TTA is endorsed to provide QTC Registered Professional Development for teachers accredited at Lead Teacher.

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York Function and Conference Centre
99 York St, Sydney NSW

TARGET AUDIENCE

Principals, Assistant Principals, Heads of Department
and all in School Leadership positions

Standards met will vary according to workshops selected.

Total Professional Development = 11 Hours

“No matter what your ability is, effort is what ignites that ability and turns it into accomplishment.”
― Carol S. Dweck, Mindset: The New Psychology Of Success

James Anderson Keynote Address

In this presentation you’ll discover w...

About James Anderson

A Leader’s Guide to Developing A Growth Mindset Culture in your School

August 29, 2016, 9.10 - 10.10

In this presentation you’ll discover what you need to know to successfully lead this work in your school. As a school leader you probably already know what Mindsets are. In this presentation you’ll discover what you need to know to successfully lead this work in your school. Carol Dweck’s research has shown us that developing a Growth Mindset in students has a positive effect on student performance, resilience, persistence, risk taking, etc. What it hasn’t shown us is how best to implement these changes on a whole school level. In this presentation, James Anderson will share what we have been learning in relation to how we make a difference with Mindsets throughout the school.

Bio

James Anderson is certified by Mindset Works, co-founded by Carol Dweck, as a Growth Mindset trainer. He is the author of Succeeding with Habits of Mind and an affiliate director of Art Costa and Bena Kallick’s Institute for Habits of Mind. As director and principle consultant of Mindful by Design he has more than 15 years of experience supporting schools

Target Audience

Professional Learning Leaders and Teachers

Standards addressed
• 1.1.4 Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Dr Michelle Nemec Workshop A

Contemporary leadership approaches will ...

About Dr Michelle Nemec

Applying Positive Psychology and Emotional Intelligence to School Leadership

August 29, 2016, 11.05 - 12.30

Contemporary leadership approaches will be examined in relation to emotional intelligence and positive psychology approaches by evaluating the Principal Standard, the National Professional Standards for Teachers, The ACER National School Improvement and current school management goals and strategies.

Participants will identify opportunities for professional growth and development for themselves and their team and staff based on these stimuli.

During this session participants will identify strategies they are currently using or would like to use in their leadership to promote inclusivity and build school capacity for students, staff and parents.

Michelle is passionate about teachers’ capacity to impact positively on the lives of young people. She has over 20 years’ experience as an educational leader in K-12 schooling in NSW and internationally. Michelle has held positions including those of Principal, Deputy Principal, and Head of Senior School (Year 7-12) as well as Senior Education Consultant and Lecturer in a range of education jurisdictions.

Target Audience

Principals, Assistant Principals and Leaders of Departments.

Standards Addressed
• 4.1.4 Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.
• 6.2.4 Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
Michael Griffin Workshop B

Intrinsic motivation is linked with high...

About Michael Griffin

Thrive! Becoming an Intrinsically Driven School

August 29, 2016, 11.05 - 12.30

Intrinsic motivation is linked with higher quality learning. In comparison with extrinsically driven cultures, students are less easily distracted, take more initiative, and persist in their learning for longer. So how is this fostered in the school, classroom and family? We explore the three key elements from the world-class model put forward by Deci and Ryan, as well as the place of ‘flow’ (Csiksentmihalyi) and ‘Mindset’ (Dweck).

Michael Griffin is an educator, sought after motivational speaker, author, conductor and pianist. He has spoken to groups of staff, students, parents and community audiences in more than 250 schools and conferences in 25 countries around the world. Many of these schools, such as Eton, Ardingly, Headington, Bradfield and Cranleigh (UK), United World College South East Asia, Nanyang Girls HS (Singapore), ISL(Luxembourg) and Geelong Grammar School (Australia), are considered world leaders in education.

Target Audience

Professional Learning Co-ordinators, Heads of Department, Welfare Coordinators

Standards Addressed
• 1.1.4 Lead colleagues to select and develop teaching strategies to improve student learning using knowledge of the physical, social and intellectual development and characteristics of students.
• 4.1.4 Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.
Daniela Falecki Workshop C

Did you know that new science in the fie...

