MELBOURNE COUNTDOWN

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Friday 22 - Monday 25 May 2020

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Session
Times

Registration 7:30am
Session One 8:45am – 10:30am
Morning Tea 10:30am – 11:00am
Session Two 11:00am – 12:45pm
Lunch 12:45pm – 1:45pm
Session Three 1:45pm – 3:30pm

Friday 22 May 2020

Session 1 - 8:45am - 10:30am

Supporting Beginning Teachers

Effectively supporting beginning teachers is crucial for both retention and developing expertise in relation to student achievement. During this highly interactive session, Dr Tina H. Boogren will guide leaders, coaches and mentors in specific ways to support beginning teachers. Come to explore and discuss specific strategies for implementing research-based mentoring traits into your own region/system, school or practice.


Objectives and Outcomes

  • Understand the foundational research and theory on supporting beginning teachers
  • Acquire specific strategies to provide the essential physical, emotional, instructional and institutional support for beginning teachers
  • Learn how to support beginning teachers as they engage in goal-setting and focused practice while providing specific feedback in order to immediately and continually increase expertise for the beginning teacher.
Read More

Daily 5 Literacy Framework - 1-Day Institute - Part 1

Daily 5 is a literacy framework that instils behaviours of independence, creates a classroom of highly engaged readers, writers and learners, and provides teachers with time and structure to meet diverse student needs. Because it holds no curricular content, it can be used to meet any school, state, or national standards. Daily 5 classrooms produce productive, highly engaged students who develop a true love of literacy. Learn how to apply Daily 5 with your curriculum and how to launch them in your classroom.


Objectives and Outcomes

  • Build relationships through trust and respect
  • Understand Daily 5 as a workshop model
  • Design brain-compatible focus lessons in literacy and maths using the 10 Steps of Teaching and Learning
  • Cultivate independence to teach classroom behaviours
  • Understand the five tasks of Daily 5 and the three tasks of maths
  • Discover the Daily 3 – how to eliminate busy work and enhance authentic practice
Read More

Discovering the Power of Teacher Collaboration to Collectively Respond When Students Do Not Learn - Part 1

There is a difference between effective teacher collaboration and ineffective teacher ‘co-blaboration’. When teacher teams learn and practise the intricacies associated with effective collaboration they engage in collective work designed to identify essential learning outcomes, create common assessments, establish a rigorous approach to student learning and most importantly develop a collective approach to intervention when students need additional support to learn at high levels. Join Dr Luis F. Cruz as he outlines the manner in which teacher collaboration leads to effective collective intervention when students find themselves in need of additional support to learn at high levels.


Objectives and Outcomes

  • Learn the skills associated with collaboration
  • Couple collaboration with effective student intervention
  • Discover collaboration as an ongoing process versus a ‘checklist’
Read More

Future Focused: Learning Approaches to Future Proof Students and Schools

The world is changing faster than ever, and while educators have never had more learning opportunities at their disposal, they have also never had to grapple with such a fast pace of transformation. This is a workshop that focuses on how educators and school leaders can create and offer powerful inquiry-based and experiential learning opportunities for their students. You will be exposed to key pillars and best practice examples of these learning approaches, before receiving a quick look at some tools that you can apply immediately back in your unique educational context. This is a great workshop to engage with some cutting-edge pedagogical approaches from across the world, and support you to equip your students for the exciting futures that lie ahead of them.


Objectives and Outcomes

  • Engage in cutting edge pedagogical approaches from around the globe
  • Explore inquiry and experiential learning approaches
  • Learn skills and tools to prepare students for the future
Read More

Using and Analysing Data in Australian Schools

Australian teachers and leaders are expected to use data to monitor student progress and achievement to maximise the impact that they have in classrooms and schools. However, university degrees are only just now beginning to catch up to this need, and as a result, many teachers in Australia have never undergone training on how to use and analyse data. This session is for educators who want to build their skills in using and analysing data. It will cover the different types of data that are available in schools, the concept of triangulation, and propose some ways that educators can ask about, and begin to act on data.


Objectives and Outcomes

  • Understand of the types of data available in schools (NAPLAN, PAT testing etc)
  • Discover the concept of triangulation
  • Identify questions to support data analysis
  • Learn approaches to analysis
Read More

Powerful Understanding 1-Day Institute: Deepening Understanding of Self, Others and the World - Part 1

In this Institute, Adrienne will explain the ‘Powerful Thinking’ model and how it can be used to help students read, connect and reflect to deepen their understanding of themselves, others and the world. Adrienne’s new book, Powerful Understanding, explores effective ways to build social-emotional skills as well as promoting critical thinking – two important core competencies of our new curriculum. For those familiar with Adrienne’s ‘Reading Power’ strategies, you will see how she has integrated them into this model to extend and deepen learning. Adrienne will spend the first part of this workshop revisiting some of the key concepts of ‘Reading Power’ and later, show how she took this foundation of ‘deep understanding of text’ to ‘deep understanding of learning’. Adrienne will share lessons and student samples and, as always, you will come away with a list of great new anchor books! Come to this session and leave inspired and ready to teach your students to think critically and reflectively AND be confident, compassionate and caring citizens!


Objectives and Outcomes

  • Understand the critical thinking model
  • Recognise the importance of social-emotional learning
  • Deepen understanding of self, others, world
Read More

Becoming an Exceptional Coach

Teaching is a complex activity – as is coaching teachers – but it has proven to be one of the most promising approaches to eliciting genuine pedagogical change. Teachers who think at higher levels produce students who are higher achieving, more cooperative and better problem solvers. It is the invisible skills of teaching that produce superior instruction. In this session with Gavin, discover how cognitive coaching capitalises and enhances teachers’ cognitive processes and can improve your capability for coaching others to be successful in their work.


Objectives and Outcomes

  • Discover the power of coaching to enhance teaching skills
  • Explore how coaching can enhance reflective practices
Read More

Educating and Raising Boys - Part 1

Are you aware that neuroscientists continue to uncover a range of anatomical, chemical and functional differences between the brains of males and females? Many of these differences are quite pronounced during childhood and adolescence and as such impact on the behaviour and learning of children. To that end it is important to consider what you might do differently if you were armed with an understanding of what might be going on in the brains and minds of the boys you engage with each day. This workshop looks to uncover some of this information by focusing on contemporary research into how the brain develops, the differences that exist between boys and girls and some of the implications this has for educating and raising boys in a way that nurtures the best of their nature.


Objectives and Outcomes

  • Develop an understanding of brain development
  • Understand the demands of the adolescent brain
  • Examine strategies for educating and engaging boys
Read More

Practical Approaches to Peer Observation and Coaching

This session will explore the classroom observation process and discuss a myriad of data tools, apps and other techniques for eliciting and recording evidence. Participants will also investigate how to use this evidence-based approach as a way to foster collaborative discussion. The session will offer the opportunity to both trial the data tools using video of actual classrooms as well as watch these techniques be applied in real coaching conversations.


Objectives and Outcomes

  • Learn how to use micro-data tools to measure the effect of specific teaching strategies and establish good, everyday teaching habits
  • Discuss protocols and routines for ensuring peer observation is both safe for teachers and encourages rigorous self-reflection
  • Learn how to identify subtle changes of teaching practice that have the biggest impact on students.
  • Explore question stems that help ensure peer conversations are fluent and improvement focused
  • Learn the difference between attributive and non-attributive feedback
  • Identify coaching techniques for helping teachers with a wide range of experience and abilities refine their practice
Read More

High Impact Leadership: How Leaders Make a Difference for Student Results

Seven key strategies that leaders can implement now to influence student achievement, behaviour, attendance and equity.


Objectives and Outcomes

  • Understand the latest international evidence on the actions of school administrators and teacher-leaders
  • Evaluate alternative strategies and evidence resources
  • Apply the best practices to the unique needs of your schools
Read More

Session 2 - 11:00am - 12:45pm

Embarking on Your First Few Years

In this highly interactive workshop, Dr Tina H. Boogren offers beginning teachers a road map for navigating their crucial first years in the classroom. Designed for primary and secondary teachers in the early stages of their careers, this training session identifies six phases every beginning teacher goes through, offering research-based strategies centred on classroom management, student engagement and increasing instructional expertise, correlated with each phase. Participants will return to their schools with a yearlong action plan centred around research-based instructional and self-care practices that are essential to not just surviving, but thriving, as a beginning teacher.


Objectives and Outcomes

  • Explore the six phases of teaching that beginning teachers go through
  • Understand the feelings and challenges associated with each phase
  • Learn how to practise self-care to avoid early career burnout that so often leads to teachers changing careers
  • Develop a plan for decreasing stress and increasing student achievement
Read More

Daily 5 Literacy Framework 1-Day Institute - Part 2

Daily 5 is a literacy framework that instils behaviours of independence, creates a classroom of highly engaged readers, writers and learners, and provides teachers with time and structure to meet diverse student needs. Because it holds no curricular content, it can be used to meet any school, state, or national standards. Daily 5 classrooms produce productive, highly engaged students who develop a true love of literacy. Learn how to apply Daily 5 with your curriculum and how to launch them in your classroom.


Objectives and Outcomes

  • Build relationships through trust and respect
  • Understand Daily 5 as a workshop model
  • Design brain-compatible focus lessons in literacy and maths using the 10 Steps of Teaching and Learning
  • Cultivate independence to teach classroom behaviours
  • Understand the five tasks of Daily 5 and the three tasks of maths
  • Discover the Daily 3 – how to eliminate busy work and enhance authentic practice
Read More

Discovering the Power of Teacher Collaboration to Collectively Respond When Students Do Not Learn - Part 2

There is a difference between effective teacher collaboration and ineffective teacher ‘co-blaboration’. When teacher teams learn and practise the intricacies associated with effective collaboration they engage in collective work designed to identify essential learning outcomes, create common assessments, establish a rigorous approach to student learning and most importantly develop a collective approach to intervention when students need additional support to learn at high levels. Join Dr Luis F. Cruz as he outlines the manner in which teacher collaboration leads to effective collective intervention when students find themselves in need of additional support to learn at high levels.


Objectives and Outcomes

  • Learn the skills associated with collaboration
  • Couple collaboration with effective student intervention
  • Discover collaboration as an ongoing process versus a ‘checklist’
Read More

Design Thinking Tools for Educators: Practical Tools for Changemakers to Foster Innovation in Their Class and School

Educators are always adapting to new cohorts of students, to shifts in curriculum and to an ever-changing world. This workshop equips you with some practical design thinking skills that have been built by educators for educators to work in the unique realities of primary and secondary schools. You will be taught our powerful innovation techniques and by the end of this workshop the tables will be covered with post-it notes, you will have a smile on your face and a handful of real ideas that will help you solve challenges and build on opportunities in your class and school.

