Calendar

Course description

This series of webinars is aimed at ECEC (Early Childhood Education and Care) staff. Each session will explore key strategies to strengthen literacy practices based on the ECEC Qualiteach Modules. The sessions will provide practical examples of embedding the strategies into practice within a childcare setting.

Course outcomes

Participants will:

• Gain a deeper understanding of the literacy and language strategies
• Reflect on their own current practice and identify areas for improvement
• Learn practical ways to implement the literacy and language strategies
• Contribute to an ECEC statewide resource for sharing ideas to support literacy and language development

Session Focus

• Session 1 on August 27 will focus on Module 3 – Oral Language and high-quality language interactions
• Session 2 on September 24 will focus on Module 4 - Mark Making and writing
• Session 3 on October 22 will focus on Module 5 – Reading with children
• Session 4 on November 19 will focus on Module 7 – Songs and Rhymes
• Session 5 on December 17 will focus on Module 8 - Creating language and literacy rich learning environments

Course description

The National Visual Art Education Conference (NVAEC) brings together teachers, artists, cultural practitioners and thought-leaders to inspire and energise best-practice teaching and learning in the visual arts. The conference is held at the National Gallery of Australia, Canberra. Online ticket holders in Tasmania can attend an in-person satellite event on the final day of the conference in Hobart.

Wednesday 21 January 2026: Hunter Street School of Creative Arts, University of Tasmania, Nipaluna (Hobart), TAS

Purchase an online ticket to attend the Hobart Satellite Even in person:

https://nga.gov.au/learn/national-visual-art-education-conference

Join us to connect with other Tasmanian visual arts teachers in person at Hunter St Art School (UTAS) and connect with other attendees across Australia. Watch the keynote address by Kirli Saunders streamed at the venue and participate in a hands-on workshops facilitated by Jane Polley (Curriculum Specialist, ACARA), Michelle Walker (DECYP Visual Arts Teacher), and Dr Clare Walton (socially engaged practitioner, artist educator and playworker).

Jane Polley: Visual Arts and the Australian Curriculum: Possibilities, challenges, and resources

Michelle Walker: Embedding Aboriginal and Torres Strait Islander Content in Teaching Practice

Dr Clare Walton: Art, Risky Play and the Safe Space

Course outcomes

Participants will:

• Improve their understanding of visual arts education across year levels.
• Deepen their understanding of the visual arts curriculum
• Deepen their understanding of connections between the visual arts curriculum, Cross-Curriculum Priorities (CCPs), and General Capabilities (GCs).
• Apply curriculum knowledge to practical classroom strategies by through hands on artmaking activities and exploring examples of units of work.
• Improve their understanding of how to authentically integrate Aboriginal and Torres Strait Islander (ATSI) into teaching practice with a focus on Tasmanian contexts.
• Engage in hands-on exploration of natural materials and artistic processes and design ways to implement these in the classroom, including making pastels from found pigments.
• Experience and evaluate measured risky play through artmaking and reflect on its role in fostering creativity and resilience.

Course description

This is an immersive program in line with the Teachers Agreement 2023, which enables First Year Teachers (beginning teachers, new teachers to the department and anyone who started in the department after the first day of Term 1 in 2025) to be inducted into the Department for Education, Children and Young People’s (DECYP) ways of working, culture, and expectations. First Year Teachers will receive timely and practical learning to support their successful transition to the classroom. The program will be delivered by Subject Matter Experts from DECYP, ensuring a thorough understanding of teaching and learning requirements and the supports available at DECYP.

Throughout the three professional learning days, participants in the program will develop knowledge and capability to support classroom readiness and the transition into school life. The themes for each day are as follows:

DECYP structure and expectation setting
First Year Teachers will:

• learn about DECYP’s organisational structure and values
• develop an understanding of the State Service Code of Conduct and Behaviour Expectations for teachers
• develop strategies to support their wellbeing and an understanding of the organisational supports available to them.

Teaching and Learning
First Year Teachers will learn about the resources available to support their practice, especially within the Teaching and Learning Centre. Through the lens of the Teaching Standards and Australian Curriculum, they will:

• develop an understanding of selecting and using appropriate learning resources, collecting evidence and reporting against the 9-point scale
• learn about DECYPs Lifting Literacy priority.

