Educational Services Wagga Wagga Facilitation of Professional Learning for 2017Information for Principals

August 2016NSW Department of Education

Information for Principals Information sheets and professional learning request form

This booklet contains an overview of professional learning that may be facilitated by the Wagga Wagga Educational Services team in 2017

Funding Sources In addition to professional learning funds, schools can utilise a range of funding sources to support student learning. These funds include: • Beginning Teacher Support • Quality Teaching Successful

Students • Literacy and Numeracy

programs, as well as equity loadings for: • Aboriginal Background • Socio-economic Background • English Language Proficiency. Schools are strongly encouraged to work together in communities of schools or networks to pool resources and access appropriate professional learning.

Implementation models Schools have the option of implementing professional learning using a variety of flexible delivery models depending upon their context and budget. Educational Services advisors can provide information about proposed professional learning programs along with scenarios based on genuine implementation models that have worked successfully in 2016.

Facilitation process The facilitation process provides schools with information about professional learning and programs that are available to support schools. For some programs, there are Adobe Connect recordings that provide further information. These recordings are accessed through the link provided in the information sheets. Principals are encouraged to contact Educational Services for further information.

School expectations and accountability Before filling in the professional learning request form, it is important to read and understand the expectations and guidelines of the initiatives that are being considered. Many initiatives rely on funding from schools to release trainers, lead trainers and cover the cost of resources.

Schools are encouraged to network together to maximise professional learning opportunities and share financial responsibility.

Professional learning Request Form The professional learning request form is an interactive google form that allows schools to enter professional learning selections for 2017. The link to this form is included below and will be emailed to schools this term. Once information is entered, pressing the submit button will ensure that requests are processed.

Link Professional learning request link: 2017 Professional Learning Request google form

Submission date Professional learning request forms should be submitted by 28 October 2016.

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Professional Learning Diverse ways to build capacity Quality professional learning: • embeds professional learning in daily practice • explicitly connects to the work of teachers within the context of their school and classroom: early

career teachers, experienced teachers, expert teachers, mentors and supervisors working together to share, critique and improve their practice

• explicitly connects teacher learning with student learning outcomes • deepens content and pedagogical knowledge through research, practice and critical reflection • builds collaborative relationships between teachers, mentors and supervisors by facilitating

collaboration and professional conversations to sustain professional learning communities • distributes leadership, repositioning teachers as leaders of professional learning • is intellectually rigorous and standards-based.

Opportunities for professional learning exist everyday. These include: • focus groups eg beginning teachers • special interest groups eg literacy • State-developed professional learning courses and activities • Educational Services working parties: a collaboration between

Educational Services and school staff to build capacity • professional organisations • self-reflection • individual learning plan • school development days • staff meeting • structured conversations with a mentor, colleague or supervisor • professional reading.

Professional Learning

School facilitated PL

PL delivered by school staff or external provider

Network or Group of School PL

Director PSNSW facilitated eg GROWTH Coaching,

Aspiring Leaders

School facilitated eg ELPE programs

Educational Services supported PL

State ELPE eg FoR, L3, TEN

Other identified PL eg 2LS, NCI/MAPA, WiMY

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Literacy and Numeracy Initiatives

Collecting and analysing data to identify the professional learning needs of staff requires effective planning. These strategic questions and the stage continuum can be used in the decision-making process.Strategic Questions: why are we choosing this initiative? • Why is this initiative important for our school?• What data have we collected to inform our decisions? eg NAPLAN, Best Start, Reading Recovery,

literacy and/or numeracy continuum data, class-based assessments, professional learning surveys• What has the data told us? i.e. focus area; stage level; item analysis• What is the school’s strategic direction: literacy, numeracy? What is the focus per stage? Do they differ?• What have teachers included in their performance and development plans?• How is the strategic direction identified in the school plan addressed?• How can we resource the initiative and ensure sustainability in the school?• How can we build staff and school capacity through the implementation of the initiative?• Have parents, community and the local AECG been consulted?• How are we going to evaluate the effectiveness of the initiative and its implementation?

Stage Continuum for Early Learning and Primary Education initiatives Kindergarten Years 1, 2 Years 3, 4, 5, 6 Years 7, 8

Best Start Kindergarten Assessment Beginning of kindergarten student literacy and numeracy assessment

Literacy Lessons ( L2) Literacy intervention for lowest performing Year 2 students – specialist reading recovery teacher

New Phase 1 Focus on Reading 3-6 addressing comprehension New Phase 2 Focus on Reading 3-6 addressing vocabulary knowledge and fluent text reading (Phase 1 a pre-requisite)

Available to secondary schools * FoR Phase 1 and 2, lead trainer and trainer professionallearning is available for primary and secondary teachers

Planning Literacy and Numeracy (PLAN) software supporting teachers to record, analyse and monitor student progress through the Department of Education Literacy and Numeracy continuums K-6 and Years 7-8 Language, Learning & Literacy Kinder (L3) L3 Kinder new L3 Kinder OPL (ongoing professional learning)

Language, Learning & Literacy Stage 1 (L3) L3 Stage 1 new L3 Stage 1 OPL (ongoing professional learning)

ALL INITIATIVE CONSIDERATIONS Leadership Dimensions • Strategic resourcing• Establishing goals and expectations• Ensuring an orderly and supportive environment• Planning, coordinating and evaluating teaching and

the curriculum• Promoting and participating in teacher learning and

developmentMathematics building blocks for numeracy K-8: an online course consisting of five modules that encompass the pedagogy and practices that are common to TEN, CMIT and TOWN Targeted Early Numeracy (TEN) Supports small percentage of students at risk of not meeting expected stage 1 numeracy targets.

* TEN lead trainers and trainers available

Strategic questions and stage continuum to assist in the decision-making process

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The Premier’s priorities: Increase the proportion of NSW students in the top 2 NAPLAN bands in literacy and numeracy by 8% including a 30% increase for Aboriginal students

Literacy and numeracy support

Contact Curriculum Advisors Teacher Quality Advisors Educational Services Wagga Wagga www.edservices.det.nsw.edu.au

NSW Department of Education

Improving teachers’ knowledge and use of the Literacy and Numeracy continuums Literacy and Numeracy website The Literacy and Numeracy continuums K-10 are designed for primary and secondary schools to be used as part of whole school plans and initiatives. Support documents and professional learning programs are built around these continuums. Links to the Interactive Literacy and Numeracy continuums are found on this website, and plans for action are provided. Literacy courses include: Introducing the Literacy continuum K-10 1.5 hours at Proficient Using the Literacy Continuum 7-10 1.5 hours at Proficient Using the Literacy Continuum K-10 5 hours at Proficient The Literacy and Numeracy website also contains resources to support schools using the Literacy continuum: • An overview of the Literacy

Continuum • Starting points for teaching:

Plotting students on the Literacy continuum

• Literacy Matrix • Literacy teaching guide: Teaching

comprehension strategies

State registered programs that are based on the use of the Literacy continuum include: • New Focus on Reading

Phases 1 and 2 (Phase 1 explicitly teaches Comprehension strategies)

• Language, Learning and Literacy (L3) Kindergarten and Stage 1

• Gifted and Talented Kindergarten.

Literacy mapping for students with high support needs provides assistance in planning, teaching, assessing and reporting on literacy outcomes for students in special education settings. Numeracy courses include Using the Numeracy Continuum 4 hours at Proficient Numeracy across the Curriculum 5 hours at Proficient Mathematics building blocks for numeracy 12 hours at Proficient The Literacy and Numeracy website also contains resources to support schools using the Numeracy continuum: • Overview of the Numeracy

Continuum • Introducing the Numeracy

Continuum K-10 • Numeracy Matrix • Teaching Fractions • Using the Numeracy

continuum K-10

The Numeracy Skills Framework provides the numeracy skills required by students across all syllabuses and supports the successful integration of numeracy across the curriculum. The Numeracy Skills Framework website includes assessment tasks and resources supporting transition from stage 3 to stage 4. Numeracy mapping for students with high support needs provides assistance in planning, teaching, assessing and reporting on numeracy outcomes for students in special education settings. Educational Services can provide a list of local authorised Lead trainers in Language, Learning and Literacy , Targeted Early Numeracy and New Focus on Reading Phases 1 and 2. Other relevant registered professional learning courses available through Educational Services include: • Writing in the Middle Years:

teaching beyond the standard

• Secondary Learning Strategy Contact Educational Services for advice about the suitability of these programs for your context.

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The Premier’s priorities: Increase the proportion of NSW students in the top 2 NAPLAN bands in literacy and numeracy by 8% including a 30% increase for Aboriginal students

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Literacy and numeracy support

Contact Curriculum Advisors Teacher Quality Advisors Educational Services Wagga Wagga www.edservices.det.nsw.edu.au

NSW Department of Education

Support for teachers in understanding and using quality teaching practices: differentiation, integrated learning and assessment for/as/of learning In addition to Literacy and Numeracy continuum support, there are several valuable courses on the Curriculum website. Differentiated Learning This course explores differentiation in teaching and learning practice. It is relevant for all teachers from Kindergarten to Year 10. 6 hours at Proficient Understanding Personalised Learning This course is delivered using a flexible blended online learning model. Participants study the course online at their own pace and attend at least 4 tutor led sessions supported by a trained tutor. Professional knowledge and experience is shared between participants and their tutor. The course focuses on personalising learning and support as it applies to all students, with a focus on those with disability and additional learning needs. It provides participants with assessment processes and teaching and learning activities that are adjusted to meet the needs of students with disability and additional learning needs. 40 hours at Proficient

Integrated Learning This course explores effective integrated learning practices through quality teaching. It is relevant for all teachers from Kindergarten to Year 10. 6 hours at Proficient Use of PLAN software Seven recorded sessions explain how to use PLAN software to enter and analyse data, generate learning plans that promote differentiation and generate reports. Aboriginal Education Capability Framework This framework was designed to support quality teaching of Aboriginal and Torres Strait Islander students. It supports teachers’ knowledge and practice in the teaching of English as an Additional Language or Dialect (EAL/D). Effective Practice Information to support schools in their planning to meet the needs of Aboriginal students can be located on the Aboriginal Education and Communities website.

Engaging all students in learning: language backgrounds other than English Resources can be located on the DoE intranet, Multicultural Education section to support teachers address the needs of LBOTE students. Using NAPLAN data to inform teaching and learning In this course you will consolidate understanding of assessment as an integral component of the teaching and learning cycle, and use the School Measurement, Assessment and Reporting Toolkit (SMART) to identify, analyse and interpret NAPLAN data for your student group. 6 hours at Proficient In addition, the SMART teaching strategies website contains numeracy and literacy resources and teaching ideas grouped by content strand, stage and syllabus outcomes, and specific support strategies for Aboriginal students, EAL/D students and students with difficulties in learning.

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Educational Services How Educational Services personnel and schools can work together

Educational Services: • provide support, advice and guidance to principals and school-based staff • assist with facilitating professional support and advice when requested by principals • inform coordinators when serious/complex matters are identified, particularly if Directors, Public

Schools NSW need to become involved • support, advise, guide but not do the work for principals • build principal’s strategic and operational capabilities in matters associated with Educational Services • collaborate with principals to provide a draft briefing and response to directors, for their consideration

on matters relating to official complaints and correspondence.