About Daniela Falecki

Mindset As A Foundation For Change And Improvement

August 29, 2016, 11.05 - 12.30

Did you know that new science in the field of neuroplasticity tells us the brain is a muscle and intelligence can grow? Not only can students learn to develop persistence and resilience, teachers can directly influence Mindset through the language they use. How we structure learning and the type of praise we give can be crucial to helping students succeed.

In this program we;

• Discuss the research of Carol Dweck and the implications for teachers on Mindset
• Identify the language of fixed and Growth Mindset with classroom examples
• Practise ways to reframe Mindset using a coaching approach to questioning and feedback
• Reflect on our own Mindset in the context of self-care and supporting wellbeing

Daniela is a passionate, experienced educator and coach with more than 20 years’ experience in all forms of education as well as business management. Daniela was voted Lecturer of the Year 2014 at Western Sydney University.

Target Audience

Heads of Department, Professional Learning Coordinators

Standards Addressed
• 4.1.4 Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students
• 6.2.4 Initiate collaborative relationships to expand professional learning opportunities, engage in research, and provide quality opportunities and placements for pre-service teachers.
Dolly Bhargava Workshop D

Cognitive Behaviour Therapy (CBT) focuse...

About Dolly Bhargava

Enable Positive Behaviours & Growth Mindset Using Cognitive Behaviour Therapy

August 29, 2016, 11.05 - 12.30

Cognitive Behaviour Therapy (CBT) focuses on the way in which a student interprets his or her experiences and how these thoughts ultimately influence his or her emotional or behavioural functioning in the situation. When teachers use CBT principles in the classroom, they can help their students learn how to adopt a Growth Mindset so that they can control the way they behave. Dolly developed the Taking CHARGE toolbelt is a concept that can be easily incorporated into the classroom and used by all students to develop their social skills, emotional regulation skills, problem solving skills and engage in appropriate behaviour.

Dolly is a disability specialist speech pathologist. She has a Masters in Special Education (Sensory Disability). She provides consultancy and training services on a range of issues relating to communication, behaviour management, emotional literacy, vocation, culture and disability both nationally and internationally

Target Audience

School Leaders, Welfare and Learning Co-ordinators and Teachers

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 4.1.4 Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students.
James Anderson Workshop E

Underpinning Growth Mindsets is the idea...

About James Anderson

Learnable Intelligence & False Mindsets

August 29, 2016, 11.05 - 12.30

Underpinning Growth Mindsets is the idea that: intelligence is something you learn, something you develop and improve over time, and something that can be taught. In this engaging presentation, James Anderson will roam through 40 years of research in cognitive psychology to illustrate how long-held ideas about intelligence being a fixed, innate trait no longer hold true. Far from being a dry recount of the literature, James will challenge you to think about how these ideas impact your own actions, how they may be reflected and communicated in the life of your school, and how, when they are not addressed, they lead to the development of a False Mindset - something that will undermine all our work with Growth Mindsets if it is not addressed.

Target Audience

School Leaders and Teachers

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
James Anderson Workshop F

Have you ever wondered what happened to ...

About James Anderson

How to Succeed with Habits of Mind - A Leader’s Perspective

August 29, 2016, 1.20 - 2.40

Have you ever wondered what happened to Habits of Mind? In the late 90s and early 00s hundreds of schools across Australia were implementing Habits of Mind, with a similar level of excitement and resources, as we are currently seeing with Mindsets. In this presentation, James Anderson will show you how Australian schools have dramatically improved student performance and positively impacted school culture by focusing on Habits of Mind. He will explore the intimate connection between the Habits of Mind and Growth Mindsets, and outline how what we have learnt can be applied in your school context.

Target Audience

Teachers and School Leaders

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Daniela Falecki Workshop G

Teaching is both stressful and rewarding...

About Daniela Falecki

The Science of Wellbeing and Simple Implementation Strategies

August 29, 2016, 1.20 - 2.40

Teaching is both stressful and rewarding, yet sometimes it just feels like we are running in circles. The meetings are endless, admin requirements increasing and student needs demanding. If the system won’t change, how can we find our way through the maze to engage, inspire and connect with students for effective learning?