Supporting a positive classroom culture
First Year Teachers will:

• gain an understanding of inclusive practice and how it can be implemented in the classroom
• develop strategies to respond to challenging behaviour, in line with DECYP policy and procedures
• develop strategies to support First Nation learners and knowledge of teaching for all, by promoting inclusion, equity, and excellence, and planning for differentiation.

Course outcomes

• Develop knowledge and capabilities to support classroom readiness and the transition into school life 
• Deepen knowledge and understanding of the Department for Education, Children and Young People 
• Understand the support and resources available for our Teachers and how to access them
• Build a professional learning network with other First Year Teachers and the wider DECYP community 

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 spelling and word study program design and lesson structure for Levels 1 and 2  
• the 6 key elements in building deep lexical quality and understanding of words  
• key pedagogy in the delivery of lessons including daily reviews, progress monitoring, feedback and assessment 
• use of program materials including Level 1 and 2 manuals and supporting online resources

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.

The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course Outcomes

To be proficient in manual handling tasks required to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.
The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course outcomes

To be proficient in manual handling tasks to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 spelling and word study program design and lesson structure for Levels 1 and 2  
• the 6 key elements in building deep lexical quality and understanding of words  
• key pedagogy in the delivery of lessons including daily reviews, progress monitoring, feedback and assessment 
• use of program materials including Level 1 and 2 manuals and supporting online resources

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.

The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course Outcomes

To be proficient in manual handling tasks required to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.
The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course outcomes

To be proficient in manual handling tasks to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Description

At the beginning of Term 1 2026 Libraries Tasmania will provide free in-person training for school library stAt the beginning of Term 1 2026 Libraries Tasmania will provide free in-person training for school library staff undertaking library responsibilities.

This free training is mandatory because school libraries are part of the statewide TALIS Network. TALIS libraries share the same Library Management System (Symphony/WorkFlows). It must only be completed once.

If library staffing arrangements will change in 2026, please send a staff member to this training to ensure a smooth start to the year.

1. Introduction to TALIS and Circulation

Mandatory 2 days training

This session covers:

• Library circulation basics: checkin, checkout and renewing loans
• Staff and student record creation and maintenance
• How to search WorkFlows and the library catalogue for resources
• Helping staff and students to find what they need in the library catalogue
• Basic library reports

2. Item Maintenance and Reports

Optional 1 day training for staff who need to add new resources to the library management system.

Prerequisite: Introduction to TALIS and Circulation

This session covers:

• Adding and removing resources to WorkFlows and the library catalogue
• How to organise and maintain the library collection, including editing and deleting item records
• Run reports to support library operations

Contact Systems Support & Delivery at Libraries Tasmania for further information libtas.support@decyp.tas.gov.au

Term 1 2026

Hobart  - Enrol by 6th February 2026

Enrol online for Hobart dates

Introduction to TALIS and Circulation (2 days)

• Dates: Wednesday 11th and Thursday 12th February 2026
• Time: 9.30am until 3.00pm 

Item Maintenance and Reports (1 day)

• Date: Wednesday 18th February 2026  
• Time: 9.30am until 3.00pm

All sessions are in-person and free. They will be held in Training Room 1 at Hobart Library (entry from the library carpark).

Launceston - Enrol by 13th February 2026

Enrol online for Launceston dates 

Introduction to TALIS and Circulation (2 days)

• Dates: Tuesday 17th and Wednesday 18th February 2026   
• Time: 9.30am until 3.00pm 

Item Maintenance and Reports (1 day) 

• Date: Tuesday 24th February 2026   
• Time: 9.30am until 3.00pm 

All sessions are in-person and free. They  will be held in the Digital Hub training Room (level 1) at Launceston Library.