To directly access Educational Services, principals can: contact the relevant advisor (Aboriginal Education, Curriculum, Learning and Wellbeing, Teacher Quality) or officer (Aboriginal Education, Arts Coordination, Best Start, Senior Pathways, P-2 Initiatives, Literacy/Numeracy Trainer, Learning and Wellbeing, and Sports Coordination) allocated to their school as the key contact. The Educational Services team member will provide advice which may include: • facilitating support • contact information for professional associations and other professional learning providers • expertise in other schools • information on curriculum requirements • information on teacher quality • accreditation requirements • legislative requirements, including RTO obligations.

Professional Learning Working Parties When professional learning support is requested by a group of schools, the Coordinators will discuss the request and allocate the task to a working party or organise for the most appropriate advisor to work with a group of schools to build capacity. The Coordinator team consists of Learning and Wellbeing (L&W), Learning Teaching and Leading (LTL), Local Schools Local Decisions (LSLD), National Disability Insurance Scheme (NDIS), Networked Specialist Centre Facilitators (NSCF) and Positive Behaviour for Learning (PBL) coordinators and principals.

Contact Coordinator Team, Educational Services Wagga Wagga Linda Cormack L&W Bathurst 02 6334 8203 Wendy English NDIS Dubbo 02 6883 6300 Sharon Gown L&W Queanbeyan 02 6200 5025 Roz Jennings NDIS Warilla 02 4267 6100 Greg Hand L&W Warilla 02 4267 6169 Ben Ballard NSCF Bega/Queanbeyan 02 6200 5011 Lianne Singleton L&W Wagga Wagga 02 6937 3896 Bob Dyson NSCF Broken Hill 08 8082 5700 Sue Stanford L&W Dubbo 02 6883 6313 Hayley Jeffery NSCF Deniliquin/Griffith 03 5898 3716 Carol Bridge LTL Warilla 02 4267 6107 Kristie Goldthorp NSCF Illawarra 02 4267 6132 Paul Gleeson LTL Wagga Wagga 02 6937 3874 Graham Parry NSCF Shoalhaven 0476 808 814 Anne Marceau LTL Dubbo 02 6883 6310 Ali Reid NSCF Wagga Wagga 02 6937 3818 Gail Driscoll LSLD Wagga Wagga 02 6937 3800 Daryl Thompson NSCF Dubbo 02 6883 6300 Mark Eggleston LSLD Dubbo 02 6883 6300 Stewart Vidler NSCF Central West 02 6392 8407 Mark Webster LSLD Warilla 02 4267 6100 Laraine Taylor PBL Dubbo 02 6841 3857

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Professional Learning Programs

Aboriginal Pedagogies Course ........................................................................................................................ 9 ALARM .......................................................................................................................................................... 10 Anti-Racism Contact Officer, ARCO: Information and Training ..................................................................... 11 Beginning Teachers Information ................................................................................................................... 12 Best Start Kindergarten Assessment ......................................................................................................... 13 Bridges Out of Poverty ............................................................................................................................... 14 BroSpeak Facilitator Training .................................................................................................................... 15 Creating Multigrade Units in small schools ...................................................................................................... 16 Family Referral Service in Schools .................................................................................................................. 17 Focus on Reading, FoR ................................................................................................................................ 18 Gifted and Talented Kindergarten Resource Package .................................................................................... 19 HOW2Learn .................................................................................................................................................. 20 Language Learning Literacy, L3 Kindergarten ........................................................................................... 21 Language Learning Literacy, L3 Stage 1 ...................................................................................................... 22 Literacy Lessons, L2 ..................................................................................................................................... 23 Local Schools Local Decisions Support ........................................................................................................ 24 MGoals .......................................................................................................................................................... 25 National Disability Insurance Scheme information .............................................................................................. 26 Non-violent Crisis Intervention, Managing Actual or Potential Aggression NCI/MAPA .................................. 27 Online Learning Courses, OLC ..................................................................................................................... 28 Patchwork, collaborating with other agenices ............................................................................................. 29 Personalised Learning Information ................................................................................................................ 30 Personalised Learning Pathways for Aboriginal Students ............................................................................. 31 PLAN Software .............................................................................................................................................. 32 Positive Behaviour for Learning, PBL, current .............................................................................................. 33 Positive Behaviour for Learning, PBL, emerging ........................................................................................... 34 Preschool Information .................................................................................................................................. 35 Principals as TAAs ........................................................................................................................................ 36 Programming for Integrated Curriculum Stage 4/5 ........................................................................................ 37 School Self-Evaluation Package: Attendance ............................................................................................... 38 School Self-Evaluation Package: Learning and Support ............................................................................... 39 School Self-Evaluation Package: Suspension .............................................................................................. 40 Secondary Learning Strategy, 2LS ............................................................................................................... 41 Senior Pathways ......................................................................................................................................... 42 SistaSpeak Facilitator Training ...................................................................................................................... 43 Targeting Early Numeracy, TEN ................................................................................................................... 44 Teacher Quality and the Australian Professional Standards for Teachers ...................................... 45 Trauma Informed Practice ............................................................................................................ 46 Writing in the Middle Years: Teaching beyond the Standard ........................................................................ 47 Youth Mental Health First Aid ....................................................................................................................... 48

Table of Contents

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Aboriginal Pedagogies Professional learning courses

Contact Allan Hall Aboriginal Education Learning and Wellbeing Advisor Dubbo 02 6841 3852 allan.hall@det.nsw.edu.au

NSW Department of Education

Aboriginal Pedagogy Courses – Bangamalanha Centre, Dubbo

8ways Cultural Orientation Module This is a reflection session that helps teachers identify and analyse their own personal cultural orientation to learning. The duration of this course is 2 hours.

8ways Competency Training Module This module is a PowerPoint-based question and answer session that explores the 8ways of Aboriginal pedagogy framework in detail and explains the research, literature and theory behind it. The duration of this course is 2 hours.

8ways Wiki Session This module explores the 8Ways pedagogy framework in detail and provides a series of activities to show teachers how to use the pedagogies in practical and localised ways.

The duration of this course is 2 hours.

Overview Bangamalanha Aboriginal Acknowledge and Practice Centre is offering a number of training modules for Aboriginal Pedagogy. These courses include the 8ways of learning pedagogy framework that allows teachers to include Aboriginal perspectives by using Aboriginal learning techniques. As cultural awareness is part of all Aboriginal identified courses, a Cultural Awareness workshop is conducted at the beginning of each course or module.

8ways Introduction / Refresher Module This module is a dynamic workshop that introduces (or revises) the 8ways of Aboriginal pedagogy framework. It demonstrates how to teach through culture, rather than about culture.

The duration of this course is 2 hours.

8ways Unit Planning Module This is a collaborative planning session in which teachers are supported to design lessons based on Aboriginal learning processes. This session includes the development of a unit using Aboriginal Pedagogies. The duration of this course is 2 hours.

For more information an adobe connect session is available.

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ALARM©

A Learning And Responding Matrix

Contact

Curriculum Advisors Teacher Quality Advisors Educational Services Wagga Wagga www.edservices.det.nsw.edu.au NSW Department of Education

ALARM© is a secondary literacy strategy that can be used across all subject areas to explicitly teach higher order thinking and extended response writing

People For teachers and school leaders new to the ALARM strategy, the ALARM©, A Learning and Responding Matrix – Introductory Course is available. It is a registered course for 5 hours of professional learning at proficient. The course covers descriptors in Standards 1, 2, 3 and the descriptor 6.3.2. To assist school leaders in beginning the implementation of ALARM©a non-registered, 5-hour course is available. In addition a non-registered, 5-hour course has also been developed for teachers who have expertise in the use of ALARM©. This course enables participants to train and then deliver Key Learning Area (KLA) specific ALARM© in Action courses in their school communities.

Duration of program All ALARM© training courses are one day. The Introductory Course and the School Leader course can be combined over 2 days.

Expectations of the program Participating schools are required to provide the ALARM© leadership team with time to plan and implement the school-based training sessions for their teachers and students.

Implementation models Schools may access training through their principal networks. The ALARM© in Action KLA specific training can then continue through these networks.

Cost Training costs will be calculated using a cost-recovery model and will be inclusive of all trainer-related expenses. Schools will also be responsible for teacher release, travel and accommodation, if required. For more information an adobe connect session is available.

Overview ALARM© stands for ‘A Learning And Responding Matrix’ and was developed by Max Woods at Freshwater High School. ALARM© is a secondary literacy strategy that explicitly teaches students to think and respond critically, evaluate information and make connections between ideas. Students learn to develop a scaffolded matrix for organising study notes and writing extended responses. By implementing the matrix in all subjects and using the common terminology, the matrix becomes embedded in the approach students use to examine information. This improves the way in which students organise this information when answering extended response questions. Target Audience

ALARM© is intended for secondary schools focused on developing a strategic plan to improve student higher order thinking, literacy skills and HSC results.

Contact Peter Cox Teacher Quality Advisor 02 4475 3317 peter.cox@det.nsw.edu.au

NSW Department of Education

Anti-Racism Contact Officer (ARCO) Information and Training

Under the Department’s Anti-Racism Policy each school is required to have a trained Anti-Racism Contact Officer (ARCO). From 2016 the ARCO training will be available via a blended, online-delivery mode

Who should be the ARCO? The nominated ARCO is: • a full time experienced teacher • a teacher with good mediation

and communication skills • a teacher who is trusted by

parents, teachers and students, and

• where possible, a teacher who does not hold another advocacy role.

In larger schools the principal may wish to nominate several staff to fulfil this role. It is preferred that the ARCO is not the principal, although it is understood that in some small schools this may not be possible.

The role of the ARCO Anti-Racism Contact Officers do not investigate complaints of racism. The ARCO has a mediation, procedural, educational and monitoring role.

ARCO training requirements All nominated ARCOs need current training in this role. ARCOs trained before 2008 require retraining.

ARCOs that idenfify as needing a refresher can also retrain via the blended online option. The ARCO blended online training course covers: • the nature, extent, and effects

of racism in schools • the legislative background and

departmental policies and procedures

• the roles and responsibilities of the ARCO

• the skills needed for dealing wth complaints

• resources for anti-racism education.

How are the ARCO blended online courses delivered? A supported online learning model involving: • ten hours or more of self-

paced study over a six week duration

• two 1.5 hour face-to-face/VC group sessions with a trained tutor

• small groups up to a maximum of twelve participants.

How to access the courses • Courses are advertised in

School Biz and through MyPL@Edu.

• Enrolment is via MyPL@Edu. • Courses are led by trained

tutors and coordinated by local Educational Services teams.

For further information on the Anti-Racism Policy, Complaints Procedures and role of the ARCO in NSW DoE schools visit the intranet link: https://detwww.det.nsw.edu.au/multicultural-education. For further information on the ARCO blended online training course and video demonstrations visit the website: https://www.oltinternational.net/course-arco.

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Beginning Teachers’ Conferences and Professional Learning Modules

Contact

Lyn Hay Teacher Quality Advisor Educational Services Wagga Wagga 02 6051 4316 lynette.i.hay@det.nsw.edu.au NSW Department of Education

A series of conferences, followed by optional modules, allow beginning teachers to customise their professional learning according to their needs

Expectations of the program Schools will commit to supporting beginning teachers to attend the Semester 1 conference. Mentors will support beginning teachers to identify appropriate professional learning and by attending the follow-up modules where appropriate.