Objectives and Outcomes

  • Learn practical tools for innovation in your class or school
  • Identify solutions for a challenge or opportunity you currently have at your school
Read More

Using Data Walls to Maximise Student Success

Data walls are a high-yield strategy as they have proven to have a positive impact on student achievement when used well. This session will consider the value of data walls as tools for analysis and will consider the different ways in which data walls can be constructed to convey the information in a way that is useful for teachers and leaders. Educators who would like to learn more about data walls and different options for the display of both progress and achievement data would benefit from this session. Participants are encouraged to bring examples of data walls that they have constructed or would like to construct, to plan future steps for their school in this session.

Objectives and Outcomes

  • Understand the use of data walls
  • Explore different options for creating, annotating and adjusting data walls
  • Utilise data walls in short cycles of planning
  • Analyse the difference in displaying progress and achievement on a data wall
Read More

Powerful Understanding 1-Day Institute: Deepening Understanding of Self, Others and the World - Part 2

In this Institute, Adrienne will explain the ‘Powerful Thinking’ model and how it can be used to help students read, connect and reflect to deepen their understanding of themselves, others and the world. Adrienne’s new book, Powerful Understanding, explores effective ways to build social-emotional skills as well as promoting critical thinking – two important core competencies of our new curriculum. For those familiar with Adrienne’s ‘Reading Power’ strategies, you will see how she has integrated them into this model to extend and deepen learning. Adrienne will spend the first part of this workshop revisiting some of the key concepts of ‘Reading Power’ and later, show how she took this foundation of ‘deep understanding of text’ to ‘deep understanding of learning’. Adrienne will share lessons and student samples and, as always, you will come away with a list of great new anchor books! Come to this session and leave inspired and ready to teach your students to think critically and reflectively AND be confident, compassionate and caring citizens!


Objectives and Outcomes

  • Understand the critical thinking model
  • Recognise the importance of social-emotional learning
  • Deepen understanding of self, others, world
Read More

Influencing Up, Down and Within: The 5 Critical Roles for Teacher Leadership

Educational practices are under major transition from a focus on teaching to a focus on learning that prepares all students to be ready for the challenges their future brings. Principals are striving to develop leadership within the teacher ranks in order to support these significant reforms. This workshop provides teacher leaders with the mindsets and skill sets to take on new and expanded leadership roles.


Objectives and Outcomes

  • Reflect on what it means to be a leader of learning
  • Understand the importance of identity
  • Application of frameworks for leadership
  • Distinguish dialogue and discussion
Read More

Educating and Raising Boys - Part 2

Are you aware that neuroscientists continue to uncover a range of anatomical, chemical and functional differences between the brains of males and females? Many of these differences are quite pronounced during childhood and adolescence and as such impact on the behaviour and learning of children. To that end it is important to consider what you might do differently if you were armed with an understanding of what might be going on in the brains and minds of the boys you engage with each day. This workshop looks to uncover some of this information by focusing on contemporary research into how the brain develops, the differences that exist between boys and girls and some of the implications this has for educating and raising boys in a way that nurtures the best of their nature.


Objectives and Outcomes

  • Develop an understanding of brain development
  • Understand the demands of the adolescent brain
  • Examine strategies for educating and engaging boys
Read More

Practical Approaches to Teaching Texts

Whether you are planning to study a new text, looking for a fresh approach to teach an old one or simply seeking strategies to provide more variety in your teaching, this workshop explores engaging and effective ways to explore both fiction and nonfiction texts with your students.


Objectives and Outcomes

  • Learn strategies for engaging reluctant or resistant readers
  • Explore techniques for encouraging students to read deeper and work faster
  • Discover games and activities for helping students clarify their thoughts and address their misconceptions.
  • Discuss strategies for fostering more detailed and thoughtful written responses to texts
Read More

100-Day Leaders: Turning Short-Term Wins into Long-Term Success in Schools

Create a sense of urgency and dynamic possibilities for short-term gains and long- term results with the 100-Day Leader methodology.


Objectives and Outcomes

  • Understand the research behind 100-Day Leaders
  • Apply the 100-Day Leadership Framework to the specific needs in your school
Read More

Session 3 - 1:45pm - 3:30pm

Motivating and Inspiring Students

Bringing motivation and inspiration to the classroom is not an easy task. During this highly interactive session, Dr Tina H. Boogren will outline the six-levels of Maslow’s hierarchy that educators can use to provide engaging instruction to students and provide an overview of the strategies tied to each level of the hierarchy that can be implemented immediately.


Objectives and Outcomes

  • Understand the foundational research and theory on motivation and inspiration
  • Discover ways to create a culture and climate in schools and classrooms that awakens both teachers and students to new possibilities and excitement
  • Discover a hierarchy of needs and goals that F–12 educators can use to create schools and classrooms in which teachers and students are not only attentive and engaged, but also motivated and inspired
  • Explore strategies and recommendations related to each level of the hierarchy that can be implemented immediately
Read More

Daily 5 Literacy Framework - 1-Day Institute - Part 3

Daily 5 is a literacy framework that instils behaviours of independence, creates a classroom of highly engaged readers, writers and learners, and provides teachers with time and structure to meet diverse student needs. Because it holds no curricular content, it can be used to meet any school, state, or national standards. Daily 5 classrooms produce productive, highly engaged students who develop a true love of literacy. Learn how to apply Daily 5 with your curriculum and how to launch them in your classroom.

Objectives and Outcomes

  • Build relationships through trust and respect
  • Understand Daily 5 as a workshop model
  • Design brain-compatible focus lessons in literacy and maths using the 10 Steps of Teaching and Learning
  • Cultivate independence to teach classroom behaviours
  • Understand the five tasks of Daily 5 and the three tasks of maths
  • Discover the Daily 3 – how to eliminate busy work and enhance authentic practice
Read More

Transforming School Culture: Moving from Toxic to Healthy

Implementation of effective school-wide practices must be coupled with an adult attitude and values centered around a strong belief that all students can and will learn at high levels. Considering all schools develop a culture, educators must seek to formulate a healthy versus toxic school culture. Join Dr Luis F. Cruz as he identifies the characteristics of both healthy and toxic school cultures and the adult characteristics that contribute toward both.


Objectives and Outcomes

  • Distinguish between healthy and toxic school cultures
  • Actively formulate a healthy school culture
  • Identify the adult characteristics that contribute to a school’s culture
Read More

Dream Team: How Innovative Leaders and Teachers Change Schools

This workshop draws upon Dave and Aaron’s adventurous experiences and proven track records as educators and impact entrepreneurs. Their stories serve as the base for the Dream Team (the members book of the month with ASCD USA) concepts that have been built on best practice research and in depth case studies and analysis of high impact education teams across the US, UK, Australia and New Zealand. An excellent workshop for both teachers and school leaders alike, this session will positively challenge you and provide you with tangible take homes from the Dream Team journey on how to create meaningful whole school change.


Objectives and Outcomes

  • Learn a practical and innovative change journey for school leaders and teachers
  • See current innovative examples of schools around the world
  • Learn practical tools to implement change
Read More

Using Data to Support Gifted and ‘At-Risk’ Students

Data should be used to address the needs of all students. But two groups that are particularly able to benefit from data analysis and a thorough understanding of individual strengths and weaknesses are those students at either end of a cohort – those who are 'at risk' and gifted students. This session will discuss the ways in which data can be used with these groups, to cater for the unique needs of students in these categories. The session is designed for teachers who have an understanding of the different types of data available to them, but are looking for new ways to use data to support individual students that are either gifted or 'at risk'

Objectives and Outcomes

  • Understand data for differentiation
  • Create a differentiation placemat
  • Identify strategies for differentiation
  • Track data of students that are ‘at risk’ or gifted
  • Use of data in short cycles of planning
Read More

Powerful Understanding 1-Day Institute: Deepening Understanding of Self, Others and the World - Part 3

In this Institute, Adrienne will explain the ‘Powerful Thinking’ model and how it can be used to help students read, connect and reflect to deepen their understanding of themselves, others and the world. Adrienne’s new book, Powerful Understanding, explores effective ways to build social-emotional skills as well as promoting critical thinking – two important core competencies of our new curriculum. For those familiar with Adrienne’s ‘Reading Power’ strategies, you will see how she has integrated them into this model to extend and deepen learning. Adrienne will spend the first part of this workshop revisiting some of the key concepts of ‘Reading Power’ and later, show how she took this foundation of ‘deep understanding of text’ to ‘deep understanding of learning’. Adrienne will share lessons and student samples and, as always, you will come away with a list of great new anchor books! Come to this session and leave inspired and ready to teach your students to think critically and reflectively AND be confident, compassionate and caring citizens!


Objectives and Outcomes

  • Understand the critical thinking model
  • Recognise the importance of social-emotional learning
  • Deepen understanding of self, others, world
Read More

5 Ways of Being: What Leaders of Learning Think, Do and Say Every Day

Learning is our core business and needs to sit at the heart of all we think, say and do as leaders. From the top all the way through every level of leadership there needs to be an understanding, an agreement and clear articulation of what being a learning leader in that organisation looks like, sounds like and what it means. This workshop supports learning leaders to understand what is critical for them to say and do each day they commit to move from a model of doing to a model of being. Gavin will outline practical ways leaders can undertake a journey of self-discovery whilst ensuring they are laying a pathway for others to lead learning.


Objectives and Outcomes

  • Learn how to genuinely lead learning in others
  • Understand the environmental conditions required for your colleagues to become leaders of learning
  • Learn practical strategies to make this happen
Read More

Creating Positive Classrooms: Practical Classroom Management

This workshop explores strategies for creating a positive and productive working environment for students and teachers. Featuring highly effective, easy-to-implement classroom management techniques, this session provides practical steps for teaching young people to take more responsibility for their own behaviour. Emphasis in the workshop is placed on finding the lowest-level intervention possible for addressing off-task behaviours and getting students to concentrate on their learning
– while also giving teachers a toolkit for addressing more extreme behaviours.


Objectives and Outcomes

  • Practise effective responses for pivoting around resistant or argumentative behaviours and getting students back to their learning
  • Learn non-verbal and other low-level intervention techniques for nudging towards better decisions
  • Discover techniques for getting and holding student attention
  • Learn strategies for dealing with students who can’t rather than won’t behaviour
  • Leave with techniques for turning around class groups whose behaviour has become distracted and disruptive
Read More

The New Model of Change

We have learned about organisational change in the past 40 years. It’s time for a new model that offers hope and opportunity for teachers and leaders.


Objectives and Outcomes

  • Learn the weaknesses of old models of change
  • Apply the lessons of the new model of change to specific challenges in your schools.
Read More

Saturday 23 May 2020

Session 1 - 8:45am - 10:30am

The Happy, Healthy Educator

We've all heard the classic airline safety announcement before: you must secure your own oxygen mask before assisting others. This isn't just for airline travellers, though, it’s also true for educators. We must learn how to establish habits and routines that allow us to bring our very best selves to those we serve. By utilising a research-based framework for self-care, Dr Tina H. Boogren will help educators of all levels and backgrounds develop personalised self-care plans. Participants will walk away from this session feeling inspired, rejuvenated and empowered.