Burnie - Enrol by 20th February 2026

Enrol online for Burnie dates

Introduction to TALIS and Circulation (2 days)

• Dates: Tuesday 24th and Wednesday 25th February 2026
• Time: 9.30am until 3.00pm 

Item Maintenance and Reports (1 day) 

• Date: Tuesday 3rd March 2026   
• Time: 9.30am until 3.00pm 

All sessions are in-person and free. They will be held at Burnie Library.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the development of attendance as a shared priority across the school community. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with your staff

• Student attendance and engagement in your school’s context

• Defining, communicating, implementing and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the development of attendance as a shared priority across the school community. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with your staff

• Student attendance and engagement in your school’s context

• Defining, communicating, implementing and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Description

At the beginning of Term 1 2026 Libraries Tasmania will provide free in-person training for school library stAt the beginning of Term 1 2026 Libraries Tasmania will provide free in-person training for school library staff undertaking library responsibilities.

This free training is mandatory because school libraries are part of the statewide TALIS Network. TALIS libraries share the same Library Management System (Symphony/WorkFlows). It must only be completed once.

If library staffing arrangements will change in 2026, please send a staff member to this training to ensure a smooth start to the year.

1. Introduction to TALIS and Circulation

Mandatory 2 days training

This session covers:

• Library circulation basics: checkin, checkout and renewing loans
• Staff and student record creation and maintenance
• How to search WorkFlows and the library catalogue for resources
• Helping staff and students to find what they need in the library catalogue
• Basic library reports

2. Item Maintenance and Reports

Optional 1 day training for staff who need to add new resources to the library management system.

Prerequisite: Introduction to TALIS and Circulation

This session covers:

• Adding and removing resources to WorkFlows and the library catalogue
• How to organise and maintain the library collection, including editing and deleting item records
• Run reports to support library operations

Contact Systems Support & Delivery at Libraries Tasmania for further information libtas.support@decyp.tas.gov.au

Term 1 2026

Hobart  - Enrol by 6th February 2026

Enrol online for Hobart dates

Introduction to TALIS and Circulation (2 days)

• Dates: Wednesday 11th and Thursday 12th February 2026
• Time: 9.30am until 3.00pm 

Item Maintenance and Reports (1 day)

• Date: Wednesday 18th February 2026  
• Time: 9.30am until 3.00pm

All sessions are in-person and free. They will be held in Training Room 1 at Hobart Library (entry from the library carpark).

Launceston - Enrol by 13th February 2026

Enrol online for Launceston dates 

Introduction to TALIS and Circulation (2 days)

• Dates: Tuesday 17th and Wednesday 18th February 2026   
• Time: 9.30am until 3.00pm 

Item Maintenance and Reports (1 day) 

• Date: Tuesday 24th February 2026   
• Time: 9.30am until 3.00pm 

All sessions are in-person and free. They  will be held in the Digital Hub training Room (level 1) at Launceston Library.

Burnie - Enrol by 20th February 2026

Enrol online for Burnie dates

Introduction to TALIS and Circulation (2 days)

• Dates: Tuesday 24th and Wednesday 25th February 2026
• Time: 9.30am until 3.00pm 

Item Maintenance and Reports (1 day) 

• Date: Tuesday 3rd March 2026   
• Time: 9.30am until 3.00pm 

All sessions are in-person and free. They will be held at Burnie Library.

Course description

The Family Partnership Model has been designed by the Centre for Parent & Child Support in the UK and used extensively across Australia and other countries in supporting practitioners to explore and reflect on concepts, theories and evidence that influences the parent / worker relationship.

The Family Partnership Model (FPM) is an innovative approach based upon an explicit model of the 'helping' process. The model demonstrates how specific 'helper' qualities and skills, when used in partnership, can enable parents and families to overcome their difficulties, build strengths and resilience and fulfil their goals more effectively.

In the FPM Foundation Course, you'll participate in activities to build your skills and explore all aspects of the model including:

• working with families to identify their needs
• building a genuine and respectful 'partnership'
• setting goals
• helping families achieve these goals.

The course uses an adult learning approach which values, recognises and builds on the experience that participants bring with them. During the course, you'll be encouraged to actively practice your skills in a supportive learning environment.

A number of research trials have demonstrated the positive benefits of the Family Partnership Model to:

• the developmental progress of children
• parent-child interaction
• the psychological functioning of parents, families and children.