How will the program operate? Ninety-minute modules will be delivered after school on a regular basis via Adobe Connect or Bridgit and video conferencing. Modules will be recorded for access by participants at a later date. The conferences and modules will be advertised in SchoolBiz.

Module topics Using MyPL@Edu evaluations and feedback from the conferences, a working party identifies the needs of participants and plans modules accordingly. Topics previously identified for delivery include: • Accreditation: Gathering your

evidence • Quality Annotation: Quality

Evidence

Overview This professional learning initiative will support beginning teachers in line with the Great Teaching, Inspired Learning reform. The conferences and modules were developed to reflect the principles within the Department of Education resource Strong Start, Great Teachers. Participants will join with fellow colleagues to network and engage in conversations that will support their classroom practice.

Target Audience The target audience for these conferences and modules is beginning teachers and their mentors and/or supervisors.

Duration of Program The program extends across the whole year. Initially beginning teachers attend a conference in Semester 1. Teachers can then customise their learning through participating in after-school modules of professional learning delivered during Semester 2.

• Attendance: Improve, engage, attain

• Quality literacy teaching: It’s the strategies that count

• Managing the difficult conversation

• Personalised learning • Working with your Learning

and Support Team • Managing challenging

behaviours • Quality numeracy teaching. Costs Schools will be responsible for casual relief, accommodation, travel, conference costs and meals. There is no cost for participation in the optional, after-school modules.

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Best Start Kindergarten Assessment

Contact Best Start Officers Curriculum Advisors Teacher Quality Advisors Educational Services Wagga Wagga www.edservices.det.nsw.edu.au NSW Department of Education

A resource designed to identify each student's literacy and numeracy skills at the beginning of Kindergarten

Upon completion of the professional learning, teachers will have 12 hours of registered learning at Proficient. Professional learning is currently delivered by Educational Services Best Start Officers and is generally offered in term 1 and term 4 each year.

Expectations of the program Principals commit to: • providing a total of two days

release for new Kindergarten teachers for participation in professional learning

• completion of the assessment according to the Department’s timeline.

Implementation The timeline for implementation is communicated through SchoolBiz in term 1 each year. This is: • weeks 1-5: Assessment tasks

to be completed • weeks 1-7: Student data to be

entered into PLAN software • weeks 1-8: Parent/Caregiver

feedback to be conducted.

Overview The Best Start Kindergarten Assessment is a mandatory, one-on-one assessment designed to identify each student's literacy and numeracy skills at the beginning of Kindergarten. The assessment measures each student’s level of understanding in relation to the Literacy and Numeracy continuums K-10 on entry to school.

Professional Learning Day 1 – provides an overview of the Best Start Kindergarten Assessment and takes teachers through the implementation and analysis of the assessment. A between-session task involves assessing a student and bringing the results to the Day 2 session. Day 2 – provides a practical workshop that explores the use of the Planning Literacy and Numeracy (PLAN) software and includes strategies to support all students.

Educational Services can support principals in accessing professional learning for administering the Best Start Kindergarten Assessment.

Cost Principals will meet all the costs associated with the local delivery of the professional learning. Principals will be required to meet the cost for any new Best Start Kindergarten Assessment folders (cost per folder is $200). For more information an adobe connect session is available.

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Bridges Out of Poverty

Contact Hayley Jeffery NSC Facilitator Deniliquin Education Office 03 5898 3716 hayley.jeffery4@det.nsw.edu.au

Kristie Goldthorp NSC Facilitator Warilla Education Office 02 4267 6132 kristina.goldthorp@det.nsw.edu.au Educational Services Wagga Wagga NSW Department of Education

A framework for understanding poverty and for supporting students and their families

Expectations of the program The Bridges Out of Poverty workshop provides participants with the knowledge, understanding and tools to manage sensitive issues in respectful and constructive ways. It offers solutions that are practical and strategic, addressing everyday interactions through to policy implications in every sector, from justice, health and housing, education and employment, through to transport and training. An in-depth presentation includes: • why clients often behave the

way they do • how economic class affects

behaviours and mindsets: the hidden rules of generational poverty, middle class and wealth

• the importance of mutual exchange

• strategies for optimising outcomes with individuals and families

• the impact of language registers, discourse patterns and story structure on relationships and outcomes.

Overview The purpose of the Bridges Out of Poverty workshop is to build the capacity of schools and communities to support students and their families who are experiencing disadvantage. It explores the impact of economic diversity in our country, considers the root causes of poverty and presents proven and realistic strategies and pathways to provide constructive and sustainable assistance to growing numbers of people caught in this cycle.

Target Audience This course is suitable for school staff, community members, agencies, services and local businesses who support or work with people living in impoverished circumstances.

Duration of program This workshop is presented over two days.

People The Bridges Out of Poverty workshop is offered by various companies. Your Networked Specialist Centre (NSC) Facilitator is available to discuss these options.

Cost Bridges Out of Poverty is usually presented to a large group, and the costs are calculated according to a cost recovery model.

BroSpeak Facilitator Training

Contact Aboriginal Education Learning and Wellbeing Advisors

Dubbo Allan Hall 02 6841 3852 allan.hall@det.nsw.edu.au Wagga Wagga Thelmerie Rudd 02 6937 3815 thelmerie.rudd@det.nsw.edu.au Warilla Jenni Tillett 02 4267 6117 jenni.tillett2@det.nsw.edu.au

NSW Department of Education

Training to implement a program that inspires and motivates young Aboriginal men in high schools and primary schools

What is BroSpeak? BroSpeak is a 10 week program for Aboriginal boys focusing on leadership, mentoring, career aspirations, time management, conflict resolution, goal setting and cultural activities. The BroSpeak program is designed to provide young Aboriginal male students with the opportunity to connect and engage with Aboriginal community members in a mentoring type role.

Focus areas The focus areas for BroSpeak include: • leadership • mentoring • career aspirations • time management • conflict resolution • goal setting.

Links: BroSpeak can be linked to the National Aboriginal and Torres Strait Islander Education Strategy areas:

Overview The BroSpeak Facilitator Training course is an interactive course to support the implementation of the BroSpeak Program in schools. The facilitator training provides teachers with:

• appropriate strategies to work with their Aboriginal students and community to develop ongoing, sustainable and achievable goals

• appropriate knowledge and skills for successful engagement with Aboriginal community members

• a framework and a range of activities that can be used to develop and implement engaging programs and support strategies for young Aboriginal men.

• Attendance and Engagement • Transition Points (including

pathways to post-school options)

• Early Childhood Transitions • Workforce • Australian Curriculum.

In addition, BroSpeak can be linked to Personalised Learning Pathways.

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Creating and implementing integrated, multigrade units in the small school

Contact Lorraine Beveridge Teacher Quality Advisors Educational Services Wagga Wagga 02 6200 5021 lorraine.b.beveridge@det.nsw.edu.au NSW Department of Education

A K-6 multistage, multimodal integrated learning program for small schools and multigrade classrooms

Program This program supports teachers in small schools to plan and implement multistage, quality literature-based, cross-curricular units of work with an ICT focus. The process is facilitated by a trainer, through a series of Adobe Connect sessions over a term. Teachers are supported to implement a multistage unit, either “Understanding the Other” (English/ History focus), or “Characters and their Worlds” (English/ Science focus). At the same time teachers are supported to produce their own multistage integrated unit to implement in their schools. On-line professional learning sessions can be flexibly completed as whole-school staff meetings or independently. The program is underpinned by the Quality Teaching framework, and completing the program provides participants with 10 hours of Quality Teaching Council (QTC) registered professional development at Proficient.

Target Audience The target audience is small school and multigrade teachers who are interested in learning a process to develop locally-based integrated units of work with an English focus.

Duration The program will be delivered over a term, with fortnightly Adobe Connect sessions of approximately one hour duration. Teachers will be required to collaboratively develop their units in their schools between sessions.

Expectations of the program Teachers will engage in action learning and collaboration, to produce an integrated unit of work based on a text of their choice. A sample unit is provided as a scaffold and other sample units are available to complement school plans. It is expected that teachers will actively engage with new syllabuses throughout the program. Teachers will interact with a range of quality children’s literature, in addition to a range of contemporary, engaging educational applications and ICT programs.

Requirements Schools will require headsets and webcams to enable participation in the fortnightly Adobe Connect sessions. School teams may need to purchase quality texts to implement the sample units across the term.

Cost The cost of the course is $55 per participant plus resources if required.

Implementation model The professional learning is delivered on-line using Adobe connect as the communication platform, with phone and email communication available throughout the term.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Family Referral Service in Schools

Contact Ali Reid NSC Facilitator Wagga Wagga Education Office 02 6937 3818 alison.morgan.reid@det.nsw.edu.au Darryl Thompson NSC Facilitator Dubbo Education Office 02 6883 6300 darryl.a.thompson@det.nsw.edu.au Educational Services Wagga Wagga NSW Department of Education

A project coordinating interagency health and wellbeing services for students in schools

• developing relationships between agencies

• communicating progress to the school executive and learning and support team.

Target Audience This project targets primary and secondary schools supporting students and families who are at risk of poor educational outcomes due to complex learning and wellbeing needs. Expectations of the program Through participation in the program it is expected that key targets and success criteria, governance and service specifications will be developed for each school. A contractual agreement will also be made with the local Family Referral Service according to the number of service days contracted. Duration of program The Education Family Worker is usually contracted for a twelve month period.

Overview Networked Specialist Centre (NSC) Facilitators have collaborated with the Family Referral Service (FRS) to develop a strategic plan to deliver the services of the FRS from schools. Education Family Workers (EFWs) support schools to improve health and wellbeing outcomes for students who have complex learning and wellbeing needs. The FRS in Schools project aims to improve student engagement, attendance and participation. It provides support to vulnerable youth and families by establishing referral pathways to services in the community outside the school gates.

The role of the EFW includes:

• identifying students at risk

• assisting schools to navigate the service system

• connecting families and schools to support services

• facilitating an Integrated Case Management Team for identified students

People The FRS Education Family Worker works closely with the learning and support team, school counsellor, executive and principal. Cost Cost is dependent on the local service provision of the FRS, availability of seed funding, and days of service. Your NSC Facilitator is available for support with contacting your local service provider and negotiating a service. agreement.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Focus on Reading 3-6

Contact

Curriculum Advisors Teacher Quality Advisors Educational Services Wagga Wagga www.edservices.det.nsw.edu.au NSW Department of Education

Professional learning for classroom teachers that focuses on the explicit teaching of reading in the Middle Years

Phase 1 – School Leader: Modules 1-4 (concurrent with Participant Phase 1) supports school leader/s to guide pedagogical change in reading (8 hours) Phase 2 – Participant: Modules 1-4: teaching vocabulary knowledge and fluent text reading; Action research (35 hours) Phase 2 – School Leader: Modules 1-4 (concurrent with Participant Phase 2) sustaining change (8 hours)

Implementation Schools may choose to train in Phase 1 alone or alternatively undertake training in both Phase 1 and Phase 2 over two years. Teachers participating for the two years will complete 77 hours Quality Teaching Council (QTC) registered professional development at Proficient. School leaders receive an additional 16 hours of registered learning at this level for their courses. The course can be delivered as after school workshops or whole-day sessions. Principals can collaborate locally to implement New Focus on Reading 3-6. Collaboration between primary and secondary schools is encouraged.