In this program we:

• Use research from HeartMath to explain the link between thoughts, feelings and physiology. • Practise evidence-based mindfulness techniques to help reframe perspectives.
• Explore the science of wellbeing through Seligman’s five pillars known as PERMA.
• Identify simple and effective strategies to use within each pillar, none of which require more time, funding or a committee meeting.
Target Audience

Heads of Department, Welfare Coordinators, Assistant Principals and Principals.

Standards Addressed
• 4.1.4 Demonstrate and lead by example the development of productive and inclusive learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Dolly Bhargava Workshop H

Managing the challenging behaviours of s...

About Dolly Bhargava

Applying A Whole School Approach to Behaviour Management: The Trans-theoretical (Stage of Change) Model in Practice

August 29, 2016, 1.20 - 2.40

Managing the challenging behaviours of students is a complex and ongoing issue for parents and educators. A whole-school approach involves everyone working together within the parameters of one agreed behaviour management plan. However, the ‘just do it’ approach to making a behaviour management plan into reality often doesn’t work as it fails to embrace each team member’s level of willingness, readiness and preparedness to take on a particular goal. To get a sense of each team member’s level of willingness, readiness and preparedness it is useful to understand the ‘Stages of Change’ model developed by Professor James Prochaska, Ph.D. and Professor Carlo DiClemente, Ph.D. This practical and interactive workshop will discuss the five stages of change and how to guide each member through the different stages.

Target Audience

Heads of Department, Welfare Coordinators, Assistant Principals and Principals.

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Michael Griffin Workshop I

Metacognition is an overarching goal of ...

About Michael Griffin

The Magic of Metacognition

August 29, 2016, 1.20 - 2.40

Metacognition is an overarching goal of education. But what is it and can it be taught? This autonomous-competence disposition is driven by curiosity, enquiry and discovery. An outcome of intrinsically motivated learning, the metacognitive Mindset is characterised by empowerment, personal growth and self-efficacy. We will explore the three golden rules to teach for metacognition

Target Audience

Whole School, Heads of Departments, Welfare Co-ordinators, Assistant Principals and Principals.

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Jennifer Michalski Workshop J

This is a practical workshop for school ...

About Jennifer Michalski

Backwards Mapping and Forward Looking - Outcomes for Leaders

August 29, 2016, 1.20 - 2.40

This is a practical workshop for school leaders keen to mentor teachers and manage whole school professional learning. As a mentor to teachers and leaders Jennifer shares her approaches and demonstrates how backward mapping applies to strategic planning for improved student outcomes.

Director Jennifer Michalski, a co-founder of ment2teach has a wish! That ment2teach, as a social venture will offer teachers a systemic solution to achieve sustainable and rewarding experiences in their teaching practice. Jennifer is an educator with 40 years involvement at international, national, state, regional and local levels. She has worked in tertiary, secondary and primary education environments, focusing on leadership for change

Target Audience

Whole School, Professional Learning and Welfare Coordinators, Heads of Department

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Dr Gail Brown and Mr Aldo Rufo Workshop K

The current focus in Australian educatio...

About Dr Gail Brown and Mr Aldo Rufo

Changing Practices and Perspectives in Literacy, using Growth Mindsets

August 29, 2016, 2.50 - 4.10

The current focus in Australian educational systems and sectors is on teacher professional learning and professional growth over time. This workshop is a product of the professional journey of both presenters, in their roles. It showcases how they’ve applied Growth Mindset concepts and affected improved literacy instruction and teacher professional learning in schools in Australia.

Gail and Aldo present a powerful translation of the national focus that is underpinned by Growth Mindset research and evidence-based practices and materials, including Visible Learning (Hattie, 2004). They hope that sharing these practices and materials will inspire participants in their professional roles and contexts. Their goal is to share their journeys, to enthuse other educators to adopt and adapt their own approaches to teacher professional learning and to improve students’ learning, using Growth Mindset principles and evidence-based practices.