Course outcomes

Participants will develop their knowledge, skills and confidence in the processes of the evidence-based Family Partnership Model, including engaging and relating well to parents and effectively supporting them to achieve jointly identified outcomes.

Description

At the beginning of Term 1 2026 Libraries Tasmania will provide free in-person training for school library stAt the beginning of Term 1 2026 Libraries Tasmania will provide free in-person training for school library staff undertaking library responsibilities.

This free training is mandatory because school libraries are part of the statewide TALIS Network. TALIS libraries share the same Library Management System (Symphony/WorkFlows). It must only be completed once.

If library staffing arrangements will change in 2026, please send a staff member to this training to ensure a smooth start to the year.

1. Introduction to TALIS and Circulation

Mandatory 2 days training

This session covers:

• Library circulation basics: checkin, checkout and renewing loans
• Staff and student record creation and maintenance
• How to search WorkFlows and the library catalogue for resources
• Helping staff and students to find what they need in the library catalogue
• Basic library reports

2. Item Maintenance and Reports

Optional 1 day training for staff who need to add new resources to the library management system.

Prerequisite: Introduction to TALIS and Circulation

This session covers:

• Adding and removing resources to WorkFlows and the library catalogue
• How to organise and maintain the library collection, including editing and deleting item records
• Run reports to support library operations

Contact Systems Support & Delivery at Libraries Tasmania for further information libtas.support@decyp.tas.gov.au

Term 1 2026

Hobart  - Enrol by 6th February 2026

Enrol online for Hobart dates

Introduction to TALIS and Circulation (2 days)

• Dates: Wednesday 11th and Thursday 12th February 2026
• Time: 9.30am until 3.00pm 

Item Maintenance and Reports (1 day)

• Date: Wednesday 18th February 2026  
• Time: 9.30am until 3.00pm

All sessions are in-person and free. They will be held in Training Room 1 at Hobart Library (entry from the library carpark).

Launceston - Enrol by 13th February 2026

Enrol online for Launceston dates 

Introduction to TALIS and Circulation (2 days)

• Dates: Tuesday 17th and Wednesday 18th February 2026   
• Time: 9.30am until 3.00pm 

Item Maintenance and Reports (1 day) 

• Date: Tuesday 24th February 2026   
• Time: 9.30am until 3.00pm 

All sessions are in-person and free. They  will be held in the Digital Hub training Room (level 1) at Launceston Library.

Burnie - Enrol by 20th February 2026

Enrol online for Burnie dates

Introduction to TALIS and Circulation (2 days)

• Dates: Tuesday 24th and Wednesday 25th February 2026
• Time: 9.30am until 3.00pm 

Item Maintenance and Reports (1 day) 

• Date: Tuesday 3rd March 2026   
• Time: 9.30am until 3.00pm 

All sessions are in-person and free. They will be held at Burnie Library.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the reviewing and monitoring of attendance data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This three-part professional learning series explores the essential role of reading fluency in literacy development. Designed using a spaced learning model, the series supports sustained engagement and practical application. Led by Emina McLean, participants will:

• Develop a clear understanding of what reading fluency is and why it matters
• Explore how fluency can be explicitly taught in isolation
• Learn how to integrate fluency instruction meaningfully across the curriculum

Each session builds on the last, offering time for reflection, implementation, and collaborative discussion to support improved outcomes for all learners.

Course outcomes

Participants will be able to:

• Support their school to implement Quality Tier 1 instruction as part of structured literacy
• Use the resources and supports provided to support implementation of oral reading fluency in their school

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

This three-part professional learning series supports schools to deepen their understanding of reading comprehension and its complexities. Delivered through a spaced learning model, the series allows time for reflection, classroom application, and collaborative discussion.

Participants will explore:

• The role of texts in building comprehension
• Strategy instruction to help students actively make meaning from texts
• How reading and discussing texts can foster deeper engagement and insight

Each session builds on the last, offering practical tools and approaches to strengthen comprehension instruction across the curriculum. This series is ideal for leaders seeking to refine their knowledge and plan their implementation.