Overview New Focus on Reading 3-6 is an intensive two-year initiative that builds teachers' pedagogical knowledge. It addresses the explicit teaching of reading for the full range of texts required for the middle school. Teachers engage with three of the critical aspects of literacy described in the NSW Literacy continuum K-10: comprehension, vocabulary knowledge and reading texts.

Professional Learning The professional learning involves teachers collaborating in school-paced workshop modules, between-module tasks and an action research project with in-school support from their trainer. The initiative comprises two phases which embed and sustain the professional learning. Each phase takes 12 months to complete. The four modules in Phase 1 are a prerequisite for Phase 2 (also 4 modules). Modules must be completed in sequence. Phase 1 – Participant: Modules 1-4: teaching comprehension in the middle years (42 hours)

Cost The cost of delivery includes: • funding all teachers’ participation

in professional learning sessions • program materials ($130 per

Participant folder, per phase; $60 per School Leader folder per phase; $110 school-based training materials)

• purchasing key reference texts • relieving school-based trainers to

participate in professional learning with Lead Trainers, to prepare materials, and to undertake in-class visits

• providing student data and regularly reviewing progress on the school’s literacy program.

Principals can negotiate costs, training location for school-based trainers, support for teachers and release of personnel. Educational Services teams can support principals in this collaborative process. For more information an adobe connect session is available.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Gifted and Talented Kindergarten Resource Package

Contact

Best Start Officers P-2 Initiatives Officers

Albury Education Office 02 6051 4300

Broken Hill Education Office 08 8082 5700

Dubbo Education Office 02 6883 6300

Wagga Wagga Education Office 02 6922 5087

Warilla Education Office 02 4267 6100

Educational Services Wagga Wagga

www.edservices.det.nsw.edu.au

NSW Department of Education

Module 2: The Gifted and Talented Kindergarten Resource Package - guides participants in effectively navigating the resource package. Modules 3 and 4: Differentiating the Curriculum for Young Gifted Learners - focuses on the processes of planning, programming and delivering developmentally appropriate curriculum for gifted and talented Kindergarten students. Principal Commitment Principals commit to: • releasing teachers to attend

professional learning • supporting teachers to

complete the between-session task which involves working with the suggested identification process and selecting the students they wish to investigate further.

Implementation Principals can collaborate locally to share and negotiate the use of accredited personnel. Principals cover all costs associated with local delivery of the professional learning.

Background The Gifted and Talented Kindergarten Resource Package is designed to support the early identification of gifted and talented students and focuses on maximising their learning outcomes, consistent with the Department’s Gifted and Talented Policy (2004).

Professional Learning Completing this course will contribute to 10 hours of registered professional learning addressing 1.2.2, 1.5.2, 3.1.2, 5.1.2, 5.3.2, 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW. The Gifted and Talented Kindergarten Resource Package offers four modules of registered professional learning. Module 1: Identification of Young Gifted Learners - addresses theoretical foundations and pedagogical approaches to the identification of young gifted learners.

Educational Services officers can support principals in the collaboration process and also assist in the development of flexible delivery models to ensure the Gifted and Talented Kindergarten Resource Package professional learning requirements are met.

The Gifted and Talented Kindergarten Resource Package supports the early identification and development of gifted and talented Kindergarten students

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

PUBLIC SCHOOLS AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Higher Order Ways to Learn (HOW2Learn) Professional learning for trainers

Contact Tina Roworth Curriculum Advisor Educational Services Wagga Wagga 02 6937 3819 tina.roworth@det.nsw.edu.au NSW Department of Education

HOW2Learn is designed to strengthen the learning culture of your school and the learning capacity of your students

Duration Trainers receive professional learning over a 12 month period. Phase Trainer Modules Phase

1 3 days

30 hours registered at QTC Highly Accomplished after delivery of phase 1.

3 trainer modules. 6 learning modules.

Phase 2

2 days

10 hours registered at QTC Proficient after each conference.

1 trainer module. 5 learning modules.

Phase 3

2 days

3 hours registered at QTC Highly Accomplished per module delivered.

1 trainer module. 4 learning modules.

Trainers deliver modules to participants locally (3 hours QTC registered at Proficient per module).

Expectations This is a whole school initiative. To implement effectively schools should: • train a team that reflects the

size and nature of their school and includes leaders

• provide planning time for implementation

• encourage the training team to share leadership/delivery

• deliver modules over an extended period of time.

The Principal should commit to attending Phase 1, but attendance at all phases is recommended.

Overview Higher Order Ways to Learn (HOW2Learn) is a whole school strategy which assists schools to focus energy upon what matters most in education – learning. It covers 4 broad areas: • creating a culture that enables

learning to be central in all school directions and decisions

• learning about the science of learning and building growth mindsets to strengthen learning experiences

• developing a rich repertoire of lifelong learning habits

• developing teaching practices that accelerate learning.

Target Audience This initiative is for schools committed to strengthening their whole school learning culture, quality teaching practices and the learning capacity of students.

People Schools select a team to become trainers. Trainers complete three phases of registered Quality Teaching Council (QTC) professional learning that allows them to deliver learning modules at their own pace considering individual need, context and specific focus.

Implementation Trainers begin delivering modules at their school after Phase 1 training. Each module has been designed for flexible delivery. Schools can use staff development days, staff meetings, professional learning funds to deliver the face to face learning. Cost The cost for participation in HOW2Learn will be negotiated with local trainers. Trainer deployment costs is dependent upon the size of training groups. The approximate cost of: • the participant folder is $80 • trainer notes is $45 • the recommended text is

$25. For more information an adobe connect session is available.

Language, Learning and Literacy (L3)

Contact Curriculum Advisors Teacher Quality Advisors Educational Services Wagga Wagga www.edservices.det.nsw.edu.au NSW Department of Education

L3 is a research-based Kindergarten classroom literacy intervention

In the first year of the professional learning process, participating principals commit to: • releasing all Early Stage 1

teachers to participate in 12 half-day professional learning sessions with other ES 1 teams from a community of schools

• supporting up to four half-day in-class coaching visits by an L3 Trainer, involving classroom observation and discussion

• ensuring all ES 1 teachers complete a series of tasks between visits by the L3 Trainer

• releasing teachers to participate in follow-up discussion with their L3 Trainer

• regularly reviewing student data and progress, and providing these findings to L3 Trainers on an ongoing basis collaborative process and also assist in the development of flexible delivery

• providing the necessary literacy resources to enable effective implementation of L3.

Overview L3 is a whole-class intervention that aims to reduce the risk of students not achieving expected literacy levels by the end of their first year of schooling. L3 is a research-based Kindergarten classroom intervention, targeting text reading and writing. It provides rich literacy experiences through systematic and explicit teaching. It complements the daily literacy program. Students participate in reading and writing lessons in small groups, designed to meet their specific learning needs. They also engage in short periods of independent, individual or group tasks to practise and consolidate their current literacy learning. This occurs in the classroom within the daily literacy session.

Professional Learning L3 professional learning is registered and is delivered by accredited L3 Trainers. Teachers are trained over a two- year period. At the end of this professional learning teachers involved have completed 30 hours of registered learning at Proficient (in the first year) and 20 hours of non-registered, on-going professional learning (OPL).

Implementation Principals can collaborate locally to share or negotiate the use of accredited personnel. Principals will cover all costs associated with local delivery. Educational Services advisors can support principals in the collaborative process and also assist in the development of flexible delivery models to ensure L3 requirements are met. Educational Services advisors will liaise with Early Learning and Primary Education advisors, when necessary, for assistance in the strategic coordination of personnel strategic and accredited professional learning. For more information an adobe connect session is available.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Language, Learning and Literacy Stage 1 (L3 Stage 1)

Contact Curriculum Advisors Teacher Quality Advisors Educational Services Wagga Wagga www.edservices.det.nsw.edu.au NSW Department of Education

A teacher professional learning program designed to enhance daily literacy practices for all students

In the first year of the professional learning process participating principals commit to: • releasing all Stage 1 teachers

to participate in 12 half-day professional learning sessions

• supporting up to four half-day in-class coaching visits by Trainers involving classroom observation and discussion

• ensuring all Stage 1 teachers complete a series of tasks between visits by the L3 Trainer

• releasing teachers to participate in follow-up discussion with their Trainer

• regularly reviewing student data and progress, and providing these findings to Trainers on an ongoing basis

• providing the necessary literacy resources to enable effective implementation of the L3 Stage 1 program.

Implementation Principals can collaborate locally to share or negotiate the use of accredited personnel. Principals will cover all costs associated with local delivery.

Overview L3 Stage 1 is a professional learning program that aims to build on students' literacy learning from Language, Learning and Literacy (L3) in Kindergarten. L3 Stage 1 is designed to enhance the daily literacy practices for all students, and aims to maintain and grow the literacy gains made by Kindergarten students from L3 Kindergarten classrooms. L3 Stage 1 is centred on developing strong comprehension skills using quality literature. It supports systematic and explicit reading and writing instruction aimed at addressing individual student needs. It is based on daily modelled, guided and independent literacy instruction that is informed by student data.

Professional Learning L3 Stage 1 professional learning is registered and is delivered by accredited L3 Stage 1 Trainers. Teachers are trained over a two year period. At the end of this program , participating teachers have completed 30 hours of registered learning at Proficient (in the first year) and 20 hours of non-registered, on-going professional learning (OPL).

Educational Services advisors can support principals in the collaborative process and also assist in the development of flexible delivery models to ensure the L3 Stage 1 requirements are met. They can also liaise with Early Learning and Primary Education advisors, when necessary, for assistance in the strategic coordination of personnel and accredited professional learning. For more information an adobe connect session is available.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Literacy Lessons: An Intervention for Year 2 (L2)

Contact Carol Bridge Coordinator Educational Services Wagga Wagga 02 4267 6107 carol.bridge@det.nsw.edu.au NSW Department of Education

An individualised literacy intervention for Year 2 students

Expectations of program In implementing this program, principals commit to: • releasing Reading Recovery

teachers for one semester to design and deliver one-to-one instruction for 30 minutes per day, five days a week, for two students

• releasing Reading Recovery teachers to attend ten half-day professional learning sessions, designed to further build teachers’ capacity to effectively differentiate instruction.

Students are occasionally required to be transported to the Reading Recovery Centre for a demonstration lesson with their teacher. Specific resources, including reading resources, assessment materials and professional texts can be purchased to assist teachers in delivering the L2 program. Implementation Principals can collaborate locally to share or negotiate the use of accredited personnel. Principals will pick up all costs associated with local delivery.

Overview Literacy Lessons: An Intervention for Year 2 (L2) is professional learning for experienced Reading Recovery teachers that is focused on providing Year 2 students, who are most at risk of literacy failure, with the knowledge and skills necessary to achieve Stage 1 outcomes. These students may have participated in Reading Recovery but not reached the targets, or may not have previously participated in a literacy intervention. The one-to-one lessons focus on improving skills in reading comprehension and writing complexity.

Professional Learning Experienced Reading Recovery teachers can undertake one semester of professional learning to become accredited L2 teachers. At the end, participating teachers will have completed 35 hours of registered learning at Proficient. The accredited professional learning is delivered by L2 trained Reading Recovery Tutors in selected locations according to L2 Trainer availability.