Objectives and Outcomes

  • Understand the foundational research and theory on self-care
  • Explore how Maslow’s hierarchy of needs comes into play in your personal and professional life
  • Explore strategies and recommendations related to each level of the hierarchy that can be implemented immediately
Read More

The Literacy Café - 1-Day Institute - Part 1

The Literacy CAFE System provides teachers with a way to maximise student understanding of the four key components of successful reading through the use of the CAFE Menu. CAFE is an acronym for Comprehension, Accuracy, Fluency and Expand Vocabulary.


The CAFE Menu breaks each component – comprehension, accuracy, fluency and expand vocabulary – into significant strategies that support each goal. Posted on the classroom wall and built throughout the year, it serves as a visual reminder of whole- class instruction as well as individual student goals.


Teachers use the CAFE System to assess, instruct and monitor student progress. It provides tools for constructing group and individual lessons that provide just-in-time instruction, ensuring that all students reach their potential.


Objectives and Outcomes

  • Establish and track the strengths and goals of each child by providing a structure for conferring
  • Organise assessment data and use it to inform instruction
  • Maximise time with students in whole-group, small-group and one-on-one settings
  • Create flexible small groups focused on specific reading needs
  • Engage students, fostering ownership and accountability to reach goals;
  • Develop a common language to talk about reading development and proficiency
Read More

Time for Change: Staff Resistance to Change

Since its inception in the 1960s, the research on how schools effectively meet the academic needs of all students has flourished. Unfortunately, it is often the unwillingness on behalf of educators to implement research-based practices that limits the potential for schools to enhance learning for the students they serve. Why is resistance to change in schools by educators who care about students a strong reality? Join Dr Luis F. Cruz as he shares insights on resistance from his best-selling book co-authored with Dr Anthony Muhammad: Time for Change: 4 Essential Skills for Transformational School and District Leaders. Discover the difference between rational and irrational forms of resistance and learn how to address both effectively.


Objectives and Outcomes

  • Learn and embrace effective transformational leadership
  • Understand rational and irrational forms of staff resistance
  • Initiate multiple forms of accountability
Read More

Characteristics of Effective Data-Informed Leadership

There is much discussion about the attributes that contribute to effective school leaders, but the existing research and literature often doesn’t consider leadership through the lens of the data-informed landscape. Middle and senior leaders in this context have the added complication of teacher perceptions on data, the data literacy of teachers, middle and senior leaders, and the different ways that are available to measure and track change. This session is useful for middle or senior leaders, or those aspiring to these roles in the future. It will consider the ways in which leaders mediate the changing data- informed landscape and lead staff through data-informed change.


Objectives and Outcomes

  • Identify the characteristics of effective leaders
  • Consider the elements of effective data-informed leadership
  • Reflect on one’s own leadership
Read More

Neuro-Developmental Differentiation: The Science of Effective Differentiation - 1-Day Institute - Part 1

Imagine if all your students were aware of their learning strengths. Imagine if all of the teachers in your school could develop ways to build upon these learning strengths. Now imagine if all of the teachers in your school could diagnose blockages to learning and develop strategies and activities to overcome them.


In this full-day institute, clinical psychologist Andrew Fuller will show teachers how identifying students’ inherent learning strengths can be used to help address areas in which they might be struggling at school.


Andrew’s research will help teachers to become diagnosticians of learning and develop activities that enable all learners to thrive, so they can all make the pledge to turn their school into a place where everyone gets smart.


Objectives and Outcomes

  • Understand how to tailor your classroom interventions to each student and their brains
  • Create diverse individual learning plans that give every student the chance to shine across the curriculum
Read More

Reading Power: Linking Thinking to Reading Instruction

Reading Power, a practical approach to comprehension instruction that focuses on thinking and understanding, is being used in classrooms worldwide. Join Canadian teacher, author and international speaker Adrienne Gear, developer of Reading Power, for a dynamic introduction to this approach. In this session, Adrienne will explain the key concepts of Reading Power and introduce several key strategies to support readers’ comprehension – connect, question, visualise, infer and transform. She will share how Reading Power strategies can be easily integrated into your classroom as well as highlight lessons, student samples and some amazing anchor books. Adrienne’s workshops are very practical, so you will leave with ideas you can use right away!


Objectives and Outcomes

  • Understand reading skills – decoding and comprehension
  • Develop comprehension instruction skills
  • Explore comprehension strategies: connect, question, visualise, infer, transform
  • Understand the gradual release of responsibility and levels of understanding text
  • Develop a common language of thinking in your classroom and school
Read More

Educating and Raising Girls - Part 1

Are you aware that neuroscientists continue to uncover a range of anatomical, chemical and functional differences between the brains of males and females? Many of these differences are quite pronounced during childhood and adolescence and as such impact on the behaviour and learning of children. To that end it is important to consider what you might do differently if you were armed with an understanding of what might be going on in the brains and minds of the girls you engage with each day. This workshop looks to uncover some of this information by focusing on contemporary research into how the brain develops, the differences that exist between boys and girls, and some of the implications this has for educating and raising girls in a way that nurtures the best of their nature.


Objectives and Outcomes

  • Develop an understanding of brain development
  • Understand the demands of the adolescent brain
  • Examine strategies for educating and engaging girls
Read More

Enhancing Creativity in the Classroom: A New Approach for Students, Teachers and Educational Leaders 

One of the great myths about creativity is that it is a quality immune from objective assessment. In fact, creativity can be assessed – assessment is an essential element of any educational environment that seeks to foster creativity. The challenge is that most activities designed to encourage creativity actually undermine it. Many activities we studied are not only inconsistent with the best research on the subject, but also actually stifle the risk, error and failures that are essential to creative endeavour. This workshop provides practical guidelines about the best (and worst) practices in assessment and offers participants the opportunity to make personal application of these principles to their specific professional responsibilities.


Objectives and Outcomes

  • Understand the value of assessment in the development of creativity
Read More

12 Key Actions to Guide the Work of Collaborative Teams – Formed on the Basis of the Common Content They Teach

The Professional Learning Communities process is supported by research and endorsed by educational researchers at all levels as our best hope for sustained, substantive improvement. But what is the real work of the collaborative team in a professional learning community? In this session Colin will share his learnings from over the last ten years of taking the PLC research and making it a reality in schools. Learn about the 12 key actions collaborative teams must take to truly transform student learning and discover the real work collaborative teams engage in to improve student learning. Leave the session with a 'blueprint' for collaborative teams to use in their ongoing efforts to transform learning for students and educators back at school.


Objectives and Outcomes

  • Learn the key actions required for teams to answer the critical PLC questions
  • Discover the true work and focus of high‐performing collaborative teams
  • Achieve clarity on what distinguishes a collaborative team in a PLC at Work® from other models of PLCs
Read More

Engaging Learners

Engage students deeply in the joy of learning. Create a lively, dynamic classroom in which students are excited to learn and have the drive to keep exploring until they succeed. This session explores the four questions behind student engagement and shows how to set the stage for positive answers to each of them:

  1. How do I feel?
  2. Am I interested?
  3. Is this important?
  4. Can I do this?

Learn how to lay a positive foundation that predisposes students to learn. Take away practical, research-based strategies to spark student interest and make learning personally relevant. Discover how to build the confidence that gives students ownership of their learning.


Objectives and Outcomes

  • Gain sound instructional strategies for engaging students
  • Distinguish between short-term attention and deep engagement
  • Connect classroom goals to students’ personal goals
  • Build your capacity to increase student achievement
Read More

Session 2 - 11:00am - 12:45pm

Coaching Classroom Instruction

Coaching can play a significant role in broadening educators’ instructional repertoire and improving both teaching and learning. Effective coaches build positive relationships and follow protocols that lead to lasting changes in classroom instruction. This interactive workshop provides instructional coaches and administrators with guidelines for working with teachers in order to increase their effectiveness by empowering teachers to respond to student needs.


Objectives and Outcomes

  • Discover a research-based model for providing coaching support
  • Learn how to help teachers increase their effectiveness
  • Understand how to provide targeted feedback, nurturing the drive for self- improvement and how to engage teachers in the process of growing their professional knowledge and skills
Read More

The Literacy Café - 1-Day Institute - Part 2

The Literacy CAFE System provides teachers with a way to maximise student understanding of the four key components of successful reading through the use of the CAFE Menu. CAFE is an acronym for Comprehension, Accuracy, Fluency and Expand Vocabulary.


The CAFE Menu breaks each component – comprehension, accuracy, fluency and expand vocabulary – into significant strategies that support each goal. Posted on the classroom wall and built throughout the year, it serves as a visual reminder of whole- class instruction as well as individual student goals.


Teachers use the CAFE System to assess, instruct and monitor student progress. It provides tools for constructing group and individual lessons that provide just-in-time instruction, ensuring that all students reach their potential.


Objectives and Outcomes

  • Establish and track the strengths and goals of each child by providing a structure for conferring
  • Organise assessment data and use it to inform instruction
  • Maximise time with students in whole-group, small-group and one-on-one settings
  • Create flexible small groups focused on specific reading needs
  • Engage students, fostering ownership and accountability to reach goals;
  • Develop a common language to talk about reading development and proficiency
Read More

Effective Leadership in 21st Century Schools

In the 21st century, effective leadership in schools can no longer be synonymous with administration, nor can it be seen as an individual act. If schools are to achieve high levels of learning for ALL students, then teachers must play a critical role in the leadership approach of schools and leadership must be practiced and initiated as a team. Join Dr Luis F. Cruz as he shares the development and approach of a school guiding coalition who actively works to systematically ensure high levels of learning for all students.


Objectives and Outcomes

  • Understand the leadership role of a school guiding coalition
  • Develop a clear identity as a team of leaders
  • Advocate for necessary changes in schools
Read More

Developing an Action Plan for Data-Informed Change

Data must make it’s way off educators’ laptops and data walls and into tangible action and change for students in classrooms. This session will step through an 11-stage process of converting data to measurable change and will allow participants to set goals for their own action plan for their context. Each of the stages for change will be unpacked during this session, allowing for leaders to consider the way in which they can create an action plan for, and lead data-informed changed in their schools. The challenges of each stage will be discussed, as well as possible strategies for approaching each step and overcoming hurdles.


Objectives and Outcomes

  • Discover the 11 key steps of data-informed change
  • Create an action plan or series of steps for change in their context
Read More

Neuro-Developmental Differentiation: The Science of Effective Differentiation - 1-Day Institute - Part 2

Imagine if all your students were aware of their learning strengths. Imagine if all of the teachers in your school could develop ways to build upon these learning strengths. Now imagine if all of the teachers in your school could diagnose blockages to learning and develop strategies and activities to overcome them.


In this full-day institute, clinical psychologist Andrew Fuller will show teachers how identifying students’ inherent learning strengths can be used to help address areas in which they might be struggling at school.


Andrew’s research will help teachers to become diagnosticians of learning and develop activities that enable all learners to thrive, so they can all make the pledge to turn their school into a place where everyone gets smart.


