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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.

Action Research - Module 1

Date: Tuesdays 5, 19 March, 2 April, 7 and 21 May 2019
Time: 4.30-6.30pm
Venue: Education Building, The University of Sydney
Presenter: Debra Talbot

Register

Further details: Website | Download flyer


Mentoring: One-Day Workshop

Date: Wednesday, April 3, 2019
Time: 9am–4pm
Venue: Education Building, The University of Sydney
Presenter: Debra Talbot
Further details: Download flyer
Cost: $297 (lunch included)

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.


Professional Experience Coordinators Workshop

Date: Wednesday, April 10, 2019
Time: 9am–3.30pm
Venue: Education Building, The University of Sydney
Presenter: Debra Talbot
Cost: No cost to attend, however, registration is essential.

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Description: This workshop is designed to meet the needs of teachers who lead their school-based initiatives for Professional Experience placements of preservice teachers and support of early-career teachers. The workshop sessions will explore models for the provision of high-quality Professional Experience placements for beginning teachers in association with relevant professional learning. Participants will examine the relationship between professional teaching standards and evidence that standards have been met at a variety of levels. Sessions will provide research-based knowledge and skills and opportunities for focused discussion, particularly in relation to mentoring.

Completing the workshop will contribute 5.5 hours of NESA-registered professional development, addressing 6.1.3, 6.2.3 and 6.3.3 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher and Highly Accomplished Teacher Accreditation in NSW.


Aboriginal Education Matters: An Introductory Workshop

Date: Friday, May 10, 2019
Time: 9am–3pm
Venue: Education Building, The University of Sydney
Presenter: Cathie Burgess
Further details: Download flyer
Cost: $297 (lunch included)

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Description: Aboriginal education is often a difficult area to address in schools because teachers typically have little educational or personal experience of Indigenous settings. Despite their commitment to Aboriginal education, teachers worry about getting it wrong and offending Aboriginal people. Many struggle with the fact that they are not an ‘expert’ in this area. This course will help allay those fears by covering key basics such as:

  • community consultation and engagement
  • understanding and teaching Aboriginal students
  • appropriate resourcing
  • practical activities to introduce Aboriginal perspectives into specific subject areas.

A key determinate in success with Aboriginal students is teacher knowledge and understanding of their local Aboriginal community and ability to work with this community. By working with the community, teachers will also be able to deliver a more authentic and engaging curriculum.

This course will present opportunities to discuss Aboriginal education issues across school contexts with sessions delivered by experienced teachers, community members and academics with extensive experience in a variety of settings.


Successful Learning Conference 2019

Dates: July 1-2, 2019
Times: see conference page
Venue: The Epping Club, Rawson St, Epping.
Keynote speakers: Professor David Chard, Dean ad interim, Wheelock College of Education and Human Development, Boston University, US, and Dr Devin M Kearns, Assistant Professor of Special Education, University of Connecticut, US

Download registration information and fees (pdf, 40.5KB)

In 2019, we will be focusing on the implementation of educational practices that are inclusive of students with a range of educational, social and emotional needs. The conference will engage with research and practices that examine and demonstrate education practices that can be used with fidelity, and professional wisdom, across differing curriculum areas and year levels. Specific focus will be given to Aboriginal and Indigenous education, assessment and decision-making, communications, behaviour and social skills, literacy and numeracy, technology, students’ mental health and trauma informed practice. Presentations and workshops will be given by teachers, consultants, community-based personnel and academics, from metropolitan and rural locations in NSW, interstate and overseas.

Participants may attend the conference as a stand-alone event or as part of the Educational Studies (Learning Support) Program which includes five additional workshops held on Thursday evenings (4.30pm to 7.30pm) in July, August and September.

For more information, visit the Successful Learning Conference page.


Successful Learning Conference Masterclass: intensive intervention for students with reading disabilities

Date: Wednesday, July 3, 2019
Time: 9am–3pm
Venue: The Epping Club, Rawson St, Epping.
Presenter: Dr Devin M Kearns, Assistant Professor of Special Education, Neag School of Education, University of Connecticut
Further details: Download flyer (pdf, 500kB)
Cost:
$190 (lunch included)


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Description:  Students with severe and persistent reading difficulties require something more than simply additional support. What is critical to increasing their achievement is to help them using a specific structured process. One validated system for doing this is data-based individualization (DBI). DBI involves (a) implementing programs designed for students with reading difficulty, (b) measuring their progress with validated progress monitoring tools, (c) examining diagnostic data for students who do not show good progress, (d) designing adaptations based on those data, and (e) continuing to monitor student progress and make adaptations as students require them.

Importantly, this process works best when teams of educators work together to create DBI plans for students with reading difficulty. In this workshop, I will introduce participants to the foundational principles of data-based individualization and provide guidance to help educators begin this important work. The context of this introduction will be how to address severe and persistent reading difficulties for students in the middle years of schooling (Years 4 to 10). A specific focus of the workshop will be on intensifying instruction in the area of vocabulary and multi-syllabic words through strengthening whole of class instruction (Tier 1), and providing intensified, supplementary instruction.


Leadership in Aboriginal Education Conference

Date: Friday, August 16, 2019
Time: 9am–3pm
Venue: The Epping Club, Rawson St, Epping.
Keynote speaker: Nathan Towney, principal, Newcastle High School
Further details: Download flyer
Cost: $297 (lunch included)

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Description: This conference will enable aspiring leaders in Aboriginal Education to develop deeper understanding and practical strategies to effectively guide the policy and practice in their specific school communities.

Participants will critically examine the contexts which shape Aboriginal Education and explicitly make connections between broader issues and the daily experience of teaching.

Detailed scenario-based workshops will build key skills in forward planning, sustainable improvement and problem solving. Developing communities of practice to enhance the collective capacity to implement Aboriginal Education in particpants' schools will be a particular focus. The day is designed to embolden attendees with increased confidence and tangible strategies for navigating the next steps in Aboriginal Education in their workplaces.

This conference is suitable for teachers wishing to maintain Proficient or Highly Accomplished Teacher Accreditation in NSW.

Keynote abstract: Visible, active and strategic leadership

A summary of what Aboriginal Education looks, sounds and feels like at Newcastle High School: a large comprehensive high school where more than 100 students identify as Aboriginal and or Torres Strait Islander. Principal Nathan Towney will share his strategic vision for his school, ranging from innovative curriculum strategies to the day-to-day practical plans that are implemented across the school at all levels.


Masterclass: Aboriginal Education

Date: Friday, November 15, 2019
Time: 9am–3pm
Venue: Education Building, The University of Sydney
Presenter: Cathie Burgess
Cost: $297 (lunch included)

Register

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

  • 21 & 28 February 2019, 9.30am–3.30pm
  • Presenters: Roslyn Giles AM and Emeritus Professor Jude Irwin
  • Cost: $495* (incl. GST) (*subject to change)

Register

Download flyer (pdf, 799KB)

This 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).

 


 

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

  • 24 & 31 October 2019, 9.30am–3.30pm
  • Presenter: Suzy Velkou
  • Cost: $495* lunch included (incl. GST) (*subject to change)

Register

This 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