Calendar

Course description

Useful sessions for anyone planning a school library renovation or simple refresh. Kevin Hennah is a library design consultant with a long history of working with libraries on strategies to maximise productivity of space, improve presentation and maintain relevance.

• March 31 12pm-1pm: Inspired school library layout
• May 1 12pm-1pm: High impact, low-budget school library makeovers

A recording will be available for 7 days after each session.

Course outcomes

Updated knowledge concerning contemporary school library design.

To register for this course, please email your interest to: School.libraries@libraries.tas.gov.au

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.

Course description

This professional learning session provides teachers and leaders with resources and strategies to effectively plan, teach, and assess the Australian Curriculum in multi-age classes. Multi-age classrooms, where students from two or more year levels learn together, require structured approaches to ensure comprehensive curriculum coverage without gaps or unnecessary repetition.

Participants will explore whole-school planning templates, A/B curriculum models, subject-specific planning tools, and assessment strategies tailored for multi-age settings. The session supports teachers and leaders in small schools (100 students or less) to deliver high-quality education aligned with the Australian Curriculum

Course outcomes

Deepen your knowledge and understanding of the resources available to support planning, teaching and assessing the Australian Curriculum in multi-age classes.

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.

Course description

Word Origins is the preferred and supported program in Tasmanian Government Schools in years 3-6.

Course outcomes

Participants will develop a deeper understanding of:

• the background behind the development of Word Origins
• how to implement and deliver Word Origins in your school context
• review, differentiation and assessment within the Word Origins program
• how to use the program materials including the manual and supporting online resources.

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

Word Origins is the preferred and supported program in Tasmanian Government Schools in years 3-6.

Course outcomes

Participants will develop a deeper understanding of:

• the background behind the development of Word Origins
• how to implement and deliver Word Origins in your school context
• review, differentiation and assessment within the Word Origins program
• how to use the program materials including the manual and supporting online resources.

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

Word Origins is the preferred and supported program in Tasmanian Government Schools in years 3-6.

Course outcomes

Participants will develop a deeper understanding of:

• the background behind the development of Word Origins
• how to implement and deliver Word Origins in your school context
• review, differentiation and assessment within the Word Origins program
• how to use the program materials including the manual and supporting online resources.

Course description

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

Useful sessions for anyone planning a school library renovation or simple refresh. Kevin Hennah is a library design consultant with a long history of working with libraries on strategies to maximise productivity of space, improve presentation and maintain relevance.

• March 31 12pm-1pm: Inspired school library layout
• May 1 12pm-1pm: High impact, low-budget school library makeovers

A recording will be available for 7 days after each session.

Course outcomes

Updated knowledge concerning contemporary school library design.

To register for this course, please email your interest to: School.libraries@libraries.tas.gov.au

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

This full-day professional learning workshop supports high school and college educators to embed Respectful Relationships and Consent Education (RRCE) into their school culture and classroom teaching.

Designed for teachers, support staff and school leaders across all learning areas, the workshop builds participants’ knowledge, confidence and practical skills to deliver impactful RRCE.

Key content includes:

• Why RRCE matters: Understanding the evidence for, and impact of RRCE on student knowledge, skills, wellbeing and learning
• Participatory and gender-transformative practices: Engaging students in activities that challenge harmful norms and promote respect and equality
• Trauma-informed approaches: Delivering sensitive content, navigating challenging conversations, using protective interrupting, and responding to disclosures
• Practical classroom strategies: Exploring RRCE teaching resources, sample activities and real-world classroom scenarios
• Embedding RRCE across the curriculum: Planning and delivering RRCE within diverse learning areas and programs
• Whole-school alignment: Reflecting on your school’s RRCE journey and identifying steps to strengthen a school-wide approach

Schools are encouraged to send multiple staff to support a consistent and collaborative approach to RRCE.

Course outcomes

By the end of this workshop, participants will:

• Understand the role and impact of RRCE on student wellbeing and learning
• Feel confident embedding and contributing a whole-of-school approach to RRCE
• Apply trauma-informed strategies to manage sensitive conversations and disclosures
• Use gender-transformative and participatory approaches to challenge harmful norms and promote respect
• Access and confidently use RRCE teaching resources and activity samples in 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

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

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

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 full-day professional learning workshop supports high school and college educators to embed Respectful Relationships and Consent Education (RRCE) into their school culture and classroom teaching.