Objectives and Outcomes

  • Understand how to tailor your classroom interventions to each student and their brains
  • Create diverse individual learning plans that give every student the chance to shine across the curriculum
Read More

Going Deeper with Reading Power

While many students can make ‘quick connections’ and ask ‘random questions’ when they read, how can teachers nudge students into a more deeper way of thinking through text? In this follow up session to her Reading Power workshop, international speaker, teacher and author Adrienne Gear will outline the five Reading Power strategies: connect, question, visualise, infer and transform. She will then share ways to help students make more meaningful connections and ask more thoughtful questions while they read. Adrienne’s sessions are always very practical, and you will leave with lessons you can use in your classroom right away.


Objectives and Outcomes

  • Explore comprehension strategies, including meta-cognition
  • Develop explicit instruction and teacher modelling skills
  • Learn strategies for enhancing understanding
Read More

Educating and Raising Girls - Part 2

Are you aware that neuroscientists continue to uncover a range of anatomical, chemical and functional differences between the brains of males and females? Many of these differences are quite pronounced during childhood and adolescence and as such impact on the behaviour and learning of children. To that end it is important to consider what you might do differently if you were armed with an understanding of what might be going on in the brains and minds of the girls you engage with each day. This workshop looks to uncover some of this information by focusing on contemporary research into how the brain develops, the differences that exist between boys and girls, and some of the implications this has for educating and raising girls in a way that nurtures the best of their nature.


Objectives and Outcomes

  • Develop an understanding of brain development
  • Understand the demands of the adolescent brain
  • Examine strategies for educating and engaging girls
Read More

Assessing Creativity: A New Approach for Students, Teachers and Educational Leaders

One of the great myths about creativity is that it is a quality immune from objective assessment. In fact, creativity can be assessed – assessment is an essential element of any educational environment that seeks to foster creativity. The challenge is that most assessment of creativity is wrong. These assessments are not only inconsistent with the best research on the subject, but also actually stifle the risk, error and failures that are essential to creative endeavour. This workshop provides practical guidelines about the best (and worst) practices in assessment and offers participants the opportunity to make personal application of these principles to their specific professional responsibilities.


Objectives and Outcomes

  • Discover the best practices in assessment to enhance creativity
Read More

11 Key Actions to Guide the Work of Collaborative Teams – Formed on the Basis of a Common Learning Issue

Many teachers in a Professional Learning Community struggle to form teams based on the common content that they share. If schools are unable to form teams that address the four critical PLC at Work® questions because of their context, it is imperative that when organising alternative team structures in their school that school leaders at least ask the pivotal question, ‘Do team members have a shared responsibility for working together in ways that enhance students’ learning?’ (DuFour et al., 2018).


When this question guides the formation of collaborative teams who don’t share the delivery of common content, it ensures that the focus of the collaborative teams formed remains on the impact team member’s individual and collective endeavours have on student learning through changes they make to their teaching practice. This practical session will outline the 11 actions that guide the work of collaborative teams formed on the basis of working collectively to solve a common learning issue.


Objectives and Outcomes

  • Learn the key actions required of collaborative teams that don’t share common content
  • Discover how high‐performing collaborative teams focus on improving their teaching practice
  • Ensure all teams in your PLC, no matter how they are formed, focus on achieving high levels of learning for all
Read More

Building Academic Vocabulary

Learn how to implement a comprehensive vocabulary program. Build a system of excellence that ensures students can understand complex texts, engage deeply with content-area concepts and participate in academic discussions. This workshop will guide your school or system through every step of designing and implementing a customised program of direct vocabulary instruction.


Objectives and Outcomes

  • Learn a process for creating a list of essential academic and content-specific terms and phrases to use in direct instruction in a range of curriculum areas
  • Create systems to assess and track students’ vocabulary knowledge over time
  • Learn a six-step process for effective vocabulary instruction
  • Gain practical suggestions for improving vocabulary instruction at all levels
Read More

Session 3 - 1:45pm - 3:30pm

Creating a Highly Engaged Classroom

In this highly interactive workshop, Dr Tina H. Boogren will guide participants in learning how to raise students’ energy levels, demonstrate a positive demeanor, express enthusiasm and use humour to create a highly engaged classroom culture in which all students are accepted and challenged. Participants will learn to facilitate emotions for students such as enthusiasm, interest, enjoyment, satisfaction and pride, which all have a direct impact on student achievement.


Objectives and Outcomes

  • Gain sound instructional strategies for engaging students
  • Distinguish between short-term attention and deep engagement
  • Build capacity to increase student achievement
Read More

The Literacy Café - 1-Day Institute - Part 3

The Literacy CAFE System provides teachers with a way to maximise student understanding of the four key components of successful reading through the use of the CAFE Menu. CAFE is an acronym for Comprehension, Accuracy, Fluency and Expand Vocabulary.


The CAFE Menu breaks each component – comprehension, accuracy, fluency and expand vocabulary – into significant strategies that support each goal. Posted on the classroom wall and built throughout the year, it serves as a visual reminder of whole- class instruction as well as individual student goals.


Teachers use the CAFE System to assess, instruct and monitor student progress. It provides tools for constructing group and individual lessons that provide just-in-time instruction, ensuring that all students reach their potential.


Objectives and Outcomes

  • Establish and track the strengths and goals of each child by providing a structure for conferring
  • Organise assessment data and use it to inform instruction
  • Maximise time with students in whole-group, small-group and one-on-one settings
  • Create flexible small groups focused on specific reading needs
  • Engage students, fostering ownership and accountability to reach goals;
  • Develop a common language to talk about reading development and proficiency
Read More

The Power of Task Forces: Building Leadership Capacity in Schools

In highly effective schools, transformational leadership extends beyond administration and members of the school’s leadership team to also include "customised" teams of leaders (both teachers and administrators), who join together to address specific issues or cohorts of students who are not proving to be successful. The creation of task forces is an organisational response to data indicative of the need for specific adults to synergistically find answers to persistent challenges hindering student learning. Join Dr Luis F. Cruz as he shares the seven steps school task forces must commit to in an effort to effectively address roadblocks to student learning.


Objectives and Outcomes

  • Learn the power of collective leadership
  • Learn the seven steps task forces use to solve problems
  • Gain insight into becoming a solution-based organisation
Read More

Developing Data-Informed Learners

Data has the power to inform and change pedagogy, and consequently the outcomes for the young people in our care. To maximise the impact that data can have with young people, one of the most powerful ways it can be used is in conversations with students. Educators know about the power of feedback, but they often need support in developing strategies to discuss data in feedback with students. This session will provide some possible approaches for engaging students in data conversations and discuss the ways that teachers and school leaders can build data-informed learners.


Objectives and Outcomes

  • Recognise the benefits of involving students in data conversations
  • Learn strategies to have conversations with students about data
Read More

Neuro-Developmental Differentiation: The Science of Effective Differentiation - 1-Day Institute - Part 3

Imagine if all your students were aware of their learning strengths. Imagine if all of the teachers in your school could develop ways to build upon these learning strengths. Now imagine if all of the teachers in your school could diagnose blockages to learning and develop strategies and activities to overcome them.


In this full-day institute, clinical psychologist Andrew Fuller will show teachers how identifying students’ inherent learning strengths can be used to help address areas in which they might be struggling at school.


Andrew’s research will help teachers to become diagnosticians of learning and develop activities that enable all learners to thrive, so they can all make the pledge to turn their school into a place where everyone gets smart.


Objectives and Outcomes

  • Understand how to tailor your classroom interventions to each student and their brains
  • Create diverse individual learning plans that give every student the chance to shine across the curriculum
Read More

Reading Power Plus: Reading Power in the Content Areas

While teaching comprehension strategies in isolation is an important step in helping students construct meaning, applying the strategies into all aspects of learning is the primary goal. In this session, international speaker, author and teacher Adrienne Gear will explore how the Reading Power strategies can be applied to different areas of the curriculum. She will show examples of how these strategies can be applied to different units of study including indigenous beliefs and customs, global justice, global citizenship and immigration.


Objectives and Outcomes

  • Understand the power of metacognition
  • Strengthen comprehension instruction skills
  • Apply comprehension instruction
Read More

The Key to Effective Feedback for Improved Performance

Grading practices can support – or undermine – student motivation, engagement and performance. Learn how small changes in grading practices will help achieve significant gains in achievement, attendance and discipline.


Objectives and Outcomes

  • Understand the research on effective grading practices
  • Apply the research on effective grading practices to the particular needs of your schools
  • Leave with an action plan for improved feedback and grading
Read More

11 Fundamental Components Required to Transform a School into a Professional Learning Community

In a high-performing professional learning community the collaborative teams are the engines of school improvement. Collaborative teams are only able to work at increasingly higher levels of productivity and impact when the whole school culture and structures support and nurture their work. Schools that have successful, productive and impactful collaborative teams nurture them in a schoolwide environment where there is an alignment of purpose and priority.


In this session Colin will outline the 11 foundational components that school leaders must attend to as their school transforms into a PLC. These 11 foundational components ensure that the work of collaborative teams is supported by the professional learning community culture created.


Objectives and Outcomes

  • Explore the 11 foundations for a strong PLC
  • Discover how to create a thriving schoolwide learning culture
  • Understand the role school leaders play in transforming a school into a PLC
Read More

The New Art and Science of Teaching Reading

Only when teachers have in-depth knowledge of reading skill development can they deliver best-practice reading instruction and assessment to students. The New Art and Science of Teaching Reading presents a compelling model for the stages of reading development structured around five key topics:

  1. foundational skills,
  2. word recognition,
  3. reading fluency,
  4. vocabulary and
  5. reading comprehension.

Learn from Janelle as she outlines how to guide students at all stages of literacy development, from learning the basic concepts of print to demonstrating advanced reading comprehension. Explore some of the reading-focused instructional strategies to help teachers ensure every student becomes a proficient reader.


Objectives and Outcomes

  • Explore a reading model that addresses how to articulate content and implement specific instructional strategies
  • Understand which elements of instruction are best suited for use in the teaching of reading
  • Explore how general strategies for teaching can be employed alongside specific strategies to enhance teaching, enrich learning and literacy development and improve the classroom environment
Read More

Sunday 24 May 2020

Session 1 - 8:45am - 10:30am

Supporting Beginning Teachers (Repeat)

This session is a repeat of Friday 22 May Session 1

Effectively supporting beginning teachers is crucial for both retention and developing expertise in relation to student achievement. During this highly interactive session, Dr Tina H. Boogren will guide leaders, coaches and mentors in specific ways to support beginning teachers. Come to explore and discuss specific strategies for implementing research-based mentoring traits into your own region/system, school or practice.