Gail has worked at the University of Newcastle for the past 5 years, and previously at several universities in Australia. Her consultancy work is in a number of schools that have taken on Growth Mindsets as part of their School Improvement Plans, as part of a national focus on teacher professional learning.

Through her school consultancy and doctoral materials, Gail has supported both teacher and student learning. Positive Psychology, Growth Mindsets and SMART Goals are used, uniquely in each school, to continue this action research that inspires and motivates teachers. Aldo Rufo’s school is one such school.

Target Audience

Principals and Assistant Principals, Heads of Department, Professional Learning Coordinators

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 3.1.4 Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Michael Griffin Workshop L

Why is it that some people achieve so mu...

About Michael Griffin

Unlocking Potential! Deliberate Practice for Skill Development

August 29, 2016, 2.50 - 4.10

Why is it that some people achieve so much more than others? This workshop explores the three essential practice strategies of experts taken from a neuro-scientific perspective. This includes repetition – not the mindless drill type, but thoughtful, variable and spaced, chunking - working with the limitations of short-term memory, and the paradox of ‘slow’ learning.

Target Audience

Heads of Departments, Welfare Coordinators, Assistant Principals and Principals.

Standards Addressed
• 1.2.4 Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
• 3.1.4 Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
Dr Michelle Nemec Workshop M

This workshop is based on work by Michae...

About Dr Michelle Nemec

Planning for your Leadership Approach - using a change model

August 29, 2016, 2.50 - 4.10

This workshop is based on work by Michael Fullan and presents a change model applicable to teams, staff and students according to course participants’ interests and needs. Participants will develop plans and goals for their school leadership using the body of research and practice in the domains of emotional intelligence and positive psychology. It is a practical discussion of approaches and strategies and how to introduce and develop change.

Target Audience

Heads of Department, Professional Learning Coordinators, Assistant Principals and Principals.

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Sabreena Taylor Workshop N

The session starts with the question: wh...

About Sabreena Taylor

Building Higher Order Thinking and a Collaborative Culture with Instructional Practices Inventories

August 29, 2016, 2.50 - 4.10

The session starts with the question: what is the Instructional Practices Inventory (IPI)?

The IPI is a very practical system where trained teacher leaders collect data on student cognitive engagement across their school several times a year. Staff collaboratively analyse the data to plan how to increase higher order thinking and to decrease disengagement in the classroom.

Participants will learn about the IPI process and data analysis, and how it can be applied in developing higher order thinking, student learning conversations and explicit instruction.

Sabreena’s career in education has included, contributing at local, regional and State levels. In her 32 years in Education, Sabreena has been a Head of History, Regional Quality Teaching Consultant and Professional Learning and Leadership Coordinator with the Education Department of New South Wales.

Target Audience

Whole School, Heads of Department, Welfare Coordinators, Assistant Principals and Principals.

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
Dolly Bhargava Workshop O

Behaviour Zen is an app for the IPAD tha...

About Dolly Bhargava

Using Behaviour Zen to Develop a Data Driven Approach to Behaviour Assessment and Intervention

August 29, 2016, 2.50 - 4.10

Behaviour Zen is an app for the IPAD that aims to systematically guide educators assess, prevent and manage challenging behaviours effectively in primary and secondary classrooms. Whether you are a novice or experienced at behaviour management, Behaviour Zen will empower you with tools to collate assessment data to guide your behaviour intervention with students with Autism, ADHD, Oppositional, Aggressive and Anxious behaviours.

Target Audience

Heads of Department, Welfare Coordinators, Assistant Principals and Principals.

Standards Addressed
• 1.2.4 Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.