Course outcomes

Participants will be able to:

• Support their school to implement Quality Tier 1 instruction as part of structured literacy
• Use the resources and supports provided to support implementation of writing in their school.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the reviewing and monitoring of attendance data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

The secondary session will include discussions about:

• The curriculum principles of the text-based units
• The role of high quality, complex texts for teaching English.
• Text-Level Reading and Writing: A whole class approach that fosters deep comprehension and engagement with texts through structured close reading.
• Do Nows.
• Writing (sentence, paragraph or text-level composition).
• Intellectual Preparation (including planning, adapting and differentiating).
• Common challenges in early implementation of the resources.

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text based units, their principles and how they can be implemented.

Course description

This primary session will include discussions about:

• The curriculum principles of the text-based units
• Shared read alouds - including scaffolding and extending questioning, and the use of oral language and structured literacy strategies during shared reading.
• Vocabulary instruction.
• Writing (sentence, paragraph or text-level composition).
• Understanding, responding to and creating text.
• Intellectual Preparation (including planning, adapting and differentiating).
• Common challenges in early implementation of the resources.

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text-based units, their principles and how they can be implemented.

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

This three-part professional learning series explores the essential role of reading fluency in literacy development. Designed using a spaced learning model, the series supports sustained engagement and practical application. Led by Emina McLean, participants will:

• Develop a clear understanding of what reading fluency is and why it matters
• Explore how fluency can be explicitly taught in isolation
• Learn how to integrate fluency instruction meaningfully across the curriculum

Each session builds on the last, offering time for reflection, implementation, and collaborative discussion to support improved outcomes for all learners.

Course outcomes

Participants will be able to:

• Support their school to implement Quality Tier 1 instruction as part of structured literacy
• Use the resources and supports provided to support implementation of oral reading fluency in their school

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

This three-part professional learning series supports schools to deepen their understanding of reading comprehension and its complexities. Delivered through a spaced learning model, the series allows time for reflection, classroom application, and collaborative discussion.

Participants will explore:

• The role of texts in building comprehension
• Strategy instruction to help students actively make meaning from texts
• How reading and discussing texts can foster deeper engagement and insight

Each session builds on the last, offering practical tools and approaches to strengthen comprehension instruction across the curriculum. This series is ideal for leaders seeking to refine their knowledge and plan their implementation.

Course outcomes

Participants will be able to:

• Support their school to implement Quality Tier 1 instruction as part of structured literacy
• Use the resources and supports provided to support implementation of writing in their school.

Course description

The secondary session will include discussions about:

• The curriculum principles of the text-based units
• The role of high quality, complex texts for teaching English.
• Text-Level Reading and Writing: A whole class approach that fosters deep comprehension and engagement with texts through structured close reading.
• Do Nows.
• Writing (sentence, paragraph or text-level composition).
• Intellectual Preparation (including planning, adapting and differentiating).
• Common challenges in early implementation of the resources.

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text based units, their principles and how they can be implemented.

Course description

This primary session will include discussions about:

• The curriculum principles of the text-based units
• Shared read alouds - including scaffolding and extending questioning, and the use of oral language and structured literacy strategies during shared reading.
• Vocabulary instruction.
• Writing (sentence, paragraph or text-level composition).
• Understanding, responding to and creating text.
• Intellectual Preparation (including planning, adapting and differentiating).
• Common challenges in early implementation of the resources.

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text-based units, their principles and how they can be implemented.

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the distribution, documentation and regular review of staff responsibilities and supporting school-wide processes to support students. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Documenting and implementing consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This three-part professional learning series is designed to deepen educators’ understanding of effective writing instruction and support its implementation across the curriculum. Led by Emina McLean, the series uses a spaced learning model to promote sustained engagement, reflection, and practical application.
Participants will explore evidence-informed approaches to teaching writing, with a focus on:

• Understanding the components of effective writing instruction
• Planning for explicit and systematic writing instruction
• Embedding writing opportunities meaningfully across learning areas

Each session builds on the last, allowing time for classroom application, collaborative discussion, and refinement of practice. This series is ideal for educators and leaders seeking to strengthen their knowledge and improve student outcomes.