Objectives and Outcomes

  • Understand the foundational research and theory on supporting beginning teachers
  • Acquire specific strategies to provide the essential physical, emotional, instructional and institutional support for beginning teachers
  • Learn how to support beginning teachers as they engage in goal-setting and focused practice while providing specific feedback in order to immediately and continually increase expertise for the beginning teacher.
Read More

Daily 5 - Literacy Framework - Part 1 (Repeat)

This session is a repeat of Friday 22 May, session 1

Daily 5 is a literacy framework that instils behaviours of independence, creates a classroom of highly engaged readers, writers and learners, and provides teachers with time and structure to meet diverse student needs. Because it holds no curricular content, it can be used to meet any school, state or national standards. Daily 5 classrooms produce productive, highly engaged students who develop a true love of literacy.


Objectives and Outcomes

  • Build relationships through trust and respect
  • Understand Daily 5 as a workshop model
  • Design brain-compatible focus lessons in literacy and maths using the 10 Steps of Teaching and Learning
  • Cultivate independence to teach classroom behaviours
  • Understand the five tasks of Daily 5 and the three tasks of maths
  • Discover the Daily 3 – how to eliminate busy work and enhance authentic practice
Read More

Time for Change 1-Day Institute - Part 1

Since its inception in the 1960s, the research on how schools effectively meet the academic needs of all students has flourished. Unfortunately, it is often the unwillingness on behalf of educators to implement research-based practices that limits the potential for schools to enhance learning for the students they serve. Why is resistance to change in schools by educators who care about students a strong reality? Might resistance to change not all come from the same origins? What if we as Transformational Leaders must provide our staff with a continuous cycle of creative ways in which we address the why, who and how, stemming from rational forms of resistance. How might we address irrational resistance (colleagues who do not want to change regardless of the support provided)? Join Dr Luis F. Cruz as he shares insight on resistance from his best-selling book co-authored with Dr Anthony Muhammad: Time for Change: 4 Essential Skills for Transformational School and District Leaders.


Objectives and Outcomes

  • Learn and embrace effective transformational leadership
  • Understand rational and irrational forms of staff resistance
  • Initiate multiple forms of accountability
Read More

Helping our Kids to Flourish: An Introduction to the Weaving Well-Being Program

Research shows that nurturing children’s wellbeing is the foundation for all other successful outcomes. Although our children are facing increasing challenges in recent times, we can equip them with the skills to cope and to flourish despite the challenges and difficulties they will face. The Weaving Well-Being program is designed to provide children with evidence-based skills and strategies from the field of positive psychology, which is the science of wellbeing. It is a multi-year program created for children from the ages of 7–12 years and comprises 10 lessons for each year level. This workshop explores the background of the program, ideas on implementing it and many of the practical strategies it provides.


Objectives and Outcomes

  • Explore the link between wellbeing and successful school outcomes
  • Review the current challenges facing our children
  • Provide an overview of positive psychology
  • Provide an overview of the Weaving Well-being program
  • Explore practical classroom interventions from the program
Read More

Writing Power: Effective Writing Instruction and Assessment

In this Pinterest-driven world, writing lessons are often based on the ‘product’ rather than the ‘process’. In this session, Canadian teacher, writer and international speaker Adrienne Gear will outline her ideas on how to set up an effective process-driven writing program. Based on this approach, she will share thoughts on an effective weekly writing routine, writing goals, effective editing, conferencing and assessment practices. Adrienne will share student samples, practical mini-lessons and recommended anchor books to support your writing lessons. Come to this session and leave with many lessons and ideas to revamp and recharge your writing program!


Objectives and Outcomes

  • Focus on primary years writing instruction
  • Understand the process-driven approach to writing
  • Understand writing assessment – conferencing, coaching and goal-setting
  • Deepen explicit teaching and modelling skills
  • Explore writing goals, routines and skills
Read More

Teachers as Architects of Learning: Effective Strategies for Learning-Focused Teachers

Participants will discover their natural disposition for teaching and learn about the implications of this on their ongoing development as teachers. They will also learn how to apply key learning constructs to their own ‘growth edge’ as teachers. Gavin will outline high-leverage strategies for learning that will enable teachers to specifically make better use of time, develop safe and supportive classrooms, use successful questioning approaches and know how to use feedback to affect teacher and student learning.


Objectives and Outcomes

  • Learn how to create successful learning experiences
  • Explore high-level teaching strategies
  • Discover how to effectively use feedback to improve teacher and student learning
Read More

High Impact Leadership: How Leaders Make a Difference for Student Results (Repeat)

This session is a repeat of Friday 22 May, session 1

Seven key strategies that leaders can implement now to influence student achievement, behaviour, attendance and equity.


Objectives and Outcomes

  • Understand the latest international evidence on the actions of school administrators and teacher-leaders
  • Evaluate alternative strategies and evidence resources
  • Apply the best practices to the unique needs of your schools
Read More

Shape School Structures for PLC Success

The transformation from school to PLC demands significant attention to structures – the organisational elements that make up a school – since they support schools to run efficiently. Learn the structures necessary in a high performing PLC to ensure there is not a misalignment between the stated mission of the school and the actions that educators can actually take to achieve high levels of learning for all. In this workshop, participants will explore how, when appropriate PLC structures and processes are established and sustained, the environment required for a PLC to be highly effective is continuously enhanced.


Objectives and Outcomes

  • Discover how to connect the school structures to support the PLC culture
  • Learn how to change school structures so they align to the fundamental purposes of achieving high levels of learning for all
  • Investigate how to cultivate structures required to become a high-performing PLC
Read More

Developing Megacognitive Behaviours

Metacognition, when fully developed, is the gift that keeps on giving – enhancing learning but also contributing to success in life. Although the term has been banded about in our educational jargon for decades what does it actually entail, why is it so important and, most importantly, how do you develop these vital skills in students?

Objectives and Outcomes

  • Understand the two main areas of metacognition – metacognitive knowledge and metacognitive regulation
  • Learn strategies for helping students develop metacognitive skills in general and specific academic areas
  • Consider the link between self-efficacy, metacognition and learning, and practical ways to enhance self-efficacy and student motivation
Read More

Session 2 - 11:00am - 12:45pm

Embarking on Your First Few Years (Repeat)

This session is a repeat of Friday 22 May Session 2

In this highly interactive workshop, Dr Tina H. Boogren offers beginning teachers a road map for navigating their crucial first years in the classroom. Designed for primary and secondary teachers in the early stages of their careers, this training session identifies six phases every beginning teacher goes through, offering research-based strategies centred on classroom management, student engagement and increasing instructional expertise, correlated with each phase. Participants will return to their schools with a yearlong action plan centred around research-based instructional and self-care practices that are essential to not just surviving, but thriving, as a beginning teacher.


Objectives and Outcomes

  • Explore the six phases of teaching that beginning teachers go through
  • Understand the feelings and challenges associated with each phase
  • Learn how to practise self-care to avoid early career burnout that so often leads to teachers changing careers
  • Develop a plan for decreasing stress and increasing student achievement
Read More

Daily 5 - Literacy Framework - Part 2 (Repeat)

This session is a repeat of Friday 22 May, session 2

Daily 5 is a literacy framework that instils behaviours of independence, creates a classroom of highly engaged readers, writers and learners, and provides teachers with time and structure to meet diverse student needs. Because it holds no curricular content, it can be used to meet any school, state or national standards. Daily 5 classrooms produce productive, highly engaged students who develop a true love of literacy.


Objectives and Outcomes

  • Build relationships through trust and respect
  • Understand Daily 5 as a workshop model
  • Design brain-compatible focus lessons in literacy and maths using the 10 Steps of Teaching and Learning
  • Cultivate independence to teach classroom behaviours
  • Understand the five tasks of Daily 5 and the three tasks of maths
  • Discover the Daily 3 – how to eliminate busy work and enhance authentic practice
Read More

Time for Change 1-Day Institute - Part 2

Since its inception in the 1960s, the research on how schools effectively meet the academic needs of all students has flourished. Unfortunately, it is often the unwillingness on behalf of educators to implement research-based practices that limits the potential for schools to enhance learning for the students they serve. Why is resistance to change in schools by educators who care about students a strong reality? Might resistance to change not all come from the same origins? What if we as Transformational Leaders must provide our staff with a continuous cycle of creative ways in which we address the why, who and how, stemming from rational forms of resistance. How might we address irrational resistance (colleagues who do not want to change regardless of the support provided)? Join Dr Luis F. Cruz as he shares insight on resistance from his best-selling book co-authored with Dr Anthony Muhammad: Time for Change: 4 Essential Skills for Transformational School and District Leaders.


Objectives and Outcomes

  • Learn and embrace effective transformational leadership
  • Understand rational and irrational forms of staff resistance
  • Initiate multiple forms of accountability
Read More

Embedding the Weaving Well-Being Program into the Whole-School Setting

Research shows that a two-component approach is most effective for nurturing children’s wellbeing in schools: the presence of a whole school culture of wellbeing and teaching children evidence-based skills and strategies. The Weaving Well-Being program is a multi-year positive psychology program, with 10 lessons for each year level. It aims to teach children these skills in a structured and incremental way. Embedding it across a whole-school setting can maximise its benefits and ensure a cohesive approach to its use. This workshop will provide an outline to the program and also offer practical suggestions for embedding it throughout the entire school.


Objectives and Outcomes

  • Explore the two-component approach to nurture wellbeing in schools
  • Provide an outline to the Weaving Well-Being program
  • Explore ideas for embedding the program in the whole-school setting
Read More

Nonfiction Writing Power

Tired of the same old descriptive animal report? Come to this workshop and leave with fresh ideas for helping your students write in the content areas. In this dynamic session, Adrienne Gear will share lessons and ideas from her most recent book Nonfiction Writing Power. She will explain the importance of teaching students the different nonfiction text structures – the key to successful writing. She will give examples of technique lessons that will help your students be more effective writers, along with student samples, while highlighting the anchor books to support the

Objectives and Outcomes

  • Focus on writing for primary and middle years students
  • Explore six nonfiction writing structures: description, instruction, persuasion, explanation, comparison, biography
  • Deepen explicit teaching and modelling skills
Read More

Strengthen Your Use of Explicit Instruction

Ask a room full of educators how they would define explicit instruction and you will typically get a range of different responses. In this session, participants will develop a shared understanding of what explicit instruction is and how the inclusion of this has a significant impact on the teaching and learning process. Gavin will help teachers discover how to improve their use of explicit instruction in the classroom by experiencing it firsthand.


Objectives and Outcomes

  • Learn what explicit instruction is
  • Explore how explicit instruction can improve student learning
  • Experience explicit instruction firsthand
Read More

100 Day Leaders: Turning Short-term Wins into Long-Term Successes in Schools (Repeat)

This session is a repeat of Friday 22 May, session 2

Create a sense of urgency and dynamic possibilities for short-term gains and long- term results with the 100-Day Leader methodology.


Objectives and Outcomes

  • Understand the research behind 100-Day Leaders
  • Apply the 100-Day Leadership Framework to the specific needs in your school
Read More

Collaborative Teams That Transform Schools

The core of a professional learning community is the network of collaborative teams – the groups of teachers who work together to improve student learning. Collaborative teams have the potential to transform major aspects of teaching and learning. In this session with Colin, learn how to transition from teachers who work in isolation to teachers who work in collaboration, and from stakeholders who think in terms of “my responsibility” to stakeholders who think in terms of “our responsibility”.


