain knowledge about leadership for change environments

Course description

Sally Rippin is the Australian Children's Laureate for 2024-2025. She is also Australia's highest-selling female author and has written over 100 books for children and young adults, including Billie B Brown, Hey Jack!, Polly and Buster, School of Monsters, and Come Over to My House.

During this 'in conversation' style webinar, Sally will talk about her Laureate theme 'All kids can be readers!' It will provide insights into the Australian children's literature and how school libraries can share stories and grow a love of reading.

Course outcomes

Outcomes for school library staff:

• Increased awareness of resources provided by the Australian Children's Laureate Foundation
• Updated knowledge concerning Australian children's literature
• Updated knowledge concerning reader engagement

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

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing issues, 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 Education Department’s 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

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

Course description

D&I Fundamentals 20 March - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 29 April - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 28 May - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 18 June - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

D&I Fundamentals 30 July - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 27 August - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 17 September - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 22 October - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

The Diversity and Inclusion Webinar Series is designed to help you and your team understand the fundamentals of workplace diversity and inclusion and the acknowledged business, individual, and team benefits. The learning outcomes for participants are to introduce the concept of workplace diversity and inclusion, and why it matters, then take participants through the different dimensions of a person’s identity that might have an impact on their experience at work.

Course description

This one-day face-to-face course will prepare teachers for upcoming content on curriculum maps by focusing on how to improve teaching of statistics and trigonometry. The use of digital tools for organising and summarising real-world data will be explored so that students learn to manage data more efficiently. A first principles approach which supports students in gaining conceptual understanding of the trigonometric ratios will also be modelled.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction in Mathematics/Numeracy (using the Pedagogical Framework and teaching strategies which are relevant for specific mathematical concepts).
• Monitoring student learning and planning next steps using conceptual development guides and ASGs.
• How to use the resources on the TLC (including sample mathematics tasks) to support differentiation and meet the needs of learners.
  
  A future PL day with the same program outcomes but a content focus of Measurement and Space will be offered in Term 3 Week 10.

Course description

This one-day face-to-face course will prepare teachers for upcoming content on curriculum maps by focusing on how to improve teaching of statistics and trigonometry. The use of digital tools for organising and summarising real-world data will be explored so that students learn to manage data more efficiently. A first principles approach which supports students in gaining conceptual understanding of the trigonometric ratios will also be modelled.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction in Mathematics/Numeracy (using the Pedagogical Framework and teaching strategies which are relevant for specific mathematical concepts).
• Monitoring student learning and planning next steps using conceptual development guides and ASGs.
• How to use the resources on the TLC (including sample mathematics tasks) to support differentiation and meet the needs of learners.
  
  A future PL day with the same program outcomes but a content focus of Measurement and Space will be offered in Term 3 Week 10.

Course description

This one-day face-to-face course will prepare teachers for upcoming content on curriculum maps by focusing on how to improve teaching of statistics and trigonometry. The use of digital tools for organising and summarising real-world data will be explored so that students learn to manage data more efficiently. A first principles approach which supports students in gaining conceptual understanding of the trigonometric ratios will also be modelled.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction in Mathematics/Numeracy (using the Pedagogical Framework and teaching strategies which are relevant for specific mathematical concepts).
• Monitoring student learning and planning next steps using conceptual development guides and ASGs.
• How to use the resources on the TLC (including sample mathematics tasks) to support differentiation and meet the needs of learners.
  
  A future PL day with the same program outcomes but a content focus of Measurement and Space will be offered in Term 3 Week 10.

Course description

This in-person workshop will support school health nurses, professional support staff and interested teachers to gain an understanding of affirmation planning and the role it plays in addressing the challenges and barriers faced by LGBTIQA+ young people. Affirmation plans (gender or sexuality or bodies) are developed together with the young person and, where appropriate, engage their families and allow for the school leadership to be informed as to the unique needs of a specific student in their school.

Workshop content is informed by DECYP’s Supporting Sexuality, Sex, and Gender Diversity in Schools Policy. Participation will help prepare and equip school staff to support and assist students seeking to affirm their identity in the school setting. During the session, attendees will work through a Gender Affirmation Plan in order to understand its use in addressing supportive and dignifying conversations with LGBTIQA+ students, through focusing on social, legal and educational concerns.

Course outcomes

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

• Appreciate the history and development of affirmation plans in Tasmanian schools,
• Appreciate the role of Gender Affirmation Plans as part of a whole school approach,
• Understand the limitations of focussing on an individual student,
• Appreciate the guiding principles and policies that set the context for affirmation planning,
• Understand the limits of a plan in relation to medical issues,
• Develop strategies for including families in the development of Affirmation Plans,
• Ground the plan as a tool for advocacy and not as a therapy tool,
• Understand key considerations of confidentiality and disclosures.