Designed for teachers, support staff and school leaders across all learning areas, the workshop builds participants’ knowledge, confidence and practical skills to deliver impactful RRCE.

Key content includes:

• Why RRCE matters: Understanding the evidence for, and impact of RRCE on student knowledge, skills, wellbeing and learning
• Participatory and gender-transformative practices: Engaging students in activities that challenge harmful norms and promote respect and equality
• Trauma-informed approaches: Delivering sensitive content, navigating challenging conversations, using protective interrupting, and responding to disclosures
• Practical classroom strategies: Exploring RRCE teaching resources, sample activities and real-world classroom scenarios
• Embedding RRCE across the curriculum: Planning and delivering RRCE within diverse learning areas and programs
• Whole-school alignment: Reflecting on your school’s RRCE journey and identifying steps to strengthen a school-wide approach

Schools are encouraged to send multiple staff to support a consistent and collaborative approach to RRCE.

Course outcomes

By the end of this workshop, participants will:

• Understand the role and impact of RRCE on student wellbeing and learning
• Feel confident embedding and contributing a whole-of-school approach to RRCE
• Apply trauma-informed strategies to manage sensitive conversations and disclosures
• Use gender-transformative and participatory approaches to challenge harmful norms and promote respect
• Access and confidently use RRCE teaching resources and activity samples in their practice

Course description

This full-day professional learning workshop supports high school and college educators to embed Respectful Relationships and Consent Education (RRCE) into their school culture and classroom teaching.

Designed for teachers, support staff and school leaders across all learning areas, the workshop builds participants’ knowledge, confidence and practical skills to deliver impactful RRCE.

Key content includes:

• Why RRCE matters: Understanding the evidence for, and impact of RRCE on student knowledge, skills, wellbeing and learning
• Participatory and gender-transformative practices: Engaging students in activities that challenge harmful norms and promote respect and equality
• Trauma-informed approaches: Delivering sensitive content, navigating challenging conversations, using protective interrupting, and responding to disclosures
• Practical classroom strategies: Exploring RRCE teaching resources, sample activities and real-world classroom scenarios
• Embedding RRCE across the curriculum: Planning and delivering RRCE within diverse learning areas and programs
• Whole-school alignment: Reflecting on your school’s RRCE journey and identifying steps to strengthen a school-wide approach

Schools are encouraged to send multiple staff to support a consistent and collaborative approach to RRCE.

Course outcomes

By the end of this workshop, participants will:

• Understand the role and impact of RRCE on student wellbeing and learning
• Feel confident embedding and contributing a whole-of-school approach to RRCE
• Apply trauma-informed strategies to manage sensitive conversations and disclosures
• Use gender-transformative and participatory approaches to challenge harmful norms and promote respect
• Access and confidently use RRCE teaching resources and activity samples in their practice

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.

For more information: Establishing-and-Sustaining-a-Pride-Diversity-Group.pdf

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 full-day professional learning session is designed to support schools in delivering age-appropriate, strengths-based, and inclusive Respectful Relationships and Consent Education (RRCE).

The workshop will explore:

• Why RRCE matters in primary schools – understanding how it connects to student wellbeing, consent education, and family violence prevention.
• Using the RRCE resource effectively – exploring key content, lessons, and strategies for classroom delivery.
• A whole-school approach to RRCE – what it means in practice, and how all staff can contribute.
• Trauma-informed and inclusive teaching – responding to disclosures, managing sensitive conversations, and ensuring RRCE is accessible to all students, including students of diverse genders, sexualities, abilities, and cultural backgrounds.
• Practical strategies for the classroom and beyond – sample activities, implementation tips, and ways to reinforce RRCE themes across school interactions.

Schools are encouraged to send multiple staff to support a consistent and collaborative approach to RRCE.

Course outcomes

By the end of this workshop, participants will:

• Feel confident using the RRCE resource in their teaching practice.
• Understand the key principles of a whole-school approach and how they can support implementation.
• Apply trauma-informed and participatory teaching strategies when delivering RRCE content.
• Use inclusive, strengths-based approaches to engage all students in learning about respect, relationships, and consent.
• Identify practical opportunities to embed RRCE in school culture, classroom interactions, and wellbeing initiatives.