Objectives and Outcomes

  • Learn how to transform the work of collaborative teams
  • Discover the power of teachers working collaboratively
Read More

Dialogue for Meaning Making

Given that research indicates the effectiveness of dialogue for learning and that it is a curriculum requirement, why is it that teacher talk still predominates in classroom practice? The answer is simple – the approach in practice, rather than theory, is difficult. The reality is that teachers are faced with numerous challenges when implementing the approach. They want to ensure that valuable instructional time is not being wasted with discussions that are not effectively engaging all students in deeper levels of thinking, the exchanging of ideas and meaning making. This workshop addresses these issues with practical strategies that can be implemented across learning areas and year levels.


Objectives and Outcomes

  • Learn practical strategies for establishing routines and norms for equitable participation and accountability
  • Engage with protocols for structuring and scaffolding group dialogue so that discussions don’t stall, deteriorate into negative dialogue or waste valuable instructional time by not producing a meaningful outcome
Read More

Session 3 - 1:45pm - 3:30pm

Motivating and Inspiring Students (Repeat)

This session is a repeat of Friday 22 May Session 3

Bringing motivation and inspiration to the classroom is not an easy task. During this highly interactive session, Dr Tina H. Boogren will outline the six-levels of Maslow’s hierarchy that educators can use to provide engaging instruction to students and provide an overview of the strategies tied to each level of the hierarchy that can be implemented immediately.


Objectives and Outcomes

  • Understand the foundational research and theory on motivation and inspiration
  • Discover ways to create a culture and climate in schools and classrooms that awakens both teachers and students to new possibilities and excitement
  • Discover a hierarchy of needs and goals that F–12 educators can use to create schools and classrooms in which teachers and students are not only attentive and engaged, but also motivated and inspired
  • Explore strategies and recommendations related to each level of the hierarchy that can be implemented immediately
Read More

Daily 5 - Literacy Framework - Part 3 (Repeat)

This session is a repeat of Friday 22 May, session 3

Daily 5 is a literacy framework that instils behaviours of independence, creates a classroom of highly engaged readers, writers and learners, and provides teachers with time and structure to meet diverse student needs. Because it holds no curricular content, it can be used to meet any school, state or national standards. Daily 5 classrooms produce productive, highly engaged students who develop a true love of literacy.


Objectives and Outcomes

  • Build relationships through trust and respect
  • Understand Daily 5 as a workshop model
  • Design brain-compatible focus lessons in literacy and maths using the 10 Steps of Teaching and Learning
  • Cultivate independence to teach classroom behaviours
  • Understand the five tasks of Daily 5 and the three tasks of maths
  • Discover the Daily 3 – how to eliminate busy work and enhance authentic practice
Read More

Time for Change 1-Day Institute - Part 3

Since its inception in the 1960s, the research on how schools effectively meet the academic needs of all students has flourished. Unfortunately, it is often the unwillingness on behalf of educators to implement research-based practices that limits the potential for schools to enhance learning for the students they serve. Why is resistance to change in schools by educators who care about students a strong reality? Might resistance to change not all come from the same origins? What if we as Transformational Leaders must provide our staff with a continuous cycle of creative ways in which we address the why, who and how, stemming from rational forms of resistance. How might we address irrational resistance (colleagues who do not want to change regardless of the support provided)? Join Dr Luis F. Cruz as he shares insight on resistance from his best-selling book co-authored with Dr Anthony Muhammad: Time for Change: 4 Essential Skills for Transformational School and District Leaders.


Objectives and Outcomes

  • Learn and embrace effective transformational leadership
  • Understand rational and irrational forms of staff resistance
  • Initiate multiple forms of accountability
Read More

You Matter Here: A Whole School Approach to Nurturing Children’s Well-Being

A positive and supportive school culture is a vital element in nurturing children’s wellbeing. Within such a culture, children feel safe seen, secure, heard and valued. Such a culture conveys three powerful messages to children – You matter here. You belong here. You can succeed here. How is such a culture created? It’s done through all of the numerous informal and formal interactions between teachers and children on a day-to- day basis. This workshop will provide practical ideas for developing a nurturing whole school culture, whilst also reminding teachers of the incredible work they already do on a day-to-day basis which is not always valued or recognised within the education system.


Objectives and Outcomes

  • Review the characteristics of a positive whole – school culture
  • Explore practical ideas for developing such a culture
  • Provide an opportunity for teachers to recognise and value their work in this area
Read More

A Powerful Year of Writing: Organising Your Writing Program in Three Easy Structures

Teaching writing can be challenging and sometimes it’s hard to know how to cover all the mechanics, structures and traits in one school year. Come to this session and see how Adrienne has organised the challenges of trying to “fit it all in” into a simple framework that includes personal narratives, information writing and story writing. You’ll leave with a year plan, mini lessons and new anchor books to fill your year with powerful writing!


Objectives and Outcomes

  • Explore three writing structures: personal narrative, nonfiction, story writing
  • Learn to plan writing throughout your year
  • Develop mini-lessons to support writing structures
Read More

Influencing Up, Down and Within - The 5 Critical Roles for Teacher Leadership (Repeat)

This session is a repeat of Friday 22 May Session 2

Educational practices are under major transition from a focus on teaching to a focus on learning that prepares all students to be ready for the challenges their future brings. Principals are striving to develop leadership within the teacher ranks in order to support these significant reforms. This workshop provides teacher leaders with the mindsets and skill sets to take on new and expanded leadership roles.


Objectives and Outcomes

  • Reflect on what it means to be a leader of learning
  • Understand the importance of identity
  • Apply frameworks for leadership
  • Distinguish between dialogue and discussion
Read More

The New Model of Change (Repeat)

This session is a repeat of Friday 22 May, session 3

We have learned about organisational change in the past 40 years. It’s time for a new model that offers hope and opportunity for teachers and leaders.


Objectives and Outcomes

  • Learn the weaknesses of old models of change
  • Apply the lessons of the new model of change to specific challenges in your schools
Read More

Five Commitments for Leading a PLC

Dive beneath the surface of professional learning communities (PLCs) to explore the critical commitments that leaders must make in order to truly transform school culture and get the results that students deserve. Colin will provide insights, tips and techniques to help you understand how to use the differences among your staff in a way to support the success of teams. Walk away with the critical strategies necessary to challenge the status quo of your school in your efforts to build teams that improve student achievement.


Objectives and Outcomes

  • Discover the five commitments needed to transform your school into a PLC
  • Learn critical strategies to change the school’s current status quo
  • Understand how to sustain your school’s PLC journey
Read More

Ethical Thinking - What is it? How is it Developed?

Given the extensive research available it is difficult to raise a case against the importance of teaching thinking skills. But in this era of accountability, standardised testing and obsession with input and output, the teaching of thinking skills often falls by the wayside. Now more than ever, we need to create the time for greater dialogue, for students to see knowledge as ‘information known so far’ rather than final, and to create opportunities for students to think, wonder and most importantly consider ethical responses. Students need time to engage in ethical reasoning and to ponder questions such as: Just because I can do something is it the correct thing to do? Is this problem a problem that needs to be addressed? Is this the best solution to the problem ethically? What other problems are overlooked by society?


Objectives and Outcomes

  • Understand the emerging field of ethical intelligence
  • Consider strategies for developing and modelling ethical thinking in the classroom
Read More

Monday 25 May 2020

Session 1 - 8:45am - 10:30am

Understanding and defining the purpose of STEM

There are a lot of misconceptions about STEM (science technology engineering, maths) and its cousin STEAM (which includes arts). In many ways it has been hijacked by a focus on the technology. In this session you will collaboratively unpack the existing understanding of STEM and define a meaningful purpose and context for STEM learning in your school. Explore several lenses to deepen your thinking – design thinking, habits and the neuroscience of learning, self-regulation, and beliefs and mindsets. During this session, explore examples from around Australia demonstrating how others are addressing the requirements of the technologies curriculum


Objectives and Outcomes

  • Unpack your current understanding and perceptions of STEM
  • Lay the foundational thinking for planning to address STEM and the technologies curriculum in your school
  • Define a meaningful purpose for STEM and begin to collaboratively articulate the skills, thinking and mindset you want your students to have
  • Explore examples of practice and thinking from Australian STEM educators
Read More

The Literacy Café - Part 1 (Repeat)

This session is a repeat of Saturday 23 May, session 1

The Literacy CAFE System provides teachers with a way to maximise student understanding of the four key components of successful reading through the use of the CAFE Menu. CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expand Vocabulary. The CAFE Menu breaks each component—comprehension, accuracy, fluency, and expand vocabulary - into significant strategies that support each goal. Posted on the classroom wall and built throughout the year, it serves as a visual reminder of wholeclass instruction as well as individual student goals. Teachers use The CAFE System to assess, instruct, and monitor student progress. It provides tools for constructing group and individual lessons that provide just-in-time instruction, ensuring that all students reach their potential.


Objectives and Outcomes

  • establish and track the strengths and goals of each child by providing a structure for conferring;
  • organise assessment data and use it to inform instruction;
  • maximize time with students in whole-group, small-group, and one-on-one settings;
  • create flexible small groups focused on specific reading needs;
  • engage students, fostering ownership and accountability to reach goals; and
  • develop a common language to talk about reading development and proficiency.
Read More

Response to Intervention at Work 1-Day Institute - Part 1

The RTI at Work™ approach is built upon the PLC at Work® framework. It offers powerful, research-based practices (tools) to help a Professional Learning Communities at Work school or system ensure that all students learn at high levels.

Response To Intervention (RTI) is not a series of implementation steps to cross off a list but a way of thinking about how educators can ensure each child receives the time and support needed to achieve success. This one-day basic overview is for teams who have had PLC at Work training or are interested in how RTI at Work builds upon the PLC at Work framework.

Participants will leave with a basic understanding of RTI at Work and the Three Tiers of the Pyramid. Having common knowledge, common language and common expectations around the PLC at Work process and RTI at Work is critical in deep sustained implementation.

1. At your school/system, can targeted students receive Tier 1 (access to grade-level essential curriculum), Tier 2 (extra support in mastering grade-level essential curriculum), and Tier 3 (intensive remediation in foundational skills)? If not, why not?
2. Has your school/system used the PLC process to create a guaranteed and viable curriculum? Do all students have access to these grade-level essential standards at Tier 1? Do these standards drive Tier 2 interventions? If not, why not?
3. Do common assessment results determine staff assignments for interventions? Do your most at-risk students have access to the best trained staff in their areas of need? If not, why not?