Mindset, Measurement & Managing School Improvement

DAY ONE Monday, Aug 29

Time Type Speaker Name Subject
9.10 - 10.10 Keynote Address James Anderson A Leader’s Guide to Developing A Growth Mindset Culture in your School
11.05 - 12.30 Workshop A Dr Michelle Nemec Applying Positive Psychology and Emotional Intelligence to School Leadership
11.05 - 12.30 Workshop B Michael Griffin Thrive! Becoming an Intrinsically Driven School
11.05 - 12.30 Workshop C Daniela Falecki Mindset As A Foundation For Change And Improvement
11.05 - 12.30 Workshop D Dolly Bhargava Enable Positive Behaviours & Growth Mindset Using Cognitive Behaviour Therapy
11.05 - 12.30 Workshop E James Anderson Learnable Intelligence & False Mindsets
1.20 - 2.40 Workshop F James Anderson How to Succeed with Habits of Mind - A Leader’s Perspective
1.20 - 2.40 Workshop G Daniela Falecki The Science of Wellbeing and Simple Implementation Strategies
1.20 - 2.40 Workshop H Dolly Bhargava Applying A Whole School Approach to Behaviour Management: The Trans-theoretical (Stage of Change) Model in Practice
1.20 - 2.40 Workshop I Michael Griffin The Magic of Metacognition
1.20 - 2.40 Workshop J Jennifer Michalski Backwards Mapping and Forward Looking - Outcomes for Leaders
2.50 - 4.10 Workshop K Dr Gail Brown and Mr Aldo Rufo Changing Practices and Perspectives in Literacy, using Growth Mindsets
2.50 - 4.10 Workshop L Michael Griffin Unlocking Potential! Deliberate Practice for Skill Development
2.50 - 4.10 Workshop M Dr Michelle Nemec Planning for your Leadership Approach - using a change model
2.50 - 4.10 Workshop N Sabreena Taylor Building Higher Order Thinking and a Collaborative Culture with Instructional Practices Inventories
2.50 - 4.10 Workshop O Dolly Bhargava Using Behaviour Zen to Develop a Data Driven Approach to Behaviour Assessment and Intervention
Glen Pearsall Keynote Address

The most effective school leaders are ed...

About Glen Pearsall

Leading Instructional Practice

Aug 30, 2016, 9.10 - 10.10

The most effective school leaders are educational leaders. They shape the classroom practice of their staff and the everyday learning experiences of their students. Effective teacher-leaders are able to articulate what research findings look like when translated to the everyday classroom. They demonstrate a deep awareness of what teaching strategies are already working well at their school and can scale these successes across other classrooms. They understand learning problems must be addressed by teaching solutions.

This keynote address explores the subtleties of high-level instructional practice and how teacher leaders can identify and promote this practice throughout their schools. It encourages leaders to target their efforts not just on what their staff should be teaching but how… and how well.

Bio

Glen Pearsall was a Leading Teacher and a Board member of the Victorian Curriculum Assessment Authority. He is the co-author of Workright, and Literature for Life and the author of Classroom Dynamics and the best selling And Gladly Teach. Glen works throughout Australia as an educational consultant specialising in leadership, instructional practice and teacher career renewal. He has a particular interest in the work of graduate and pre-service teachers and has worked as a seminar leader and research fellow at the Centre for Youth Research. Glen’s ebook The Top Ten Strategic Questions for Teachers has just been translated into Khmer for Cambodian teachers. His next book, on teacher workload and assessment, will be published world-wide by ASCD in 2017.

Target Audience

Heads of Department, Assistant Principals and Principals.

Standards Addressed
• 3.1.4 Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.
• 6.4.4 Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Karina Barley Workshop P

Learning through case study- from hopele...

About Karina Barley

Using technology to personalise students’ learning. Getting the most out of the iPad for special needs students

Aug 30, 2016, 11.05 - 12.30

Learning through case study- from hopeless to hopeful.

This workshop explores one case study of a difficult teaching experience with a student on the Autism Spectrum and demonstrates the techniques utilised by the presenter to connect with her student. Karina uses an iPad, a number of selected apps, ‘successful learning’ techniques, and constant self-reflection, which constantly took her back to the drawing board, until finally she worked out what her student was trying to communicate with her. The ultimate result was the student evolving from feeling hopeless to hopeful, not only about their education, but their future.

Karina is an accomplished and engaging, sought-after public speaker and teacher trainer. She has shared her significant insights and knowledge on such subjects as Technology in Education, Technology and Autism, Autism Awareness, 21st Century Learning, Technology and Curriculum Development in the United States, Australia and as a keynote guest speaker for international face-to-face and online conferences.