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

Course description

This in-person workshop will support school health nurses, professional support staff and interested teachers to gain an understanding of affirmation planning and the role it plays in addressing the challenges and barriers faced by LGBTIQA+ young people. Affirmation plans (gender or sexuality or bodies) are developed together with the young person and, where appropriate, engage their families and allow for the school leadership to be informed as to the unique needs of a specific student in their school.

Workshop content is informed by DECYP’s Supporting Sexuality, Sex, and Gender Diversity in Schools Policy. Participation will help prepare and equip school staff to support and assist students seeking to affirm their identity in the school setting. During the session, attendees will work through a Gender Affirmation Plan in order to understand its use in addressing supportive and dignifying conversations with LGBTIQA+ students, through focusing on social, legal and educational concerns.

Course outcomes

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

• Appreciate the history and development of affirmation plans in Tasmanian schools,
• Appreciate the role of Gender Affirmation Plans as part of a whole school approach,
• Understand the limitations of focussing on an individual student,
• Appreciate the guiding principles and policies that set the context for affirmation planning,
• Understand the limits of a plan in relation to medical issues,
• Develop strategies for including families in the development of Affirmation Plans,
• Ground the plan as a tool for advocacy and not as a therapy tool,
• Understand key considerations of confidentiality and disclosures.

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

Course description

This course is for staff who support students who are at risk of choking.
The course is a face-to-face workshop and includes practical components.

Course outcomes

Staff will be able to identify when a student is aspirating or choking. Staff will learn what to do in a situation when a student may be aspirating or choking.

Course description

This course is for staff who support students who have meal support plans.
The course 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 Management Plan. Staff will learn how to identify when to seek Speech Pathology assistance.

Course description

This course explores the Family Partnership Model (FPM), an innovative approach based upon an explicit model of the 'helping' process. The model demonstrates how specific 'helper' qualities and skills, when used in partnership, can enable parents and families to overcome their difficulties, build strengths and resilience and fulfil their goals more effectively.

In the FPM Foundation Course, you'll participate in activities to build your skills and explore all aspects of the model including:

• working with families to identify their needs
• building a genuine and respectful 'partnership'
• setting goals
• helping families achieve these goals.

The course uses an adult learning approach which values, recognises and builds on the experience that participants bring with them. During the course, you'll be encouraged to actively practice your skills in a supportive learning environment.

A number of research trials have demonstrated the positive benefits of the Family Partnership Model to:

• the developmental progress of children
• parent-child interaction
• the psychological functioning of parents, families and children.

Course outcomes

Participants will develop their knowledge, skills and confidence in the processes of the evidence-based Family Partnership Model, including engaging and relating well to parents and effectively supporting them to achieve jointly identified outcomes.

Course description

D&I Fundamentals 20 March - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 29 April - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 28 May - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 18 June - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

D&I Fundamentals 30 July - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 27 August - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 17 September - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 22 October - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

The Diversity and Inclusion Webinar Series is designed to help you and your team understand the fundamentals of workplace diversity and inclusion and the acknowledged business, individual, and team benefits. The learning outcomes for participants are to introduce the concept of workplace diversity and inclusion, and why it matters, then take participants through the different dimensions of a person’s identity that might have an impact on their experience at work.

Course description

This course explores the Family Partnership Model (FPM), an innovative approach based upon an explicit model of the 'helping' process. The model demonstrates how specific 'helper' qualities and skills, when used in partnership, can enable parents and families to overcome their difficulties, build strengths and resilience and fulfil their goals more effectively.

In the FPM Foundation Course, you'll participate in activities to build your skills and explore all aspects of the model including:

• working with families to identify their needs
• building a genuine and respectful 'partnership'
• setting goals
• helping families achieve these goals.

The course uses an adult learning approach which values, recognises and builds on the experience that participants bring with them. During the course, you'll be encouraged to actively practice your skills in a supportive learning environment.

A number of research trials have demonstrated the positive benefits of the Family Partnership Model to:

• the developmental progress of children
• parent-child interaction
• the psychological functioning of parents, families and children.

Course outcomes

Participants will develop their knowledge, skills and confidence in the processes of the evidence-based Family Partnership Model, including engaging and relating well to parents and effectively supporting them to achieve jointly identified 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

Course description

All schools must have a representative attend the Support Teacher Forums.
These forums offer professional learning to equip Support Teachers with the skills and knowledge needed to fulfil their primary duties.
In addition, the forums serve as a platform for sharing system-wide updates and information about supporting students with disabilities.
Participants will gain access to a variety of resources, including tools, templates, guest speakers, expert consultations.

Course outcomes

Participants will be able to:

Know:

• The importance of educational adjustments and inclusive teaching practices.
• How quality differentiation supports diverse learners.
• Key elements of documenting learning programs in personalised learning plans.
• Strategies to elevate school-wide policies and practices to better support students with disabilities.