Educational Services advisors can support principals in the collaborative process and also assist in the development of flexible delivery models to ensure L2 requirements are met. Educational Services advisors will liaise with Early Learning and Primary Education advisors, when necessary, for assistance in the strategic coordination of personnel and accredited professional learning. For more information an adobe connect session is available.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Local Schools, Local Decisions School Support

Contact Local Schools, Local Decisions School Support Team Dubbo 02 6883 6300 Wagga Wagga 02 6937 3800 Warilla 02 4267 6100 Educational Services Wagga Wagga NSW Department of Education

Support for schools implementing the Local Schools, Local Decisions reform

Strategic Financial Management This 5 hour accredited course is designed to assist principals and school leadership teams in developing a strategic focus in managing school financial resources to improve student learning outcomes identified in the school plan. This strategic financial management workshop will deliver four learning outcomes for participants: • identifying the financial

implications within the strategic directions identified in the school plan

• building and managing a school-based budget linked to student learning outcomes

• reading and understanding financial reports to assess current school financial health

• forecasting future financial performance and managing school finances for the current and future years.

Target Group: This course is suitable for principals, executive and SAMs in all schools.

Overview The Local Schools, Local Decisions (LSLD) School Support Team can deliver school financial training courses, presentations and updates on the LSLD reforms and provide individual school support.

Core Financial Literacy This 2 hour accredited course will provide an understanding of why schools are moving to accrual-based financial management, the key elements of accrual-based financial management and the differences between a cash and accrual-accounting environment. After attending the course participants will be able to: • explain why the Department is

adopting accrual-based budgets and reports

• apply accrual concepts and definitions to school-based budgets and reports

• identify how school-based financial responsibilities fit into overall financial responsibilities across the Department.

Target Group: This course is suitable for principals, executive, SAMs and finance SAOs in all schools.

Presentations and Workshops The LSLD team can deliver presentations and workshops around: • Reading RAM reports • Equity Loadings • Consultative Decision Making • LSLD Updates • HR Budget and Planning

tool (SAP schools). Where appropriate, the team can also offer individual school support and advice on matters relating to the LSLD reform. Target Group: This course is suitable for principals, executive and SAMs in all schools.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

MGoals Goals for living and learning

Contact Aboriginal Education Learning and Wellbeing Advisors

Dubbo Allan Hall 02 6841 3852 allan.hall@det.nsw.edu.au Wagga Wagga Thelmerie Rudd 02 6937 3815 thelmerie.rudd@det.nsw.edu.au Warilla Jenni Tillett 02 4267 6117 jenni.tillett2@det.nsw.edu.au

NSW Department of Education

MGoals is a free resource provided by the Joe Anderson Foundation in partnership with the NSW Aboriginal Education Consultative Group

Most importantly, the goal-setting tool is accessed through the local community’s website providing students with an opportunity to discover more about their own heritage.

Program benefits Local community websites provide students with an opportunity to discover more about their own heritage and identity no matter where they may now reside. This promotes the building of self-esteem and confidence. The goal-setting program helps students to build their knowledge through aspiring to and achieving their goals aligned to living and learning. The MGoals program fosters partnership, builds connections and promotes the brilliant work being done by community and schools in support of Aboriginal culture and education.

Overview The MGoals program supports Aboriginal culture and education by providing local Aboriginal communities and schools with two online tools that assist students to create their goals for living and learning.

Website building tool The website building tool encourages schools to collaborate with their local Aboriginal community in building a local community website resource. The website is used to share and celebrate local history, cultural information and programs that are being run in schools in support of Aboriginal education.

Online Goal setting tool The MGoals goal-setting tool provides a framework for students to create, review and achieve their goals for living and learning.

Support The MGoals team provides the technology for schools to easily create local community websites, while reinforcing the importance of engaging and consulting with local community in the process.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

The National Disability Insurance Scheme (NDIS) Information sessions

Contact Wendy English Coordinator NDIS Transition Dubbo Education Office 02 6883 6314 wendy.english@det.nsw.edu.au Principal Networks: Bathurst, Deniliquin, Far West, Griffith, Lachlan, Macquarie, Orange, Western Plains Roz Jennings Coordinator NDIS Transition Warilla Education Office 02 4267 6165 roslynd.jennings@det.nsw.edu.au Principal Networks: Albury, Cootamundra, Far South Coast, Queanbeyan, South Coast, Southern Tablelands, Wagga Wagga, Wollongong, Wollongong North NSW Department of Education

The NDIS will change the way people with disability access disability support services

What is NDIS? The NDIS is a landmark social and economic reform. It provides a national solution to delivering effective disability support systems. Through the NDIS, people with disability will be able to access 'reasonable and necessary' supports to achieve their personal goals. The NDIS will give participants greater choice and control over the disability supports they need and how they are delivered. The NDIS does not replace the obligations of schools to students with disability. The Disability Standards for Education 2005 continue to apply to schools with the introduction of the NDIS. Schools remain responsible for providing reasonable adjustments (personalised learning and support) for students with disability, to enable them to fully participate in education. Further information about the transition to the NDIS can be found on the NSW Government NDIS website: www.ndis.nsw.gov.au NSW Department of Education Website: Student support NDIS.

Overview These sessions will provide school staff with information about the NDIS. Students who are NDIS participants and their families will benefit from school staff understanding these changes.

Target Audience The target audience includes: Principals, Deputy Principals, Learning and Support teams, Head Teachers support, Senior Psychogists, Education, Counsellors, Assistant Principals Learning and Support, Support Teachers Transition, Early Intervention personnel, Home School Liasion Officers, Aboriginal Community Liaison Officers, Aboriginal School Liaison Officers, Out of Home Care personnel, Networked Specialist Centre Facilitators, Learning and Wellbeing Coordinators, Learning, Teaching and Leading Coordinators, Aboriginal Education team, Senior Pathways personnel.

Duration The information or update sessions are 30 minutes, 1 hour or as required.

Implementation Model The information sessions can be delivered in face-to-face sessions or via video conference. For further information or to arrange an information session please contact the Coordinator, NDIS Transition.

Cost Nil

Nonviolent Crisis Intervention/Managing Actual or Potential Aggression NCI/MAPA Training

Contact NCI/MAPA Coordinators Nicolee Starkey APL&S Ulladulla HS 02 4455 1799 nicolee.starkey@det.nsw.edu.au

Michelle Ashworth AP PBL Dubbo Office 02 6841 3855 michelle.ashworth@det.nsw,edu.au

Roslyn Nisbet Griffith 02 6961 8128 roslyn.nisbet@det.nsw.edu.au

Educational Services Wagga Wagga NSW Department of Education

Short Introductory course and 6 hour Refresher courses The training fee is $88 per person. Discounts are available for schools training large groups. A school group containing between 3 and 30 participants will be charged the training fee of $55 per person (pp). If a school group exceeds 30 people, the first 30 participants will be charged at the $55 pp training rate and any additional participants will be charged at a rate of $22 pp. 3 hour Refresher The training fee is $33 pp.

Duration of program Courses are registered for 3, 6 or 8 hours. These are face-to-face sessions, not including breaks. Implementation models • NCI Short Introductory

Training Program (6 hours): this course is a prerequisite for all courses listed below

• NCI Long Introductory Training Program (8 hours): includes control positions for response team members only

• NCI Keynote Refresher (3 hours)

• NCI Advanced Refresher Integrating Positive Behaviour for Learning (6 hours)

• NCI Advanced Refresher – Applications of Autism Spectrum (6 hours)

• NCI Advanced Refresher – Enhanced Verbal Skills (6 hours)

• NCI Advanced Refresher – Trauma Informed Care (6 hours)

Cost Training fees cover books, tutor travel and accommodation. Any additional costs such as venue hire and catering are determined on a cost recovery basis.

Overview Nonviolent Crisis Intervention (NCI) will transition to Managing Actual or Potential Aggression (MAPA) in 2019. NCI/MAPA training provides school staff with a framework for decision-making and problem-solving to prevent, de-escalate and safely respond to challenging behaviours. The registered courses will be delivered by certified instructors to whole staff or identified response team members. Schools requesting response team training will have risk assessment evidence to support the application. The Short Introductory course is a prerequisite for all refresher training.

Target Audience All staff can participate.

Expectations Whole staff training or refresher training will be delivered on staff development days (alternate dates can be negotiated with local NCI/MAPA Coordinators). Response Team Training can be negotiated with an NCI/MAPA Coordinator.

Training to build staff capacity to prevent, de-escalate and safely respond to challenging verbal and/or physical behaviours

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Online Learning Courses

Contact

Online Learning coordinator

Education Services Wagga Wagga

disabilitylearning@det.nsw.edu.au NSW Department of Education

Supporting teachers and schools to meet the needs of students with disability and additional learning needs

• Understanding Dyslexia and Significant Difficulties in Reading (20 hours)

• Understanding and Managing Behaviour (20 hours) Understanding Autism Spectrum Disorders (20 hours)

• Understanding Motor Coordination difficulties (20 hours)

• Inclusion of Learners with Speech, Language and Communication Needs

• Understanding Hearing Loss. (20 hours)

Learning cohorts The courses can run as school based cohorts or as open courses in a community of schools or principal networks. Tutors The role of the tutor is to: • lead a cohort of up to 12

participants • facilitate 3 or more group tutoring

sessions per cohort • guide participants with all

aspects of the course and the website

• maintain course quality and integrity

• schedule and manage events on MyPL@Edu

• ensure participants complete all course requirements.

Finding a tutor There are tutors located in Educational Service and in schools. Schools can recommend teachers who have completed courses to become tutors through their local coordinator.

Costs Professional learning costs for participants are calculated according to a cost recovery model. Tutor training is a one-day course with the training costs covered by state office.

Go to www.oltaustralia.net home page for short videos that explain the course delivery model, individual course benefits and features.

Overview Effective teachers are our most important resource for supporting high quality educational outcomes for every student, including those with disability. Quality professional learning for teachers and support staff is vital for ensuring that schools are able to meet the needs of their students with disability. The courses Online Learning courses are high quality, effective, evidenced based and timely professional learning. In these courses staff learn about assessment, making adjustments, SMART goals, intervention strategies and personalising learning and support. The courses use a blended model of tutor support to groups of staff during face-to-face sessions and self-paced learning online. Available courses Registered professional learning at Proficient includes: • Understanding Personalised

Learning and Support (40 hours)

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Patchwork Connect and Collaborate

Contact Networked Specialist Centre Facilitators

Ben Ballard – Bega/Queanbeyan 02 6200 5011 Bob Dyson – Broken Hill 08 8082 5700 Stewart Vidler – Central West 02 6392 8407 Hayley Jeffery – Deniliquin/Griffith 03 5898 3716 Daryl Thompson – Dubbo 02 6883 6300 Kristie Goldthorp – Illawarra 02 4267 6132 Graham Parry – Shoalhaven 0476 808 814 Ali Reid - Wagga Wagga 02 6937 3818 NSW Department of Education

Patchwork is a secure web-based application that connects multiple services who are providing support around a student

Implementation

Where schools are aware of other services being engaged to support a student, Patchwork can be used to record and share the student contact details.

Training for the program is available through the Department of Family and Community Services and can be supported by contacting the local Networked Specialist Centre Facilitator.