Objectives and Outcomes:

  • Learn about how a leadership team/guiding coalition needs to be in place to steer the shift to a culture of collective responsibility.
  • Understand how collaborative teacher teams take the lead to define essential learnings.
  • Be introduced to the concept of the intervention team, which addresses complex issues such as motivation, attendance and behaviour.
  • Be given an overview of the RTI at Work Pyramid and introduced to the essential actions of each of the three teams at Tiers 1, 2 and 3
Read More

Discovering the Power of Teacher Collaboration to Collectively Respond When Students do not Learn - Part 1 (Repeat)

This session is a repeat of Friday 22 May, session 1

There is a difference between effective teacher collaboration and ineffective teacher ‘co-blaboration’. When teacher teams learn and practice the intricacies associated with effective collaboration they engage in collective work designed to identify essential learning outcomes, create common assessments, establish a rigorous approach to student learning and most importantly develop a collective approach to intervention when students need additional support to learn at high levels. Join Dr Luis F. Cruz as he outlines the manner in which teacher collaboration leads to effective collective intervention when students find themselves in need of additional support to learn at high levels.


Objectives and Outcomes

  • Learn the skills associated with collaboration
  • Couple collaboration with effective student intervention
  • Discover collaboration as an ongoing process versus a ‘checklist’
Read More

Teacher Well-Being: Approaches from Positive Psychology

Teaching in the 21st century is rated as one of the most stressful careers across many different countries. Increasing workload, new initiatives, challenging behaviour and lack of resources are just some of the issues teachers face on a daily basis. If we don’t replenish and restore ourselves, we can quickly become depleted and emotionally exhausted. This has implications not only for ourselves, but also for our students, as teacher wellbeing is linked to student wellbeing and also to student outcomes. Fortunately, the field of positive psychology (the science of wellbeing) can provide teachers with a rich array of skills and strategies to keep ourselves replenished and to help us to develop the resilience we need, not only to survive, but to thrive in the classroom.


Objectives and Outcomes

  • Introduce the concept of wellbeing
  • Review the causes of teacher stress
  • Provide an overview of positive psychology
  • Explore how interventions from positive psychology can restore and replenish teacher wellbeing
Read More

Neurodevelopmental Differentiation 1-Day Institute - Part 1 (Repeat)

This Session is a repeat of Saturday 23 May, session 1

Imagine if all your students were aware of their learning strengths. Imagine if all of the teachers in your school could develop ways to build upon these learning strengths. Now imagine if all of the teachers in your school could diagnose blockages to learning and develop strategies and activities to overcome them.

In this full-day institute, clinical psychologist Andrew Fuller will show teachers how identifying students’ inherent learning strengths can be used to help address areas in which they might be struggling at school.

Andrew’s research will help teachers to become diagnosticians of learning and develop activities that enable all learners to thrive, so they can all make the pledge to turn their school into a place where everyone gets smart.

Objectives and Outcomes

  • Understand how to tailor your classroom interventions to each student and their brains
  • Create diverse individual learning plans that give every student the chance to shine across the curriculum
Read More

Nonfiction Reading Power

While reading for content is important, reading for meaning is essential. But as teachers, how can we best support our students to move from ‘re-telling’ to ‘re- thinking’ informational texts? In this session, Adrienne will review the key concepts of Reading Power and the levels of understanding – from literal to interactive. She will focus on specific reading strategies to support readers of nonfiction text, including: zoom in (to nonfiction features), determine importance, connect and question. She will share lessons, student samples and recommended anchor books. As always, Adrienne’s sessions are very practical, so you will leave with lessons you can use in your classroom tomorrow!


Objectives and Outcomes

  • Explore nonfiction reading strategies: zoom in, determine importance, connect and question
  • Review different levels of understanding informational texts
  • Move from re-telling to ‘re-thinking’ when reading informational texts
Read More

Practical Sustainability for Primary Students

Sustainability is a cross-curriculum priority, but incorporating it into your teaching can seem intimidating. Using the Sustainability Curriculum Framework’s definition of sustainability as “reducing our ecological footprint while simultaneously improving the quality of life that we value”, this session will introduce engaging, STEM-rich sustainability activities for almost every learning area. Discover how primary students can learn to reduce their environmental footprints at the same time as acquiring practical life skills, such as financial planning, nutrition and upcycling. During the session you will also have the opportunity to try out hands-on skills to pass on to your students (crafting supplies will be provided!).

Objectives and Outcomes

  • Discover how practical life skills can empower students to make a significant and tangible difference to their world
  • Understand how to incorporate the Australian Curriculum’s sustainability cross- curriculum priority into your teaching
  • Learn STEM-rich approaches that address sustainability across seven different learning areas, from English to technologies
  • Practise hands-on skills you can share with your students
Read More

Fast and Effective Feedback 1-Day Institute: Practical Question Techniques for Eliciting and Responding to your Students - Part 1

This session explores how making small adjustments to your questioning technique takes little additional preparation time but can have a profound effect on student outcomes. We discuss a score of practical techniques for eliciting and responding to your students as a whole class and one on one. Emphasis will be given to the everyday challenges of questioning: offering strategies for helping students who are reluctant to answer questions or who offer incorrect responses, dealing with interruptions, eliciting more detailed answers and addressing students who dominate class discussion.


Objectives and Outcomes

  • Learn how to foster fuller participation in class discussion
  • Discuss techniques for addressing interruptions
  • Learn how to sequence questions effectively
  • Explore strategies for eliciting more thorough ‘evidentiary reasoning’ from students of all abilities
Read More

Enhancing Creativity in the Classroom: A New Approach for Students, Teachers, and Educational Leaders (Repeat)

This session is a repeat of Saturday 23 May, session 1

This workshop provides practical guidelines about the best (and worst) practices in assessment and offers participants the opportunity to make a personal application of these principles to their specific professional responsibilities.

Read More

Session 2 - 11:00am - 12:45pm

Experiencing STEM and Design Thinking

STEM and units that authentically integrate curriculum have the benefit of creating a learning environment that naturally develops thinking as well as capabilities such as collaboration, empathy, resilience and a growth mindset. In this session you will experience two design challenges – a simple hands-on activity plus a real-life social justice challenge. This will give you a deeper understanding of how to integrate STEM thinking in your curriculum and spark innovation, creativity and self-regulation in your students.


Objectives and Outcomes

  • Experience a simple design challenge to lay the foundation for critical and creative thinking, problem solving and collaboration
  • Introduce the design thinking process as a core framework for STEM
  • Experience an open-ended social justice design challenge to demonstrate how to spark innovation, creativity and entrepreneurship
Read More

The Literacy Café - Part 2 (Repeat)

This session is a repeat of Saturday 23 May, session 2

The Literacy CAFE System provides teachers with a way to maximize student understanding of the four key components of successful reading through the use of the CAFE Menu. CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expand Vocabulary. The CAFE Menu breaks each component—comprehension, accuracy, fluency, and expand vocabulary - into significant strategies that support each goal. Posted on the classroom wall and built throughout the year, it serves as a visual reminder of wholeclass instruction as well as individual student goals. Teachers use The CAFE System to assess, instruct, and monitor student progress. It provides tools for constructing group and individual lessons that provide just-in-time instruction, ensuring that all students reach their potential.


Objectives and Outcomes

  • establish and track the strengths and goals of each child by providing a structure for conferring;
  • organise assessment data and use it to inform instruction;
  • maximize time with students in whole-group, small-group, and one-on-one settings;
  • create flexible small groups focused on specific reading needs;
  • engage students, fostering ownership and accountability to reach goals; and
  • develop a common language to talk about reading development and proficiency.
Read More

Response to Intervention at Work 1-Day Institute - Part 2

Response to Intervention (RTI) makes it possible to provide every child the additional time and support they need to succeed in school. The RTI at Work™ model builds on the foundation of the PLC at Work® process by using team structures, collaboration and a focus on learning and results to maximise learning outcomes.
This institute day will help educators and school teams who have started or are looking to commence RTI but are still refining processes, experiencing challenges or are unsure where to start. Discover how to apply RTI best practices and implement the three tiers of interventions — from basic to intensive — to meet students’ diverse needs and close achievement gaps.


Objectives and Outcomes

  • Introduction to the RTI process
  • Discover the three tiers of the RTI process
  • Explore how intervention can improve student learning
  • Understand the Four Cs of RTI at Work™
    • Collective Responsibility
    • Concentrated Instruction
    • Convergent Assessment
    • Certain Access
  • Create a toolbox of effective interventions to employ in your school
Read More

Discovering the Power of Teacher Collaboration to Collectively Respond When Students do not Learn - Part 2 (Repeat)

This session is a repeat of Friday 22 May, session 2

There is a difference between effective teacher collaboration and ineffective teacher ‘co-blaboration’. When teacher teams learn and practice the intricacies associated with effective collaboration they engage in collective work designed to identify essential learning outcomes, create common assessments, establish a rigorous approach to student learning and most importantly develop a collective approach to intervention when students need additional support to learn at high levels. Join Dr Luis F. Cruz as he outlines the manner in which teacher collaboration leads to effective collective intervention when students find themselves in need of additional support to learn at high levels.

Objectives and Outcomes

  • Learn the skills associated with collaboration
  • Couple collaboration with effective student intervention
  • Discover collaboration as an ongoing process versus a ‘checklist’
Read More

Harnessing the Power of Positive Emotions in the Classroom

Positive emotion is a key pillar of positive psychology and research shows the many benefits of the frequent daily experience of such emotions. Enhancing children’s levels of positive emotions in the classroom can bring enormous benefits across a whole array of outcomes. These include increased creativity and openness to learning, as well as better working memory and even increased resilience. Positive emotions such as pride, interest, gratitude, joy, inspiration, serenity, awe and amusement can easily be generated and enhanced in the classroom through many different activities and strategies. This workshop will explore research into the benefits of positive emotions in the classroom whilst also providing practical ideas for harnessing their power. Participants will also explore ways to enhance their own levels of positive emotions!


Objectives and Outcomes

  • Explore research into the benefits of positive emotions
  • Provide ideas for boosting levels of positive emotions in the classroom
  • Explore ways to enhance personal levels of positive emotions
Read More

Neurodevelopmental Differentiation 1-Day Institute - Part 2 (Repeat)

This sessions is a repeat of Saturday 23 May, session 2

Imagine if all your students were aware of their learning strengths. Imagine if all of the
teachers in your school could develop ways to build upon these learning strengths. Now imagine if all of the teachers in your school could diagnose blockages to learning and develop strategies and activities to overcome them.

In this full-day institute, clinical psychologist Andrew Fuller will explore the work and research outlined in his new book, Neurodevelopmental Differentiation, to show teachers how identifying students’ inherent learning strengths can be used to help address areas in which they might be struggling at school.

By focusing on eight fundamental brain areas – spatial reasoning; perceptual and motor coordination; concentration and memory; planning and sequencing; thinking and logic; people skills; language and word smarts; and number smarts – Andrew will outline how to tailor your classroom interventions to each unique student and their brain, as well as how to create diverse individual learning plans that give every student the chance to shine across the curriculum.

Andrew’s research will help teachers to become diagnosticians of learning and develop activities that enable all learners to thrive, so they can all make the pledge to turn their school into a place where everyone gets smart.