Course description

Word Origins is the preferred and supported program in Tasmanian Government Schools in years 3-6.

Course outcomes

Participants will develop a deeper understanding of:

• the background behind the development of Word Origins
• how to implement and deliver Word Origins in your school context
• review, differentiation and assessment within the Word Origins program
• how to use the program materials including the manual and supporting online resources.

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

Early Career Teacher Workshops are a four-day course offered regionally, one session per term, to Early Career Teachers. Aligning to the Australian Professional Standards for Teachers, the course provides tools, strategies, and resources to support the transition from graduate teacher to proficient.
Early career teachers will be encouraged to become active participants in their profession, undertaking professional development and engaging with professional teaching networks, while also developing capacity to reflect on and evidence their practice.
The course explores the fundamentals of effective teaching and learning from professional practices, identity, orientation to wellbeing.

Course outcomes

Participants in this program will be able to:

• Reflect on current practice using the Standards to move from the Graduate to Proficient career stages
• Reflect on and evidence their practice to understand their impact on student learning
• Develop their professional knowledge, practice and engagement

Course description

Early Career Teacher Workshops are a four-day course offered regionally, one session per term, to Early Career Teachers. Aligning to the Australian Professional Standards for Teachers, the course provides tools, strategies, and resources to support the transition from graduate teacher to proficient.
Early career teachers will be encouraged to become active participants in their profession, undertaking professional development and engaging with professional teaching networks, while also developing capacity to reflect on and evidence their practice.
The course explores the fundamentals of effective teaching and learning from professional practices, identity, orientation to wellbeing.

Course outcomes

Participants in this program will be able to:

• Reflect on current practice using the Standards to move from the Graduate to Proficient career stages
• Reflect on and evidence their practice to understand their impact on student learning
• Develop their professional knowledge, practice and engagement

Course description

Word Origins is the preferred and supported program in Tasmanian Government Schools in years 3-6.

Course outcomes

Participants will develop a deeper understanding of:

• the background behind the development of Word Origins
• how to implement and deliver Word Origins in your school context
• review, differentiation and assessment within the Word Origins program
• how to use the program materials including the manual and supporting online resources.

Course description

This full-day professional learning session is designed to support schools in delivering age-appropriate, strengths-based, and inclusive Respectful Relationships and Consent Education (RRCE).

The workshop will explore:

• Why RRCE matters in primary schools – understanding how it connects to student wellbeing, consent education, and family violence prevention.
• Using the RRCE resource effectively – exploring key content, lessons, and strategies for classroom delivery.
• A whole-school approach to RRCE – what it means in practice, and how all staff can contribute.
• Trauma-informed and inclusive teaching – responding to disclosures, managing sensitive conversations, and ensuring RRCE is accessible to all students, including students of diverse genders, sexualities, abilities, and cultural backgrounds.
• Practical strategies for the classroom and beyond – sample activities, implementation tips, and ways to reinforce RRCE themes across school interactions.

Schools are encouraged to send multiple staff to support a consistent and collaborative approach to RRCE.

Course outcomes

By the end of this workshop, participants will:

• Feel confident using the RRCE resource in their teaching practice.
• Understand the key principles of a whole-school approach and how they can support implementation.
• Apply trauma-informed and participatory teaching strategies when delivering RRCE content.
• Use inclusive, strengths-based approaches to engage all students in learning about respect, relationships, and consent.
• Identify practical opportunities to embed RRCE in school culture, classroom interactions, and wellbeing initiatives.

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

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

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

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

Course outcomes

Participants in this program will:

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

Session Information:

21 May - 3.15pm-4.15pm
Triangulation of data with Teaching and Learning

17 June - 3.15pm-4.15pm
Writing in Plain English for Parents and Carers with 26TEN

13 August - 3.15pm-4.15pm
Supporting student with complex communication needs with Grant Maynard

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

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

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

Course description

This full-day professional learning session is designed to support schools in delivering age-appropriate, strengths-based, and inclusive Respectful Relationships and Consent Education (RRCE).