Cost There are no costs involved in training in Patchwork or the use of Patchwork.

Overview

Patchwork is a web-based platform that enables agencies to connect and work collaboratively around the student. It assists in developing an understanding of how services are working around the student to provide opportunities for coordinated care.

Patchwork is secure and does not record any case management information. Patchwork records the student name, address and/or date of birth to ensure that the correct client can be uniquely identified in the system. It facilitates the sharing of contact details between the practitioners who are working with the student.

Target Audience The audience includes principals, senior executive staff, school counsellors and other key school staff.

Further Information Schools can discuss the use of Patchwork with their local Learning and Support Team.

For further details click the link to watch a short Patchwork explainer video.

To register for Patchwork, use the link below to complete your details: www.patchworknsw.net.au.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Personalised Learning

Contact Sue Stanford Learning and Wellbeing Coordinator Educational Services Wagga Wagga 02 6883 6313 sue.stanford@det.nsw.edu.au NSW Department of Education

Personalised Learning is the equitable tailoring of pedagogy, curriculum and learning environments to meet the specific needs, aspirations and diverse capabilities of all young Australians

Overview Personalised Learning is a professional learning resource that supports The Melbourne Declaration on Educational Goals for Young Australians. Goal 1: Australian schooling promotes equity and excellence. Goal 2: All young Australians become: • successful learners • confident and creative

individuals • active and informed

citizens. The Personalised Learning Resource is intended to build the capacity and knowledge of schools in achieving the goals of the Melbourne Declaration which: • is responsive to students

needs • provides a seamless

progression within and across school years

• focuses on learning of high intellectual quality and significance

• makes explicit high expectations for learning and achievement

• is enhanced by collaborative development and evaluation.

Personalised learning identifies the student as the centre of their own learning. Students are supported to be self-directed, reflective learners who take ownership of their learning and are able to realise their talents, passions and aspirations. The resource provides a range of delivery options to support the development of personalised learning within NSW schools for all stakeholders: • community and partnerships • schools • teachers • students.

The package includes: • a beginning teacher’s training

module on the framework for Learning and Support in schools and the obligations of teachers to diversify learning to meet the needs of every student

• a series of Discussion Starters to develop collegial conversations in school communities

• information for Principals relating to legislative accountability and requirements

• access to Personalised Learning exemplars and templates.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Personalised Learning Pathways

Contact Aboriginal Education Learning and Wellbeing Advisors

Dubbo Allan Hall 02 6841 3852 allan.hall@det.nsw.edu.au Wagga Wagga Thelmerie Rudd 02 6937 3815 thelmerie.rudd@det.nsw.edu.au Warilla Jenni Tillett 02 4267 6117 jenni.tillett2@det.nsw.edu.au

NSW Department of Education

Personalised Learning Pathways build and strengthen partnerships between school and home in order to support learning

Key elements of a Personalised Learning Pathway The key elements of primary and secondary PLPs include: - My Aboriginal Nation: • Mob • Language group • Country - student profile: • interest and hobbies • what I am proud of • what I am good at • how I learn best • who I like working with • what I would like to improve • my dreams and goals

(personal and educational) - school opportunities: • leadership • public speaking • band • dance • sport and • school representation at a local

and state level • goal setting and additional

training qualifications year 7 to 12

Overview It is a recommendation of the Review of Aboriginal Education 2004: ‘That each Aboriginal student has a personalised plan (pathway) that will be developed by the school in partnership with parents/caregivers and include agreed school and family support strategies, eg home reading strategies, attendance, transition from primary to secondary education’.

Personalised Learning Pathways Personalised Learning Pathways (PLPs) are an essential part of building and strengthening partnerships between school and home to support learning achievements and engagement of Aboriginal students. PLPs are completed in partnership with the classroom teacher, year advisor, mentor, student and parent or caregiver.

- work history: • part time work • volunteer work and • work experience.

A key tool for support is the MGoals program (see MGoals fact sheet).

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Planning Literacy and Numeracy (PLAN) Software

Contact Best Start Officers Teacher Quality Advisors Curriculum Advisors Educational Services Wagga Wagga

www.edservices.det.nsw.edu.au NSW Department of Education

PLAN software is a resource that supports teachers to record, analyse and monitor student progress through the Literacy and Numeracy continuums K-10

Professional learning Non-registered professional learning is currently available to support teachers in the use of PLAN software. This professional leaning is available in a variety of modes including: • face-to-face professional

learning delivered by Educational Services

• Adobe Connect sessions accessible via Curriculum Resources at Use of PLAN software

Professional learning on the use of the K-10 Literacy and Numeracy continuums and the consistency of teacher judgement can be facilitated by Educational Services.

Background PLAN software supports teachers to record, analyse and monitor student progress through the Literacy and Numeracy continuums K-10. It promotes quality teaching practices within the teaching and learning cycle. PLAN software is currently available to use as an assessment tool for all students, K-8. It is mandatory to use PLAN software for the recording of the Best Start Kindergarten Assessment data. Principals and executive can use PLAN software to identify students’ current literacy and numeracy achievement levels to inform school planning and professional learning resourcing.

Implementation Principals can collaborate locally to share or negotiate the use of trained personnel to deliver professional learning. Educational Services can support principals in accessing PLAN software professional learning. Cost Principals will meet all costs associated with the local delivery of the professional learning. Costs are calculated using a cost recovery method. For more information, an adobe connect session is available.

Positive Behaviour for Learning Current PBL School Leadership team training

Contact Principal PBL: Laraine Taylor

02 6841 3857

laraine.a.taylor@det.nsw.edu.au

DP PBL: Veronica Luckman 02 4267 6176

veronica.luckman@det.nsw.edu.au HT PBL Batemans Bay: Murray Walpole 02 4475 3316 murray.walpole@det.nsw.edu.au HT PBL Broken Hill: Simeon Kloczco 08 8082 5728 simeon.kloczko@det.nsw.edu.au AP PBL Dubbo: Michelle Ashworth 02 6841 3855 michelle.ashworth@det.nsw.edu.au HT PBL Warilla: Jenny Kennedy 02 4267 6173 jenny.kennedy1@det.nsw.edu.au AP PBL Wagga Wagga: Sandy Wells 02 6937 3868 sandra.wells@det.nsw.edu.au NSW Department of Education

Positive Behaviour for Learning (PBL) is an evidence-based whole school, integrated approach to Wellbeing

They will build knowledge and understanding of the seven essential features of school-wide PBL, effective team practices and data use for decision- making, including evaluation tools. New Coach training is for staff identified by leadership to replace an outgoing internal or external coach. This is a one-day course to train new PBL coaches to support schools using external, internal and shared community of schools models of coaching support. The course provides an overview of PBL and the crucial role the PBL coach provides in motivating, guiding and supporting school teams and learning communities to implement school-wide PBL across the multi-tiered continuum.

Overview School Positive Behaviour for Learning (PBL) leadership teams will focus on succession planning and building new team-member capacity to implement the PBL process well in their schools. New team members and/or team members taking on coaching roles will require training to develop their knowledge and understanding of the essential features of PBL as well as systems of support for effective implementation.

Target Audience This training is for current PBL schools who have new team members or a new coach joining the team.

Program Description Reload is a one-day course for staff identified by school leadership to become members of the PBL Universal School-wide or Advanced-Tiers team in 2017. Participants would not have engaged in formal training in the last 2 years. New team members will review the evidence-based logic underpinning the process of PBL.

Cost The costs of the programs are:

Reload $110 face-to-face or $55 via videoconference New Coach $0.00.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Positive Behaviour for Learning Emerging PBL school whole staff information session

Contact Principal PBL: Laraine Taylor 02 6841 3857 laraine.a.taylor@det.nsw.edu.au DP PBL: Veronica Luckman 02 4267 6176 veronica.luckman@det.nsw.edu.au HT PBL Batemans Bay: Murray Walpole 02 4475 3316 murray.walpole@det.nsw.edu.au HT PBL Broken Hill: Simeon Kloczco 08 8082 5728 simeon.kloczko@det.nsw.edu.au AP PBL Dubbo: Michelle Ashworth 02 6841 3855 michelle.ashworth@det.nsw.edu.au HT PBL Warilla: Jenny Kennedy 02 4267 6173 jenny.kennedy1@det.nsw.edu.au AP PBL Wagga Wagga: Sandy Wells 02 6937 3868 sandra.wells@det.nsw.edu.au

NSW Department of Education

Positive Behaviour for Learning (PBL) is an evidence-based whole school, integrated approach to Wellbeing

PBL aligns with the Wellbeing and School Excellence Frameworks.

The course also briefly outlines the evidence-based logic underpinning the process of PBL and builds knowledge and understanding of the seven essential features of school-wide PBL. A Q&A opportunity exists at the end of the presentation. Outcome for School Staff participating in this session will be able to make an informed decision to progress to initial implementation of PBL.

School leadership will have evidence that there is a greater than 80 per cent staff commitment to implement PBL as a school-wide, integrated approach to Wellbeing.

Cost There is no cost for this information session.

Overview The Wagga Wagga Operational Directorate PBL team delivers a state-wide continuum of registered training that enables schools to work through exploratory, initial and full implementation phases of PBL as an integrated approach to Wellbeing. This information session is delivered once school leadership has made a decision to progress to the exploratory phase, after an in-school discussion or direct contact with the PBL team.

Target Audience The information session is for ALL school staff including executive, teaching, support, and administrative staff.

Program Description This information session is a 45 minute presentation, to raise awareness and develop an understanding of the PBL framework. There is a focus on the multi-tiered continuum of support and the application of a data, systems and practices and problem-solving process.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Preschool professional learning

Contact P-2 Initiatives Officers: Broken Hill Education Office 08 8082 5707 Dubbo Education Office 02 6883 6398 Albury Education Office 02 6051 4300 Warilla Education Office 02 4267 6109 or 02 4267 6104 Educational Services Wagga Wagga NSW Department of Education

A series of registered professional learning courses for preschool educators

Early Years Learning Framework Module 2: Pedagogy Participants will have an opportunity to understand how beliefs, values and theoretical underpinnings of early childhood education influence and govern practice.

Early Years Learning Framework Module 3: Intentional Teaching This course provides participants with an opportunity to consider, examine and implement key aspects of intentional teaching within an early years setting.

Early Years Learning Framework Module 4: Documenting Learning Participants will be provided with an opportunity to consider and examine key aspects of documenting children’s learning, including the use of the planning cycle: observing, analysing, planning and reflecting.

Overview The State Early Learning team has registered a series of professional learning courses to support preschool educators to engage with the Early Years Learning Framework and to develop quality practices aligned to the National Quality Standards for preschools.

Target Audience Preschool educators, their supervisors and principals, school learning support officers and/or Aboriginal education officers.

Early Years Learning Framework Module 1: Introducing the EYLF This course provides a comprehensive introduction to the Early Years Learning Framework. It is particularly applicable to new staff members involved with departmental preschools. Staff members wishing to revisit their knowledge of the Framework or deepen their understanding would also benefit.

Expectations of the program Preschool educators will engage with course content to improve their practice so that it aligns with the requirements of the National Quality Standards.

Duration of courses Courses vary in duration from 5 to 10 hours. All courses contribute QTC registered hours at proficient.