Target Audience

Welfare and Professional Learning Coordinators

Standards Addressed
• 1.2.4 Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
• 6.4.4 Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Anna Bennett Workshop Q

A mastery-focused profession must provid...

About Anna Bennett

Effective classroom observation: principles & guidelines in practice

Aug 30, 2016, 11.05 - 12.30

A mastery-focused profession must provide frequent quality feedback to the practitioner. Although there has been recent movement toward developing stronger teacher evaluation systems, the quality and immediacy of feedback most teachers receive is woefully inadequate. Teachers usually receive around one to two formal visits per year, and the feedback they receive often says little more than “good job—keep it up!” How can a practitioner hope to strive for greater mastery with such poor feedback? Improving the feedback teachers receive requires better data systems, improved teacher assessments, and more frequent and higher-quality classroom observations.

This workshop will explore the following questions:

1. What is the role of classroom observation in the ATPF process?
2. What are essential elements of effective classroom observation?
3. What are the different models of classroom observation?
4. What do we need to be aware of when introducing this in our school?

Anna Bennett is currently an educational consultant working for a variety of providers. Previous to his she was the College Head of Professional Development at a multi-campus school.

Target Audience

Leaders of Departments, Assistant Principals and Principals.

Standards Addressed

• 3.1.4 Demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education.

• 6.4.4 Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.

Shef Sahingoz Workshop R

The objective of this session is to prop...

About Shef Sahingoz

Towards Instructional Design Mastery

Aug 30, 2016, 11.05 - 12.30

The objective of this session is to propose an innovated way to look at instructional design. We consider instruction under these three learning modes: “Direct Instruction”, “Collaborative Teamwork”, and “Independent Flipped Learning”. Each ‘mode’ has a place in 21st century educational pedagogy. The session will propose a unique perspective on best practices that underpin each and give participants a glimpse of what they look like in action today.

Shef graduated as a Computer Systems Engineer in 1990 and for the last 20 years he has built up experience in both the business and education professions. His passion for teaching was so great that he left his technical careers completely to devote himself wholeheartedly to education.

Target Audience

Teachers, Heads of Department, Professional Learning Coordinators

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 6.4.4 Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Jim Sturgiss Workshop S

This course is designed to align your le...

About Jim Sturgiss

A Master Teacher’s Approach to Aligning Learning, Assessment and Reporting

Aug 30, 2016, 11.05 - 12.30

This course is designed to align your learning, assessment and reporting practice: building teacher judgement through assessment, feedback and reporting on student learning through a standards framework (BOSTES CPDs).

Jim specialist areas of expertise are standards-based assessment and reporting, assessment design, NAPLAN analysis, data analysis, STEM, subject-specific literacy. He has held a wide range of positions including DoE Analytics, Systems and Development Coordinator and Senior Assessment Officer for Science in NSW.

Target Audience

Teachers, Heads of Department, Professional Learning Coordinators

Standards Addressed
• 1.2.4 Lead processes to evaluate the effectiveness of teaching programs using research and workplace knowledge about how students learn.
• 6.4.4 Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Dr Lanie Campbell Workshop T

How often do we hear these claims? “P...

About Dr Lanie Campbell

Spending Wisely for School Improvement. An evidence-based approach

Aug 30, 2016, 11.05 - 12.30

How often do we hear these claims?

“Proven by research”, “Evidence-based intervention”, “Evidence-informed” “Research shows”....

What do they really mean? How do you work out how true these claims are? How do you choose programs and priorities that will give you most bang for your buck?

This workshop will give you quick, easy tools to become a critical consumer of research evidence. You will learn about where to find research evidence, how to assess the quality and work out how to implement it. Armed with this understanding you will be able to be informed and discerning with consultant’s claims of programs being ‘evidence-based’, and to make decisions about how to best spend money for maximum impact.

Lanie has worked across many sectors including health, disability, education and environment in her 25 years of experience. She holds an Adjunct Senior Lecturer position at the University of Sydney and works as a consultant in evidence and knowledge translation. She is passionate about helping people become discerning consumers of research evidence, enabling real evidence-informed decision making.