The workshop will explore:

• Why RRCE matters in primary schools – understanding how it connects to student wellbeing, consent education, and family violence prevention.
• Using the RRCE resource effectively – exploring key content, lessons, and strategies for classroom delivery.
• A whole-school approach to RRCE – what it means in practice, and how all staff can contribute.
• Trauma-informed and inclusive teaching – responding to disclosures, managing sensitive conversations, and ensuring RRCE is accessible to all students, including students of diverse genders, sexualities, abilities, and cultural backgrounds.
• Practical strategies for the classroom and beyond – sample activities, implementation tips, and ways to reinforce RRCE themes across school interactions.

Schools are encouraged to send multiple staff to support a consistent and collaborative approach to RRCE.

Course outcomes

By the end of this workshop, participants will:

• Feel confident using the RRCE resource in their teaching practice.
• Understand the key principles of a whole-school approach and how they can support implementation.
• Apply trauma-informed and participatory teaching strategies when delivering RRCE content.
• Use inclusive, strengths-based approaches to engage all students in learning about respect, relationships, and consent.
• Identify practical opportunities to embed RRCE in school culture, classroom interactions, and wellbeing initiatives.

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

Word Origins is the preferred and supported program in Tasmanian Government Schools in years 3-6.

Course outcomes

Participants will develop a deeper understanding of:

• the background behind the development of Word Origins
• how to implement and deliver Word Origins in your school context
• review, differentiation and assessment within the Word Origins program
• how to use the program materials including the manual and supporting online resources.

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.

For more information: Establishing-and-Sustaining-a-Pride-Diversity-Group.pdf

Course description

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

This full-day workshop will include:

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

Course outcomes

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

• 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

Early Career Teacher Workshops are a four-day course offered regionally, one session per term, to Early Career Teachers. Aligning to the Australian Professional Standards for Teachers, the course provides tools, strategies, and resources to support the transition from graduate teacher to proficient.
Early career teachers will be encouraged to become active participants in their profession, undertaking professional development and engaging with professional teaching networks, while also developing capacity to reflect on and evidence their practice.
The course explores the fundamentals of effective teaching and learning from professional practices, identity, orientation to wellbeing.

Course outcomes

Participants in this program will be able to:

• Reflect on current practice using the Standards to move from the Graduate to Proficient career stages
• Reflect on and evidence their practice to understand their impact on student learning
• Develop their professional knowledge, practice and engagement

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.

For more information: Establishing-and-Sustaining-a-Pride-Diversity-Group.pdf

Course description

This seven-day program supports middle leaders in schools aspiring to principalship. Designed as a practical, six month, spaced-learning experience, participants will:

• Engage in four, interactive whole-day workshops
• Read and respond to stimulus articles/videos prior to each workshop
• Engage in three days of guided shadowing of an experienced Principal
• Receive two professional coaching sessions delivered online, on applying their learning to their professional practice
• Utilise their program journal to reflect on their learning and plan for ‘stretching’ their practice
• Deploy two data-collecting instruments to provide feedback on:
  – How participants perceive their leadership strengths compared with how others perceive them
  – Identifying key competencies and capabilities for strengthening overall leadership performance
• Work with the facilitators to undertake a Personal Leadership Inquiry, using learning and data from all aspects of the program

Key content in this program includes:
- Developing a leadership disposition
- Continuous learning for growth as a leader
- How leaders build a culture of teamwork and performance
- How leaders learn to know themselves and how they use their capabilities to build trust and influence
- Critical interpersonal skills for leaders
- Politically astute leadership
- Fundamentals of school improvement

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 (ESM762 Principal Preparation Program) leaving a balance of 50% which requires only one 2500 word reflective essay based on the program learnings.

Enrol in the program to receive the Expression of Interest Form.

Participants are funded three day's relief.

Course outcomes

Participants will further develop knowledge, expertise and capabilities aligned with the Principal Capability Framework, particularly:

• Understanding and practising authenticity as a leader
• Shaping an inclusive school culture that fosters mutual respect, agency and accountability
• Building a psychologically and emotionally safe environment
• Cultivating a feedback culture by building capacity in self and others to inquire, and seek and respond to data and feedback, for continuous improvement
• Nurturing collaborative practice and high-performing teams
• Developing educational leadership knowledge and expertise for driving school improvement

Course description

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support new Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose to only do one or two days).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 10 June Tuesday (T2W7)
Day 2 – 18 August Monday (T3W5)
Day 3 – 14 October Tuesday (T4W1)