People Courses will be delivered by P-2 Initiatives Officers in regional locations.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Principals as Teacher Accreditation Authority (TAA)

Contact Denis Murphy Teacher Quality Advisor Educational Services Wagga Wagga 02 6961 8124 denis.murphy@det.nsw.edu.au www.edservices.det.nsw.edu.au

NSW Department of Education

Supporting consistency of judgement for principals making accreditation decisions at Proficient Teacher career stage

Background From 13 July 2015, principals have the responsibility for making accreditation and maintenance of accreditation decisions at Proficient Teacher for teachers in NSW government schools.

Overview Principals play the major role in the accreditation and maintenance of accreditation decisions at Proficient Teacher. Principals are supported in their decision making by the executive staff in their schools. Educational Services Wagga Wagga can facilitate professional learning to support consistency of judgement for principals making accreditation and maintenance of accreditation decisions at Proficient Teacher career stage.

Target Audience This professional learning is for principals and their executive teams within and across schools. It will assist them to make reliable and consistent judgements about the agreed characteristics of the Proficient Teacher during the accreditation and maintenance of accreditation phase.

People Educational Services teams will collaborate with school-based personnel and other stakeholders to develop, deliver and evaluate this professional learning.

Expectations Principals and executive staff will commit to working collaboratively and sharing practice within their own school and between schools.

Implementation A combination of face-to-face and online workshops will be delivered. Content will include: • characteristics of the Proficient

Teacher • evidence and annotations at

Proficient Teacher • writing the accreditation report • maintenance of accreditation

process and report. Workshops will be advertised in SchoolBiz and through Educational Services updates. Registration will be through MyPL@Edu. Participants will have access to supporting resources which can be adapted for use in their own context.

Costs Cost will be determined according to delivery mode, venue hire and catering and are calculated according to a cost recovery model.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Programming for Integrated Curriculum

Contact

Katie Graham Senior Pathways Advisor Educational Services Wagga Wagga 02 6334 8216 kathryn.graham@det.nsw.edu.au NSW Department of Education

The development of integrated, enquiry-based learning units of work to more effectively engage students in stages 4 and 5

Expectations of the program Through an authentic process of collaboration, school teams develop and implement an integrated, enquiry-based unit of learning for a chosen group of students based on identified need.

Implementation Model The professional learning is delivered as a multi-phase program. This includes three face-to-face professional learning days with the remaining professional learning occurring within the school context as the team collaborates and implements the integrated curriculum unit. The full program is 25 hours registered professional learning. It includes: • an introductory 5 hour

workshop identifying the school need

• within-school team collaboration and planning

• a second 5 hour workshop examining the assessment and unit development

• within-school team collaboration, planning and implementing

Overview This 25 hour registered professional learning program involves participants working in cross-curriculum teams to plan and develop integrated enquiry-based learning units. The units are designed to engage students in Stage 4 and/or Stage 5, while satisfying a range of key learning areas’ outcomes that meet the requirements of the NSW Record of School Achievement (RoSA).

Target Audience This program is for school teams interested in developing integrated units of learning to engage students in Stage 4 and/or Stage 5 within the context of the school and the local community.

People School teams could consist of three to five teachers from across key learning areas.

Duration The full program is 25 hours of registered professional learning.

• a third 5 hour workshop reflecting upon the learning.

Partial completion There is opportunity for partial completion of the program to be recognised as teacher identified professional learning hours.

Cost Attendance at workshops • Workshop 1 $150 per team • Workshop 2 $150 per team • Workshop 3 $150 per team Schools are to cover their own teacher release costs. For more information an adobe connect session is available.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

School Self-Evaluation Package: Attendance

Contact

Learning and WellbeingCoordinators Educational Services Wagga Wagga Linda Cormack 02 6334 8203 Sharon Gown 02 6200 5000 Greg Hand 02 4267 6169 Lianne Singleton 02 6937 3896 Sue Stanford 02 6883 6313

www.edservices.det.nsw.edu.au

NSW Department of Education

This package supports schools to evaluate their attendance procedures and develop recommendations for improvement

Overview Effective attendance procedures are a requirement for schools. This package provides a model for school self-evaluation on their attendance data and procedures. The self-evaluation will be led by school personnel with support from Educational Services.

Target audience The target audience is any school wishing to analyse its attendance data and evaluate its procedures in order to identify areas for improvement. The target audience could include: the principal, executive staff, class teachers, home school liaison officers, Aboriginal student liaison officers, school counsellors, learning and support team coordinators, school learning and support officers, parents and students.

Duration of the program The team will conduct the attendance school self-evaluation process over a one week period.

Implementation The process involves: • conducting a document

analysis of policies and school procedures

• interviews with staff, parents/carers and students about attendance procedures

• preparation of a concise report which will be used to adjust the school plan as required.

Expectations of the program Schools will commit to providing: • relevant documentation • release time for data

collection and analysis • follow-up staff meetings if

and when required. The school will be able to use the information from the report to inform their school planning processes.

Cost Costs include days for teacher release, accommodation and travel (if required).

Further information Contact your local Home School Liaison Officer, Aboriginal Student Liaison Officer or local Learning and Wellbeing Officer.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

School Self-Evaluation Package: Learning and support teams

Contact

Learning and WellbeingCoordinators Educational Services Wagga Wagga Linda Cormack 02 6334 8203 Sharon Gown 02 6200 5000 Greg Hand 02 4267 6169 Lianne Singleton 02 6937 3896 Sue Stanford 02 6883 6313

www.edservices.det.nsw.edu.au

NSW Department of Education

This package supports schools to evaluate and develop findings and recommendations for improving their learning and support team

Overview To ensure that students’ specific learning requirements are being met, a school needs to have an effective learning and support team. This package provides a model for school self-evaluation to review their learning and support team. The self- evaluation will be led by school personnel with support from Educational Services.

Target audience The target audience is any school wishing to review the effectiveness of the learning and support team in order to identify areas for improvement. The target audience could include: the principal, executive staff, class teachers, school counsellors, learning and support team, parents and students.

Duration of the program The team will conduct the learning and support team school self-evaluation process over a one week period.

Implementation The process involves: • conducting a document

analysis of policies and school procedures

• observations of learning and support team practices in the school

• interviews with staff, parents/carers and students

• preparation of a concise report which will be used to adjust the school plan as required.

Expectations of the program Schools will commit to providing: • relevant documentation • release time for data

collection and analysis • follow-up staff meetings if

and when required. From the report the school will be able to use the information to improve the overall effectiveness of the learning and support team.

Cost Costs include days for teacher release, accommodation and travel (if required).

Further information Contact your local Assistant Principal Learning and Support for further information. For more information an adobe connect session is available.

School Self-Evaluation Package: Suspension

Contact

Learning and WellbeingCoordinators Educational Services Wagga Wagga Linda Cormack 02 6334 8203 Sharon Gown 02 6200 5000 Greg Hand 02 4267 6169 Lianne Singleton 02 6937 3896 Sue Stanford 02 6883 6313

www.edservices.det.nsw.edu.au

NSW Department of Education

This package supports schools to evaluate their suspension procedures and develop recommendations for improvement

Overview Effective suspension procedures are a requirement for schools. This package provides a model for school self-evaluation on their suspension data and procedures. The self-evaluation will be led by school personnel with support from Educational Services.

Target audience The target audience is any school wishing to analyse its suspension data and evaluate its procedures in order to identify areas for improvement. The target audience could include: the principal, executive staff, class teachers, school counsellors, learning and support team coordinators, parents and students.

Duration of the program The team will conduct the suspension school self-evaluation process over a one week period.

Implementation The process involves: • conducting a document

analysis of policies and school procedures

• interviews with staff, parents/carers and students about suspension procedures

• preparation of a concise report which will be used to adjust the school plan as required.

Expectations of the program Schools will commit to providing: • relevant documentation • release time for data

collection and analysis • follow-up staff meetings if

and when required. The school will be able to use the information from the report to inform their school planning processes.

Cost Costs include days for teacher release, accommodation and travel (if required).

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Secondary Learning Strategy (2LS)

Contact Petrina Evans Teacher Quality Advisor Educational Services Wagga Wagga 02 6937 3817 petrina.evans@det.nsw.edu.au NSW Department of Education

2LS builds the capacity of teachers to integrate effective learning strategies and provides leadership opportunities for staff at a whole school level

• executive involvement to support participants

• providing in-school professional learning time for participants and other staff

• completion of between training tasks such as trialling strategies within key learning areas, surveying students and collating data

• establishing or sustaining a teacher-centred school-based Learning and Teaching Team or equivalent

• establishing or sustaining a student-centred Learning Support Team or equivalent

• establishing and fostering regular connections with primary partner schools.

Duration of program This program involves six days of face-to-face training delivered in three phases (two days per term over three terms). Additional in-school task time will also be required. Successful completion of this program will contribute 30 hours of registered professional learning at proficient.

Overview 2LS is a registered course that builds teachers’ capacity to implement effective strategies that equip all students with powerful learning skills. The focus is on literacy and numeracy and building a school culture with learning at the centre of decision making.

Target Audience The target audience is teams of secondary teachers and head teachers from all key learning areas. They will develop a deep understanding about: • effective whole-school planning

to address specific literacy and numeracy needs

• establishing effective learning practices across key learning areas

• making connections between primary and secondary teaching and learning practices.

Expectations of the program This is a whole school program requiring school commitment to: • release and associated costs per

teacher to attend external professional learning

Cost Cost will be determined according to delivery mode, venue hire and catering. School implementation costs to be met by the school as required.

Implementation models Teams attend professional learning days, develop whole-school implementation plans and put these plans into place as between-session tasks. Schools could use staff development days, staff meetings and professional learning funds to support school-wide implementation.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Senior Pathways

Contact Senior Pathways Advisors Senior Pathways Officers Educational Services Wagga Wagga

www.edservices.det.nsw.edu.au NSW Department of Education

Support for schools implementing curriculum pathways for senior students

All documentation provided by the RTO links to these standards and must be followed to ensure compliance as an RTO.

Senior Pathways personnel offer support to schools to: • prepare for internal VET audits,

to complete their Authority to Deliver VET courses

• meet VET teacher training requirements

• obtain Unique Student Identifier (USI) numbers.

They also offer support to individual trainers to: • assist with evidence collection

for unit competency and qualification requirements

• support the induction of new VET trainers and school VET Coordinators.

Careers Education Senior Pathways Advisors and Officers offer support to schools on School to Work programs and funding, workplace learning and with professional learning for Careers Advisors.

SBATs The Senior Pathways team provides support for School Based Apprentices and Trainees. SBATs provide students with paid work

Overview Senior Pathways Advisors and Officers directly support schools in student pathway options, careers education, Vocational Education and Training (VET) delivered through registered training organisations (RTOs), and School Based Apprenticeships and Traineeships (SBATs). This support includes school visits, network meetings and the dissemination of information through the Wagga Wagga RTO moodle.

RTO responsibilities Students can obtain nationally recognised qualifications while at school. Senior Pathways has responsibilities to ensure each vocational education delivery site complies with the Standards for Registered Training Organisations 2015. These standards form part of the VET Quality Framework (VQF) and are used by the Australian Skills Quality Authority (ASQA) to provide a common foundation. This ensures consistent, high-quality training and assessment for all students undertaking VET in Australia. ASQA is responsible for the registration and regulation of RTOs.

experience, on-the-job training and a qualification while completing their HSC. There are three SBAT Coordinators for the Wagga Wagga Operational Directorate. They have the responsibility to advise and support schools through the process of establishing and supporting SBAT programs.