Target Audience
Professional Learning Coordinators, Heads of Department, Assistant Principals and Principals.
Standards Addressed
• 2.1.4 Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
• 6.4.4 Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Karina Barley Workshop U

Behaviour! As educators, you have to dea...

About Karina Barley

Positive Psychology and The Secret Language of Behaviour

Aug 30, 2016, 1.20 - 2.40

Behaviour! As educators, you have to deal with a variety of student behaviours on a daily basis. You can have the perfect lesson plans, great organisation, and even the best resources, but if you have one or more behaviour issues in your classroom or school the classrooms’ and schools’ entire rhythm can be thrown into disarray.

This workshop explores childhood behaviour and provides strategies to assist educators to understand and make necessary adjustments depending on that behaviour; but also to assist students to understand their own behaviour so that they may choose to make more appropriate choices.

Target Audience

Heads of Departments, Professional Learning Coordinators

Standards Addressed
• 1.5.4 Lead colleagues to evaluate the effectiveness of learning and teaching programs differentiated for the specific learning needs of students across the full range of abilities.
• 6.4.4 Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Daniela Falecki Workshop V

As educators we are always learning, in ...

About Daniela Falecki

Maintaining Momentum with Coaching Psychology – Developing Communities of Practice

Aug 30, 2016, 1.20 - 2.40

As educators we are always learning, in fact great teachers are those who are able to reflect on their practice and identify, explain and model new and improved strategies to engage students (Leithwood, 2007). AITSL agrees that coaching psychology offers teachers valuable tools to mentor new scheme teachers or support experienced teachers as they grow into leadership positions. Either way, coaching psychology is a simple and effective, evidence based way to address teaching standards, develop professional practice and achieve personal satisfaction on the teaching journey.

In this workshop we:

• Explain the difference between coaching and mentoring
• Explore current research and trends showing the benefits of coaching in education
• Experience the power of effective questioning and how to give constructive feedback
• Practise using specific coaching models that are simple and effective to use with peers or students
Target Audience

Assistant Principals and Principals. Heads of Department, Professional Learning and Welfare Coordinators

Standards Addressed
• 2.1.4 Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
• 6.4.4 Advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues that focus on improved student learning.
Anna Bennett Workshop W

The four essential elements that all Aus...

About Anna Bennett

Effectively Implementing the Australian Teacher Performance Development Framework (ATPDF): some key guidelines

Aug 30, 2016, 1.20 - 2.40

The four essential elements that all Australian Schools implementing the ATPDF need to show evidence of are:

1. Teachers effectively setting performance and development goals
2. A support system that allows teachers to work towards their goals
3. Teachers collecting evidence to use in reflection and evaluation in relation to their goals
4. Teachers receiving feedback, including a formal review at least annually (AITSL 2014)

This workshop will explore the following ideas:

• What is the framework and what are the current accountabilities?
• How to effectively help teachers develop and work towards their goals
• Who should manage this process?
• What evidence could look like
• Effective feedback models
Target Audience

Principals, Assistant Principals, Heads of Department, Professional Learning and Welfare Coordinators, Whole School

Standards Addressed
• 2.1.4 Lead initiatives within the school to evaluate and improve knowledge of content and teaching strategies and demonstrate exemplary teaching of subjects using effective, research-based learning and teaching programs.
• 7.2.4 Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.
Dr Gail Brown and Mr Aldo Rufo Workshop X

This workshop has a dual focus on develo...

About Dr Gail Brown and Mr Aldo Rufo

Effective professional learning: Writing SMARTER goals and “classroom learning visits”

Aug 30, 2016, 1.20 - 2.40

This workshop has a dual focus on developing effective SMARTER goals for professional learning and creating school communities that focus on students’ learning, through “classroom learning visits”.

Writing SMART Goals has recently become an integral part of the landscape of teacher professional learning in schools. This workshop discusses the origins of SMART goals and various understandings associated with these goals.

