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Professional learning calendar

Courses for education and social work professionals
View our wide range of short courses, workshops and conferences, which are delivered online, at your school or workplace, or on campus at the University of Sydney.

Mentoring: one-day workshop

Date: Wednesday, April 1, 2020
Time: 9am–4pm
Venue: Education Building, The University of Sydney
Presenter: Deb Talbot
Further details: Download flyer (pdf, 500kB)
Cost: $297 (includes lunch)


Register

Description: This one-day workshop introduces in-service teachers to the research-based continuum of mentoring - from mentoring as supervision to mentoring as collaborative professional learning. The Australian Professional Standards for Teachers require that Highly Accomplished Teachers be able to demonstrate with evidence that they are able to support and assist less experienced colleagues with all aspects of their professional knowledge, practice and professional engagement. To do this effectively and in such a way as to support the professional learning of both the experienced and the novice teacher requires understanding of the unique opportunities and challenges presented by mentoring philosophies and practices. This workshop is designed to provide a foundation from which teachers might further develop their mentoring practices, including the collection of evidence, for accreditation at Highly Accomplished.
 


Action Research – modules 1 & 2

Date: 5 x Tuesdays per module, commencing April 7, 2020 (Module 1) and August 11, 2020 (Module 2).
Time: 4.30–6.30pm
Venue: Education Building, The University of Sydney
Presenter: Deb Talbot
Further details: Download flyer (pdf, 500kB) | Webpage
Cost: $770 per module


Register for module 1 | Register for module 2

Description: The Action Research modules have been designed to meet the needs of teachers seeking to learn about and conduct their own action research project in their local context. They provide accredited hours of professional learning for teachers seeking to maintain accreditation at the level of Proficient Teacher, as well as for teachers who wish to build an evidence base before applying for accreditation at Highly Accomplished. Accreditation at the Highly Accomplished Teacher level requires that teachers assemble evidence that they can support and assist less experienced colleagues with all aspects of professional knowledge, practice and professional engagement. Compiling evidence of these skills is a component of this course. Each module will contribute 20 hours of NESA Registered professional development at the Highly Accomplished Teacher level, comprising 5 x two-hour workshops plus 10 hours of project time developing a portfolio and conducting a professional learning project. Participants must attend all face-to-face sessions and successfully complete all assigned tasks to have their professional learning hours registered with NESA. Completion of Action Research Module 1 is a prerequisite for enrolment in Action Research Module 2.
 

Professional practice supervision for practitioners in human, health, community and social services

  • 9.30am–3.30pm
  • Presenter: Suzy Velkou
  • Cost: $495* lunch included (incl. GST) (*subject to change)

 

7 & 14 May 2020 22 & 29 October 2020

Register

Download Flyer
(pdf, 265kB)

Register

Download Flyer
(pdf, 265kB)

 

This two-day course examines and critiques different approaches to professional supervision in the health, human and community services. You will learn to identify key features of a working environment that can enhance or inhibit supervision. It will also assist you in identifying and developing knowledge and skills in the application of both staff and student supervision.

At the completion of this course you will be able to:

  • demonstrate a knowledge of theoretical approaches to professional practice supervision of staff
  • identify and develop supervision processes that are critical to the enhancement of professional practice and the appropriate strategies and skills to implement them
  • critique the relevance of these approaches in a range of practice settings
  • identify and analyse key features of an organisational environment in which supervision plays a positive role and demonstrate the skills to do this
  • analyse issues that may arise in the supervision process and identify appropriate strategies to address these (for example, the influence of power on the relationship between supervisor and supervisee; and structural inequalities such as race, gender, age).

Contacts


Nina Goodwin

Project coordinator
Address
  • Professional Learning Sydney School of Education and Social Work Education Building A35 The University of Sydney NSW 2006

Rachel Payne

Project coordinator
Address
  • Professional Learning Sydney School of Education and Social Work Education Building A35 The University of Sydney NSW 2006