North

Day 1 – 26 May Monday (T2W5)
Day 2 – 24 July Thursday (T3W1)
Day 3 – 10 Sept Wednesday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

Course description

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support continuing 2024 Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 11 June Wednesday (T2W7)
Day 2 – 19 August Tuesday (T3W5)
Day 3 – 15 October Wednesday (T4W1)

North

Day 1 – 27 May Tuesday (T2W5)
Day 2 – 25 July Friday (T3W1)
Day 3 – 11 Sept Thursday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

Course description

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

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

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

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

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

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support new Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose to only do one or two days).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 10 June Tuesday (T2W7)
Day 2 – 18 August Monday (T3W5)
Day 3 – 14 October Tuesday (T4W1)

North

Day 1 – 26 May Monday (T2W5)
Day 2 – 24 July Thursday (T3W1)
Day 3 – 10 Sept Wednesday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

Course description

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support continuing 2024 Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 11 June Wednesday (T2W7)
Day 2 – 19 August Tuesday (T3W5)
Day 3 – 15 October Wednesday (T4W1)

North

Day 1 – 27 May Tuesday (T2W5)
Day 2 – 25 July Friday (T3W1)
Day 3 – 11 Sept Thursday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

Course description

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

Course outcomes

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

Course description

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

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

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

Course outcomes

Participants in this program will:

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

Session Information:

21 May - 3.15pm-4.15pm
Triangulation of data with Teaching and Learning

17 June - 3.15pm-4.15pm
Writing in Plain English for Parents and Carers with 26TEN

13 August - 3.15pm-4.15pm
Supporting student with complex communication needs with Grant Maynard

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

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

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

Course description

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.

For more information: LGBTIQA+-Young-People-for-Positive-Outcomes.pdf

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.

For more information: LGBTIQA+-Young-People-for-Positive-Outcomes.pdf

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

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support new Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose to only do one or two days).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 10 June Tuesday (T2W7)
Day 2 – 18 August Monday (T3W5)
Day 3 – 14 October Tuesday (T4W1)

North

Day 1 – 26 May Monday (T2W5)
Day 2 – 24 July Thursday (T3W1)
Day 3 – 10 Sept Wednesday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

Course description

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support continuing 2024 Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 11 June Wednesday (T2W7)
Day 2 – 19 August Tuesday (T3W5)
Day 3 – 15 October Wednesday (T4W1)

North

Day 1 – 27 May Tuesday (T2W5)
Day 2 – 25 July Friday (T3W1)
Day 3 – 11 Sept Thursday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

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

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

The outline of the session is:

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

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

Course outcomes

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

Course description

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

Session Information:

21 May - 3.15pm-4.15pm
Triangulation of data with Teaching and Learning

17 June - 3.15pm-4.15pm
Writing in Plain English for Parents and Carers with 26TEN

13 August - 3.15pm-4.15pm
Supporting student with complex communication needs with Grant Maynard

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

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

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

Course description

What is a workplace adjustment and why is it important?

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

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

Course outcomes

Understanding your legislative requirements/ developing Disability Workplace Adjustment Plans

Course description

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support new Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose to only do one or two days).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 10 June Tuesday (T2W7)
Day 2 – 18 August Monday (T3W5)
Day 3 – 14 October Tuesday (T4W1)

North

Day 1 – 26 May Monday (T2W5)
Day 2 – 24 July Thursday (T3W1)
Day 3 – 10 Sept Wednesday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

Course description

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support continuing 2024 Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 11 June Wednesday (T2W7)
Day 2 – 19 August Tuesday (T3W5)
Day 3 – 15 October Wednesday (T4W1)

North

Day 1 – 27 May Tuesday (T2W5)
Day 2 – 25 July Friday (T3W1)
Day 3 – 11 Sept Thursday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

Course description

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

Course outcomes

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

Course description

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

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

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support new Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose to only do one or two days).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 10 June Tuesday (T2W7)
Day 2 – 18 August Monday (T3W5)
Day 3 – 14 October Tuesday (T4W1)

North

Day 1 – 26 May Monday (T2W5)
Day 2 – 24 July Thursday (T3W1)
Day 3 – 10 Sept Wednesday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