Read More

Powerful Understanding 1-Day Institute

In this session, Adrienne Gear will introduce the key concepts from her new book Powerful Understanding. This book explores effective ways to build social-emotional skills as well as promoting critical thinking – two important core competencies for creating effective learners. For those familiar with Adrienne’s Reading Power strategies, you will see how she has integrated them into this model to extend and deepen learning. Come to this session and leave inspired and ready to teach your students to think critically and reflectively AND be confident, compassionate and caring citizens!

Objectives and Outcomes

  • Understand the critical thinking model
  • Recognise the importance of social-emotional learning
  • Deepen understanding of self, others, world
Read More

Practical Sustainability for Secondary Students

Secondary students are increasingly concerned about the environment, as the worldwide climate strikes have shown. As educators, we can address this concern in a positive way, by empowering our students to take action in their daily lives. In fact, a teenager practicing sustainable consumer behaviours can make a bigger difference to their family’s annual environmental footprint than an adult would by switching to an electric car! Learning to live more sustainably also imparts key life skills that students can draw on as they transition to adulthood, including financial planning, nutrition and household resource management. In this session, discover practical sustainability skills and how you can use them in the classroom, as a whole school and as a pathway to community engagement. You will even have the opportunity to try some sustainable living skills in a hands-on form you can share with your students!


Objectives and Outcomes

  • Discover how key life skills can empower students to make a significant difference to the environment
  • Leave with strategies for using sustainable living skills in your subject area, your school and the wider community
  • Practise hands-on skills you can share with your students
Read More

Fast and Effective Feedback 1-Day Institute: Learning Goals and Feedback Techniques That are Fast, Informative and Effective - Part 2

This session investigates strategies for helping students internalise learning goals and for giving and receiving feedback on your students’ feedback toward those goals. We will explore a range of engaging modelling strategies to ensure students know what success really looks like, as well as techniques for ensuring students not only know the learning purpose of the lesson but use this goal as a compass point for guiding their learning. We will also explore feedback techniques for giving students immediate feedback in class that they act on rather than adding their work to an already large pile of corrections. The emphasis here will be on offering feedback that is fast, formative and effective.

Objectives and Outcomes

  • Learn modelling strategies such as ‘ranked’ and ‘inverted’ models and ‘patchwork’ rubrics
  • Learn quick ways to provide students with immediate feedback in the classroom
  • Discuss techniques for ensuring students take real ownership of learning goals
  • Explore learning activities and games for quickly assessing student performance
Read More

Assessing Creativity: A New Approach for Students, Teachers, and Educational Leaders (Repeat)

This session is a repeat of Saturday 23 May, session 2

This workshop provides practical guidelines about the best (and worst) practices in assessment and offers participants the opportunity to make a personal application of these principles to their specific professional responsibilities.

Read More

Session 3 - 1:45pm - 3:30pm

Assessing and Leading STEM Learning

This session explores assessing learning progression in STEM. In essence there are three aspects to consider:


1. Assessing the knowledge, skill and thinking specific to the curriculum areas being covered (i.e. science, technologies, maths, etc.)
2. Assessing learning progression in the underlying thinking frameworks (computational, design, etc.)
3. Assessing learning progression in the general capabilities and especially self- regulation.


In this session, learn various approaches to measuring learning progression in transdisciplinary units. Participants will use a range of provided rubrics to assist in designing their own assessment rubrics for an example unit. The session will end by discussing structures that will support the STEM learning in the classroom.


Objectives and Outcomes:

  • Discuss assessing STEM learning and systemising student self-assessment
  • Share some examples of STEM assessment approaches from around Australia
  • Create a rubric for an example transdisciplinary unit
  • Identify the key elements necessary to be in place to succeed
Read More

The Literacy Café - Part 3 (Repeat)

This session is a repeat of Saturday 23 May, session 3

The Literacy CAFE System provides teachers with a way to maximise student understanding of the four key components of successful reading through the use of the CAFE Menu. CAFE is an acronym for Comprehension, Accuracy, Fluency, and Expand Vocabulary. The CAFE Menu breaks each component—comprehension, accuracy, fluency, and expand vocabulary - into significant strategies that support each goal. Posted on the classroom wall and built throughout the year, it serves as a visual reminder of wholeclass instruction as well as individual student goals. Teachers use The CAFE System to assess, instruct, and monitor student progress. It provides tools for constructing group and individual lessons that provide just-in-time instruction, ensuring that all students reach their potential.


Objectives and Outcomes

  • establish and track the strengths and goals of each child by providing a structure for conferring;
  • organise assessment data and use it to inform instruction;
  • maximize time with students in whole-group, small-group, and one-on-one settings;
  • create flexible small groups focused on specific reading needs;
  • engage students, fostering ownership and accountability to reach goals; and
  • develop a common language to talk about reading development and proficiency.
Read More

Response to Intervention at Work 1-Day Institute - Part 3

Response to Intervention (RTI) makes it possible to provide every child the additional time and support they need to succeed in school. The RTI at Work™ model builds on the foundation of the PLC at Work® process by using team structures, collaboration and a focus on learning and results to maximise learning outcomes.
This institute day will help educators and school teams who have started or are looking to commence RTI but are still refining processes, experiencing challenges or are unsure where to start. Discover how to apply RTI best practices and implement the three tiers of interventions — from basic to intensive — to meet students’ diverse needs and close achievement gaps.


Objectives and Outcomes

  • Introduction to the RTI process
  • Discover the three tiers of the RTI process
  • Explore how intervention can improve student learning
  • Understand the Four Cs of RTI at Work™
    • Collective Responsibility
    • Concentrated Instruction
    • Convergent Assessment
    • Certain Access
  • Create a toolbox of effective interventions to employ in your school
Read More

Transforming School Culture: Moving from Toxic to Healthy (Repeat)

This session is a repeat of Friday 22 May, session 3

Implementation of effective school-wide practices must be coupled with adult attitude and values centered around a strong belief that all students can and will learn at high levels. Considering all schools develop a culture, educators must seek to formulate a healthy versus toxic school culture. Join Dr Luis F. Cruz as he identifies the characteristics of both healthy and toxic school cultures and the adult characteristics that contribute toward both.

Objectives and Outcomes

  • Distinguish between healthy and toxic school cultures
  • Actively formulate a healthy school culture
  • Identify the adult characteristics that contribute to a school’s culture
Read More

Raising Resilient Children: Approaches from Positive Psychology

Resilience is one of the greatest gifts we can give our children. We need to equip them with the skills they need to flourish and thrive in spite of the many challenges and obstacles that life will throw at them. Research shows that a number of protective factors, including the presence of ‘one good adult’ can help to build resilience in children. Teaching children skills such as healthy distraction, perspective and thought-disputation is also a powerful way to develop resilience through increasing their feelings of self-efficacy. Children can also benefit from learning to accept and manage their strong negative emotions such as anger, frustration and anxiety. This workshop will introduce these skills, as well as an emotional regulation technique to deal with strong emotions.

Objectives and Outcomes

  • Explore research on protective factors for building children’s resilience
  • Outline a number of skills for building resilience
  • Explore an emotional regulation technique for coping with strong emotions
Read More

Neurodevelopmental Differentiation 1-Day Institute - Part 3 (Repeat)

This session is a repeat of Saturday 23 May, session 3

Imagine if all your students were aware of their learning strengths. Imagine if all of the
teachers in your school could develop ways to build upon these learning strengths. Now imagine if all of the teachers in your school could diagnose blockages to learning and develop strategies and activities to overcome them.

In this full-day institute, clinical psychologist Andrew Fuller will explore the work and research outlined in his new book, Neurodevelopmental Differentiation, to show teachers how identifying students’ inherent learning strengths can be used to help address areas in which they might be struggling at school.

By focusing on eight fundamental brain areas – spatial reasoning; perceptual and motor coordination; concentration and memory; planning and sequencing; thinking and logic; people skills; language and word smarts; and number smarts – Andrew will outline how to tailor your classroom interventions to each unique student and their brain, as well as how to create diverse individual learning plans that give every student the chance to shine across the curriculum.

Andrew’s research will help teachers to become diagnosticians of learning and develop activities that enable all learners to thrive, so they can all make the pledge to turn their school into a place where everyone gets smart.

Read More

A Powerful Year of Writing: Organising Your Writing Program in Three Easy Structures

Teaching writing can be challenging and sometimes it’s hard to know how to cover all the mechanics, structures and traits in one school year. In this session, you will see how Adrienne has organised the challenges of trying to “fit it all in” into a simple framework that includes personal narratives, information writing and story writing. Come to this session and leave with a year plan, mini lessons and new anchor books to fill your year with powerful writing!

Objectives and Outcomes

  • Explore three writing structures: personal narrative, nonfiction, story writing
  • Learn to plan writing throughout your year
  • Develop mini-lessons to support writing structures
Read More

Hands On! A Makers' Workshop for Sustainability

This is a conference session with a difference – it’s all hands-on! You will participate in three practical, classroom-ready activities that relate to the three key sustainability tenets: reduce, re-use and recycle. Nansi will guide you through a simple but stylish clothing repair; a planet- friendly, plant-based and allergen-free recipe; and a textile upcycle for zero-waste lunches. Each activity will be accompanied by information on the environmental issues it deals with and tips for classroom use. All sewing and cooking supplies will be provided – though if you want to bring along a clean, unwanted t-shirt of your own to upcycle, please feel free! There will also be time at the end of the session for questions and discussion.

Objectives and Outcomes

  • Understand how the 3 key sustainability tenets – reduce, re-use, recycle – connect to practical activities for the classroom
  • Explore environmental issues, including water and greenhouse gas footprints, plastic waste and fast fashion, and learn ways to address them
  • Practise hands-on skills you can share with your students
  • Take home food and useful items you’ve made yourself!
Read More

Fast and Effective Feedback 1-Day Institute: Reducing Correction More Quickly as a Third-Stage Tool - Part 3

This session discusses techniques for reducing written correction and encouraging students to take a more active role in the correction cycle. We explore practical techniques for correcting work more quickly as well as reducing the total amount of work you need to mark in the first place. One key element of this process is using third-stage correction tools which ensure students play a role in reviewing their own and their peers’ work, and ensure students more readily take up your advice.

Objectives and Outcomes

  • Learn activities and routines for marking student work in a timely fashion
  • Explore technology that helps teachers quickly collate, assess and respond to student work
  • Learn how to identify what elements of work students can self and peer-correct
  • Discuss how to create feedback so that students are more likely to act on that advice immediately
Read More

The Key to Effective Feedback for Improved Performance (Repeat)

This session is a repeat of Saturday 23 May, session 3

Grading practices can support – or undermined – student motivation, engagement, and performance. Learn how small changes in grading practices will help achieve significant gains in achievement, at dance, and discipline

Objectives and Outcomes

  • Understand the research on effective grading practices
  • Apply the research on effective grading practices to the particular needs of your schools
  • Leave with an action plan for improved feedback and grading
Read More