Understand:

• The connection between inclusive practices and improved student outcomes.
• How to align teaching approaches with whole-school practices to foster inclusion.

Do:

• Reflect on their current practices to identify strengths and areas for growth.
• Collaborate with colleagues to refine or create strategies for teaching diverse learners.
• Implement effective practices that support optimal learning opportunities for students with disabilities.

Course description

All schools must have a representative attend the Support Teacher Forums.
These forums offer professional learning to equip Support Teachers with the skills and knowledge needed to fulfil their primary duties.
In addition, the forums serve as a platform for sharing system-wide updates and information about supporting students with disabilities.
Participants will gain access to a variety of resources, including tools, templates, guest speakers, expert consultations.

Course outcomes

Participants will be able to:

Know:

• The importance of educational adjustments and inclusive teaching practices.
• How quality differentiation supports diverse learners.
• Key elements of documenting learning programs in personalised learning plans.
• Strategies to elevate school-wide policies and practices to better support students with disabilities.

Understand:

• The connection between inclusive practices and improved student outcomes.
• How to align teaching approaches with whole-school practices to foster inclusion.

Do:

• Reflect on their current practices to identify strengths and areas for growth.
• Collaborate with colleagues to refine or create strategies for teaching diverse learners.
• Implement effective practices that support optimal learning opportunities for students with disabilities.

Course description

All schools must have a representative attend the Support Teacher Forums.
These forums offer professional learning to equip Support Teachers with the skills and knowledge needed to fulfil their primary duties.
In addition, the forums serve as a platform for sharing system-wide updates and information about supporting students with disabilities.
Participants will gain access to a variety of resources, including tools, templates, guest speakers, expert consultations.

Course outcomes

Participants will be able to:

Know:

• The importance of educational adjustments and inclusive teaching practices.
• How quality differentiation supports diverse learners.
• Key elements of documenting learning programs in personalised learning plans.
• Strategies to elevate school-wide policies and practices to better support students with disabilities.

Understand:

• The connection between inclusive practices and improved student outcomes.
• How to align teaching approaches with whole-school practices to foster inclusion.

Do:

• Reflect on their current practices to identify strengths and areas for growth.
• Collaborate with colleagues to refine or create strategies for teaching diverse learners.
• Implement effective practices that support optimal learning opportunities for students with disabilities.

Course description

D&I Fundamentals 20 March - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 29 April - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 28 May - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 18 June - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

D&I Fundamentals 30 July - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 27 August - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 17 September - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 22 October - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

The Diversity and Inclusion Webinar Series is designed to help you and your team understand the fundamentals of workplace diversity and inclusion and the acknowledged business, individual, and team benefits. The learning outcomes for participants are to introduce the concept of workplace diversity and inclusion, and why it matters, then take participants through the different dimensions of a person’s identity that might have an impact on their experience at work.

Course description

This two-day course supports practitioners to gain a broad-brush understanding of the core concepts and skills considered to be necessary for building effective relationships with colleagues and parents.

Whilst this course is influenced by components of the Family Partnership Model (FPM), completing this two-day course does not equate to having completed FPM training.

Course outcomes

Upon completion of the course, participants will be able to:

• Understand the necessary steps involved in building effective working relationships with each other (colleagues) and parents.
• Consider what is involved in helping parents to develop the resources they need to improve their current/future situations.
• Develop an understanding of some process and concepts necessary to develop and/or practise the skills of engaging colleagues and parents.
• Provide a safe, reflective environment in which to explore, confirm and develop participants own understanding of effective partnership and implications for their practice.

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

Course description

D&I Fundamentals 20 March - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 29 April - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 28 May - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 18 June - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

D&I Fundamentals 30 July - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 27 August - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 17 September - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 22 October - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

The Diversity and Inclusion Webinar Series is designed to help you and your team understand the fundamentals of workplace diversity and inclusion and the acknowledged business, individual, and team benefits. The learning outcomes for participants are to introduce the concept of workplace diversity and inclusion, and why it matters, then take participants through the different dimensions of a person’s identity that might have an impact on their experience at work.

Course description

This one-day face-to-face PL course will prepare teachers for upcoming content on curriculum maps by focusing on how to improve teaching of measurement and space. The use of concrete materials, pictorial representations, and digital tools will be modelled. Connections to algebra will also be made.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction in Mathematics/Numeracy (using the Pedagogical Framework and teaching strategies which are relevant for specific mathematical concepts).
• Monitoring student learning and planning next steps using conceptual development guides and ASGs.
• How to use the resources on the TLC (including sample mathematics tasks) to support differentiation and meet the needs of learners.