Course description

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support continuing 2024 Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 11 June Wednesday (T2W7)
Day 2 – 19 August Tuesday (T3W5)
Day 3 – 15 October Wednesday (T4W1)

North

Day 1 – 27 May Tuesday (T2W5)
Day 2 – 25 July Friday (T3W1)
Day 3 – 11 Sept Thursday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

Course description

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

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

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

Course outcomes

Participants in this program will:

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

Session Information:

21 May - 3.15pm-4.15pm
Triangulation of data with Teaching and Learning

17 June - 3.15pm-4.15pm
Writing in Plain English for Parents and Carers with 26TEN

13 August - 3.15pm-4.15pm
Supporting student with complex communication needs with Grant Maynard

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

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

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

Course description

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

Course outcomes

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

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

Course description

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.

For more information: LGBTIQA+-Young-People-for-Positive-Outcomes.pdf

Course description

Fiona (she/her) (retired) is a former Project Officer and Manager for Disability Voices Tasmania. She is an experienced training coordinator in the education management industry and skilled in non-profit organizations, research and social policy, case management, strategic planning, and public speaking. She has a Diploma in Welfare Work Sydney Technical College/UTS, current Certificate IV in Training and Assessment. Fiona initiated the research project ‘Cracking the Silos – disability, displaced people, refugees and climate change’ and presented at the International Society for Disability Studies Conference Atlanta (2015).

Fiona’s research and consultation on violence against women with disability was integral to WWDA receiving the 1999 National Violence Prevention Award.

This is an opportunity to learn from Fiona's expertise and to enhance our collective commitment to fostering a more equitable and supportive workplace.

Course outcome

Understanding and awareness - Lived Experience

Course description

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

Course outcomes

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

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

Course description

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 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.

For more information: LGBTIQA+-Young-People-for-Positive-Outcomes.pdf

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

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support continuing 2024 Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 11 June Wednesday (T2W7)
Day 2 – 19 August Tuesday (T3W5)
Day 3 – 15 October Wednesday (T4W1)

North

Day 1 – 27 May Tuesday (T2W5)
Day 2 – 25 July Friday (T3W1)
Day 3 – 11 Sept Thursday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

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

Middle leaders play a crucial role in teaching and learning in our schools.

This course is designed to support new Middle Leaders in Primary and Secondary school settings, to learn more about leading Curriculum, Pedagogy and Assessment. The course consists of 3 face-to-face days and will include a focus on instructional leadership.

Participants can enrol in either North or South and do not need to enrol in all sessions (eg they can choose to only do one or two days).

Day 1 – Pedagogical framework – understanding cognitive load and explicit teaching strategies
Day 2 - Leading effective curriculum implementation planning
Day 3 - Leading quality assessment practice.

South

Day 1 – 10 June Tuesday (T2W7)
Day 2 – 18 August Monday (T3W5)
Day 3 – 14 October Tuesday (T4W1)

North

Day 1 – 26 May Monday (T2W5)
Day 2 – 24 July Thursday (T3W1)
Day 3 – 10 Sept Wednesday (T3W8)

Course outcomes

Participants will understand:

• how to lead knowledge rich curriculum planning
• cognitive load and how explicit teaching strategies support learning
• how to lead quality curriculum assessment and reporting practices.

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

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

What is a workplace adjustment and why is it important?

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

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

Course outcomes

Understanding your legislative requirements/ developing Disability Workplace Adjustment Plans

Course description

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

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

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

Course outcomes

Participants in this program will:

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

Session Information:

21 May - 3.15pm-4.15pm
Triangulation of data with Teaching and Learning

17 June - 3.15pm-4.15pm
Writing in Plain English for Parents and Carers with 26TEN

13 August - 3.15pm-4.15pm
Supporting student with complex communication needs with Grant Maynard

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

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

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

Course description

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

The outline of the session is:

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

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

Course outcomes

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

Course description

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

Course outcomes

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

Course description

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

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

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

Course outcomes

Participants in this program will:

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

Session Information:

21 May - 3.15pm-4.15pm
Triangulation of data with Teaching and Learning

17 June - 3.15pm-4.15pm
Writing in Plain English for Parents and Carers with 26TEN

13 August - 3.15pm-4.15pm
Supporting student with complex communication needs with Grant Maynard

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

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

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