Gail and Carl make a case for clarity with SMART goals within the context of each school, as interpreted and supported by school principals and leadership teams working with their staff. They then outline the concepts around “classroom learning visits” that support teachers’ professional goals through a focus on students’ learning in classrooms.

Their practical approach explicitly applies Growth Mindset principles in classrooms in order to support teacher professional learning. Such an approach includes gathering of evidence to demonstrate improved students’ learning, through collaborative teacher relationships.

Gail has worked at the University of Newcastle for the past 5 years, and previously at several universities in Australia. Through her school consultancy and doctoral materials, Gail has supported both teacher and student learning. Positive Psychology, Growth Mindsets and SMART Goals are used, uniquely in each school, to continue this action research that inspires and motivates teachers. Carl Leonard’s school is one such school. Dr Carl Leonard is Deputy Principal, Department of Education and Communities, Eleebana Public School.

Target Audience

Principals, Assistant Principals, Heads of Departments, Professional Learning and Welfare Coordinators, Whole School

Standards Addressed
• 2.2.4 Lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised learning and teaching programs.
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
• 7.2.4 Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.
Glen Pearsall Workshop Y

Peer coaching is a powerful tool for tra...

About Glen Pearsall

Peer Coaching & Data Tools

Aug 30, 2016, 1.20 - 2.40

Peer coaching is a powerful tool for transformational change. This workshop discusses the practicalities of establishing and maintaining a peer coaching program in your school. It explores case studies from a host of Australian schools, identifying practical ways to set up a program of peer observation and teacher reflection that is supportive, rigorous and easy to implement.

This workshop explores strategies for ensuring that this process is data driven and closely focused on everyday instructional practice. It features a wide range of ‘road-tested’ classroom data tools that have been proven effective at ‘nudging’ teachers towards making small adjustments to their technique that can have substantial impact on the learning of their students. They provide teachers with a practical way to pay close and critical attention to their everyday experience.

This workshop also explores how to get the most out of this data through collaborative peer reflection. It uses video of actual coaching conversations to highlight the protocols needed for maintaining collegiality and generating meaningful reflection. It offers leaders a host of resources from lists of effective question stems through to tips for managing the logistical challenges of finding time for these conversations in a busy teaching and meeting schedule.

By the end of the workshop, participants will have a clear sense of how the best peer coaching programs around the country offer leaders a mechanism for driving school change.

Target Audience

Principals, Assistant Principals, Heads of Department, Professional Learning and Welfare Coordinators, Whole School

Standards Addressed
• 6.3.4 Implement professional dialogue within the school or professional learning network(s) that is informed by feedback, analysis of current research and practice to improve the educational outcomes of students.
• 7.2.4 Initiate, develop and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational and professional responsibilities.

Mindset, Measurement & Managing School Improvement

DAY ONE Tue, Aug 30

Time Type Speaker Name Subject
9.10 - 10.10 Keynote Address Glen Pearsall Leading Instructional Practice
11.05 - 12.30 Workshop P Karina Barley Using technology to personalise students’ learning. Getting the most out of the iPad for special needs students
11.05 - 12.30 Workshop Q Anna Bennett Effective classroom observation: principles & guidelines in practice
11.05 - 12.30 Workshop R Shef Sahingoz Towards Instructional Design Mastery
11.05 - 12.30 Workshop S Jim Sturgiss A Master Teacher’s Approach to Aligning Learning, Assessment and Reporting
11.05 - 12.30 Workshop T Dr Lanie Campbell Spending Wisely for School Improvement. An evidence-based approach
1.20 - 2.40 Workshop U Karina Barley Positive Psychology and The Secret Language of Behaviour
1.20 - 2.40 Workshop V Daniela Falecki Maintaining Momentum with Coaching Psychology – Developing Communities of Practice
1.20 - 2.40 Workshop W Anna Bennett Effectively Implementing the Australian Teacher Performance Development Framework (ATPDF): some key guidelines
1.20 - 2.40 Workshop X Dr Gail Brown and Mr Aldo Rufo Effective professional learning: Writing SMARTER goals and “classroom learning visits”
1.20 - 2.40 Workshop Y Glen Pearsall Peer Coaching & Data Tools