Course description

This one-day face-to-face PL course will prepare teachers for upcoming content on curriculum maps by focusing on how to improve teaching of measurement and space. The use of concrete materials, pictorial representations, and digital tools will be modelled. Connections to algebra will also be made.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction in Mathematics/Numeracy (using the Pedagogical Framework and teaching strategies which are relevant for specific mathematical concepts).
• Monitoring student learning and planning next steps using conceptual development guides and ASGs.
• How to use the resources on the TLC (including sample mathematics tasks) to support differentiation and meet the needs of learners.

Course description

This one-day face-to-face PL course will prepare teachers for upcoming content on curriculum maps by focusing on how to improve teaching of measurement and space. The use of concrete materials, pictorial representations, and digital tools will be modelled. Connections to algebra will also be made.

Course outcomes

Participants will develop a deeper understanding of:

• How to use the progression of key concepts when planning for learning and how to connect new learning to prior learning.
• Evidence-based Tier 1 instruction in Mathematics/Numeracy (using the Pedagogical Framework and teaching strategies which are relevant for specific mathematical concepts).
• Monitoring student learning and planning next steps using conceptual development guides and ASGs.
• How to use the resources on the TLC (including sample mathematics tasks) to support differentiation and meet the needs of learners.

Course description

This course is for staff who support students who are at risk of choking.
The course is a face-to-face workshop and includes practical components.

Course outcomes

Staff will be able to identify when a student is aspirating or choking. Staff will learn what to do in a situation when a student may be aspirating or choking.

Course description

This course is for staff who support students who have meal support plans.
The course 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 Management Plan. Staff will learn how to identify when to seek Speech Pathology assistance.

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

D&I Fundamentals 20 March - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 29 April - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 28 May - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 18 June - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

D&I Fundamentals 30 July - 3pm - 4.30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work 27 August - 3pm - 4.30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work 17 September - 3pm - 4.30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious bias 22 October - 3pm - 4.30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

The Diversity and Inclusion Webinar Series is designed to help you and your team understand the fundamentals of workplace diversity and inclusion and the acknowledged business, individual, and team benefits. The learning outcomes for participants are to introduce the concept of workplace diversity and inclusion, and why it matters, then take participants through the different dimensions of a person’s identity that might have an impact on their experience at work.

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing issues, 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 Education Department’s 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

All schools must have a representative attend the Support Teacher Forums.
These forums offer professional learning to equip Support Teachers with the skills and knowledge needed to fulfil their primary duties.
In addition, the forums serve as a platform for sharing system-wide updates and information about supporting students with disabilities.
Participants will gain access to a variety of resources, including tools, templates, guest speakers, expert consultations.

Course outcomes

Participants will be able to:

Know:

• The importance of educational adjustments and inclusive teaching practices.
• How quality differentiation supports diverse learners.
• Key elements of documenting learning programs in personalised learning plans.
• Strategies to elevate school-wide policies and practices to better support students with disabilities.

Understand:

• The connection between inclusive practices and improved student outcomes.
• How to align teaching approaches with whole-school practices to foster inclusion.

Do:

• Reflect on their current practices to identify strengths and areas for growth.
• Collaborate with colleagues to refine or create strategies for teaching diverse learners.
• Implement effective practices that support optimal learning opportunities for students with disabilities.

Course description

The Family Partnership Model emphasises the need for highly skilled professional communication and structured goal-orientated support for families. It also assumes that a respectful partnership between the Family Partnership Model practitioner and those who support their reflective practice is a powerful restorative support, and the means by which reflective practice can be most successfully reviewed and facilitated.

A partnership relationship provides a base for the Family Partnership Model practitioner to explore difficulties they face, to clarify these and to develop the most helpful and effective strategies. Guiding a practitioner through reflective practice is a form of supervision.

Supervision is ‘a quintessential interpersonal interaction with the general goal that one person, the supervisor, meets with another, the supervisee, in an effort to make the latter more effective in helping people’ (Hess, 1980:25).

The Family Partnership Model Supervision Course prepares you to facilitate reflective supervision for practitioners who apply the Family Partnership Model in their work.

We'll ask you to embark on a journey of change through self-reflection, experiential learning and knowledge acquisition. This will enhance and develop your knowledge, skills and attitudes for effective supervision. The course is tiring and challenging. We suggest giving yourself an hour or so of quiet relaxation after each day.

Course outcomes

This course equips participants with an understanding of the functions, processes and skills required to provide supervision (individual and groups) to practitioners in the style of the Family Partnership Model (Davis & Day, 2010; Day, Ellis & Harris, 2015). It encourages participants to reflect on their own experiences and learn to deal effectively with new supervisory situations, and to find new ways of managing familiar challenges (White, 2002:11).

Participants will:

• Enhance and develop knowledge, skills and attitudes for effective supervision.
• Facilitate reflective supervision for practitioners who apply the Family Partnership Model in their work.
• Support practitioners to explore difficulties they face, to clarify these and to develop the most helpful and effective strategies.

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

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

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