Externally Delivered VET (EVET) Where a Vocational Education qualification is not available at a school, students may access the qualification from an outside provider through the EVET process. The Senior Pathways team will provide advice on this process and training in the use of the EVET tool.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

SistaSpeak Facilitator Training

Contact Aboriginal Education Learning and Wellbeing Advisors

Dubbo Allan Hall 02 6841 3852 allan.hall@det.nsw.edu.au Wagga Wagga Thelmerie Rudd 02 6937 3815 thelmerie.rudd@det.nsw.edu.au Warilla Jenni Tillett 02 4267 6117 jenni.tillett2@det.nsw.edu.au

Educational Services Wagga Wagga

NSW Department of Education

Training to implement a program that inspires and motivates young Aboriginal women in high schools and primary schools

What is SistaSpeak? SistaSpeak is a six-week program designed to inspire and motivate young Aboriginal women in high schools and primary schools. It promotes the importance of education and raises awareness about the diverse career paths available. The SistaSpeak program: • encourages young women to

make the connection between school, careers, and financial independence

• raises the self-esteem of the participants and encourages them to make positive choices about school, careers and their future lifestyle

• builds leadership through participation in team activities

• provides opportunities for participants to explore different career options and to hear positive stories from successful women in their community.

SistaSpeak can be linked to Personalised Learning Pathways.

Overview The SistaSpeak Facilitator Training course is an interactive course that supports the implementation of the SistaSpeak program in schools. The facilitator training provides teachers with: • appropriate strategies to

work with their Aboriginal students and community to develop ongoing, sustainable and achievable goals

• appropriate knowledge and skills to successfully engage with Aboriginal community members

• a framework and a range of activities that can be used to develop and implement engaging programs and support strategies for young Aboriginal women.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Targeting Early Numeracy (TEN)

Contact K-2 Targeted Programs 02 9244 5765 or Curriculum Advisors Teacher Quality Advisors Educational Services Wagga Wagga www.edservices.det.nsw.edu.au NSW Department of Education

Targeted Early Numeracy (TEN) is an intervention that involves the classroom teacher working with a targeted group of students

Expectations of the program In the first semester (implementation phase), participating principals must commit to: • identifying a TEN trainer from

within the school or from another local school

• providing release for teachers to participate in a total of 14 hours of professional learning delivered by a trained TEN trainer

• providing five hours of in-class support with the TEN trainer for participating teachers

• regular monitoring of student progress and provision of data to TEN trainers on an ongoing basis.

In the second semester (maintenance phase), the TEN trainer continues to establish and maintain sustainable practices. Principals commit to: • providing participating

teachers with one hour of in-class support

• ensuring all teachers continue to monitor and analyse student data at least every ten weeks

• training new staff.

Overview Targeted Early Numeracy (TEN) is an intervention focused on supporting students who are experiencing substantial difficulty in numeracy in the early years. The goal of the initiative is to ensure that all students are on track with numeracy by the end of Stage 1. TEN complements the Best Start Kindergarten Assessment and the Count Me In Too (CMIT) early years professional learning numeracy initiative. It supports the small percentage of students who may be at risk of not meeting expected numeracy targets.

Professional learning Principals involved in TEN, commit their K-2 team to a minimum of one year of professional learning. This professional learning can be phased in over three years. At the end of the year, participating teachers will have completed 20 hours of registered learning at Proficient.

Implementation Principals can collaborate locally to share or negotiate the use of TEN trainers. Educational Services can support principals in this collaborative process. Cost Principals will meet the costs associated with the local delivery of TEN. For more information an adobe connect session is available.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Teacher Quality and the Australian Professional Standards for Teachers

Contact Denis Murphy Teacher Quality Advisor Educational Services Wagga Wagga 02 6961 8124 denis.murphy@det.nsw.edu.au www.edservices.det.nsw.edu.au

NSW Department of Education

Supporting accreditation of teachers at all career stages

Background The Australian Professional Standards for Teachers (the Standards) identify the expectations for professional learning, practice and engagement of teachers. The Standards contribute positively to the improvement of teacher quality and the public standing of the profession.

Overview In 2017 Educational Services Wagga Wagga will facilitate professional learning to support teacher quality and accreditation at all career stages.

This professional learning will develop the capacity of school communities to use the Standards to support the professional knowledge, professional practice and professional engagement of teachers in their schools.

An important focus will be the promotion of a culture of reflective practice and continuous improvement. Participants will have access to supporting resources to adapt and use in their own context.

Target Audience Teachers, executive teachers and principals will have access to targeted professional learning that assists the development of their practice.

People Educational Services teams will collaborate with school-based personnel and other stakeholders to develop, deliver and evaluate this professional learning.

Implementation A combination of face-to-face and online workshops will be delivered as required. Content will include: • resources to support

continuous improvement of teacher practice at all career stages

• accreditation at Proficient for beginning teachers

• accreditation for pre-2004 teachers

• accreditation at Highly Accomplished and Lead for those aspiring to the voluntary levels

• support for Principals as Teacher Accreditaton Authority.

Costs Participant costs will be determined by mode of delivery. Schools will be required to meet the costs of attendance at face-to-face workshops.

Workshops will be advertised in SchoolBiz and in Educational Services updates. Registration will be via MyPL@Edu. For more information an adobe connect session is available.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Trauma Informed Practice for Learning

Contact Network Specialist Centre Facilitators

Ben Ballard – Bega/Queanbeyan 02 6200 5011 Bob Dyson – Broken Hill 08 8082 5700 Stewart Vidler – Central West 02 6392 8407 Hayley Jeffery – Deniliquin/Griffith 03 5898 3716 Daryl Thompson – Dubbo 02 6883 6300 Kristie Goldthorp – Illawarra 02 4267 6132 Graham Parry – Shoalhaven 0476 808 814 Ali Reid - Wagga Wagga 02 6937 3818 NSW Department of Education

research initiative based on their community needs. This action research can be negotiated directly. Fees do apply for this additional service.

Professional learning This professional learning is available as a full-day seminar. These will be conducted in selected sites in 2017. Please contact your local Networked Specialist Centre facilitator in each area for details. In addition to the one full-day seminar, schools can register online for the Trauma Informed SMART online training. There are eleven modules of professional learning that can be delivered at whole staff meetings or completed independently online. At the successful completion of the online training, staff will be provided with a certificate as evidence of completing the course.

Website More information can be found at the Australian Childhood Foundation website: http://www.childhood.org.au/for-professionals/smart-online-training

Cost The training will be free. Any other costs will be determined on a cost recovery basis.

Overview This course is about applying strategies to support learning in the classroom. Making Space for Learning is about understanding brain development, trauma and their impact on a child’s capacity to learn and relate to others. It is based on research undertaken over the last decade about neurobiology, relationships and trauma.

Target Audience All staff can participate.

People The training is available for school teams consisting of principals and/or executive staff, teaching staff and SASS staff.

Expectations of the program Through an authentic process of collaboration, school teams develop and implement positive strateiges that meet the needs of students and their families. There is an opportunity for principals and schools to work with the Australian Childhood Foundation directly on an action

The Australian Childhood Foundation provides training on Trauma Informed Practice: Making Space for Learning

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Writing in the Middle Years

Teaching beyond the Standard – Facilitator Course

Contact Jodie Fallo-Cranney Curriculum Advisor Educational Services Wagga Wagga 02 4267 6106 jodie.fallo-cranney@det.nsw.edu.au NSW Department of Education

People Schools nominate up to two stage 2, 3 or 4 teacher facilitators with demonstrated literacy expertise, and the capacity and confidence to deliver the participant course within their school or community of schools.

Duration of program The facilitator course will be delivered over a semester in three modules, each a three-hour session, that examine specific writing skills and strategies that need to be explicitly taught and used by students before, during and after they write. It also provides support for facilitators in designing and facilitating the delivery of the participant course in their school.

Expectations of program Schools will need to allocate time for their teacher facilitators to join the three facilitator course workshops and to prepare for the delivery of school-based modules. In addition, schools will plan to dedicate time during the semester for participating teachers to attend in-school training modules and implement their between-module tasks.

Overview Writing in the Middle Years: Teaching beyond the Standard - Participant Course supports the explicit teaching of a continuum of writing skills across the middle years of schooling. This Facilitator Course supports school leaders to effectively deliver the participant course in their schools through a ‘train-the-trainer’ process. The course addresses priorities based on NAPLAN writing data which indicate declining levels of writing proficiency in the top performance bands as students’ progress from primary to secondary schooling. Content is based on standards of the NSW DoE Literacy Continuum K-10 and reflects the outcomes of the NSW English K-10 syllabus. For more information an adobe connect session is available.

Target Audience Due to the middle years focus of this course it is recommended to communities of schools where middle years writing achievement and growth have been targeted as areas for improvement.

Implementation Model Educational Services can organise the delivery of the facilitator course to school-based facilitators to support them in their delivery of the participant course to stage 2, 3 or 4 teachers in their schools. PowerPoint presentations, facilitator notes, handouts and suggested implementation strategies will be provided in instalments at each training session. Cost The cost of the facilitator course will be based on a cost-recovery model, including the cost for the trainer, venue hire if necessary and course resources per facilitator. The cost of implementing the participant course will depend upon the model of school delivery.

This training course is designed for leaders of stages 2, 3 and 4 to support the development of writing skills aimed at moving students achieving in the middle performance bands into the top bands

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU

Youth Mental Health First Aid (YMHFA)

Contact Senior Psychologists, Education Learning and Wellbeing Coordinators Educational Services Wagga Wagga Linda Cormack 02 6334 8203 Sharon Gown 02 6200 5000 Greg Hand 02 4267 6169 Lianne Singleton 02 6937 3896 Sue Stanford 02 6883 6313 NSW Department of Education

The YMHFA course trains adults in how to assist adolescents who are experiencing a mental health crisis or developing a mental health problem

Course implementation The course is delivered over 14 hours using flexible delivery approaches. For example, it can be delivered as a two-day workshop or as four separate 3.5 hour sessions. Each participant receives a comprehensive manual and a Certificate of Completion. The Youth Mental Health First Aid course can be delivered in schools or offered in central locations. All YMHFA courses are able to be scheduled on MyPL@Edu. Target Audience Any interested adult can attend. Teachers, School Learning Support Officers and ancillary staff in high schools and central schools are the preferred participants. Please note that this course is not for adolescents to attend. All instructors of this course are trained by Mental Health First Aid Australia.

Overview The course will provide participants with information about adolescent development, the signs and symptoms of mental health problems and how to help adolescents who are experiencing mental health problems. The mental health problems covered in the course include: • depression • anxiety • eating disorders • psychosis • substance misuse. Mental health crises covered include: • suicidal thoughts and

behaviours • non-suicidal self-injury • panic attacks • traumatic events • severe psychotic states • acute effects from alcohol

or other drug misuse • aggressive behaviours.

Cost The cost for this course will be a cost-recovery model and will be advised upon enquiry. For more information, an adobe connect session is available.

PUBLIC SCHOOLS NSW AUGUST 2016 WWW.SCHOOLS.NSW.EDU.AU