Course outcomes

Participants will be able to:
• support their school to implement Quality Tier 1 instruction as part of structured literacy
• use the resources and supports provided to support implementation of writing in their school.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

The program develops participants' understanding of ‘why and how’ to lead others effectively, create team environments that foster cognitive diversity and psychological safety, and strengthen personal leadership capabilities that drive high-performing team practices.

These practices include:

• Communicating effectively

• Understanding the cause of team tensions

• Building capability in others to work inter-dependently to achieve team goals

• Implementing effective team processes.

Leading Teams is delivered as a combination of online workshop sessions and self-directed learning through Microsoft Teams.

There are 2 full day professional learning days.

Scheduling is mindful of adequate screen breaks and a range of participants’ workplace contexts.

Course outcomes

Upon completion of the course, participants will be able to:

Demonstrate an understanding of team dynamics and their impact on performance

Apply leadership strategies to build effective, high-performing teams

Enact leadership practices across workplace contexts

Identify and reflect on different leadership styles and attributes

Use a range of team processes and protocols to support effective collaboration

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

This program focuses on roles and responsibilities concerning apprenticeships and traineeships, fostering a regional network for the exchange of best practices.

Course outcomes

Participants will develop their capacity to facilitate apprenticeships and traineeships for DECYP learners by developing or reinforcing quality practice in the following areas:

• Sharing best practice
• Student management and monitoring
• Working with RTOs
• Training plans
• Progress reports
• Tracking TCE points
• Student enrolments and cancellations
• Supporting learning
• Exemptions

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the distribution, documentation and regular review of staff responsibilities and supporting school-wide processes to support students. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Documenting and implementing consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This three-part professional learning series is designed to deepen educators’ understanding of effective writing instruction and support its implementation across the curriculum. Led by Emina McLean, the series uses a spaced learning model to promote sustained engagement, reflection, and practical application.
Participants will explore evidence-informed approaches to teaching writing, with a focus on:

• Understanding the components of effective writing instruction
• Planning for explicit and systematic writing instruction
• Embedding writing opportunities meaningfully across learning areas

Each session builds on the last, allowing time for classroom application, collaborative discussion, and refinement of practice. This series is ideal for educators and leaders seeking to strengthen their knowledge and improve student outcomes.

Course outcomes

Participants will be able to:
• support their school to implement Quality Tier 1 instruction as part of structured literacy
• use the resources and supports provided to support implementation of writing in their school.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

This full-day professional learning is designed to complement and strengthen your school’s attendance practices. It aligns with Schools Will expectations and advice and guidance provided on the Attendance Knowledge Hub. This learning will give you the chance to explore key elements that create the essential foundations for improving attendance in your school and develop a plan for action.

Course outcomes

Participants will develop a deeper understanding of:

• Student attendance and engagement in your school’s context

• Defining and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

• Implementing and documenting consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

Hosted online on Microsoft Teams, this program equips participants with the knowledge to identify and respond to Harmful Sexual Behaviours (HSB), Child Sexual Abuse (CSA), and Child Sexual Exploitation (CSE) in children and young people, using evidence-based frameworks and mandatory reporting guidelines.

Course outcomes

- Gain an understanding of harmful sexual behaviours (HSB), child sexual abuse (CSA), and child sexual exploitation (CSE).

- Learn to utilise the Hackett Continuum to identify and support children and young people exhibiting HSB.

- Understand the appropriate actions to take if a child or young person discloses abuse, including mandatory reporting requirements and accessing support services.

There is a limited number of full day relief payments available, please complete this short form to apply: Application to Access Support for Teaching Gifted Learners

Course description

Participants will learn about common behaviours and profiles associated with gifted learners. Many common misunderstandings about gifted learners will be investigated. Best practice principles for school leaders to establish optimal conditions for gifted students to thrive will be explored. Methods of identification and use of student data will be examined and linked to the creation of effective learning plans. High leverage teaching strategies linked to the Australian Curriculum and Department for Education, Children and Young People (DECYP) procedures will illustrate how exciting possibilities can be created to engage and challenge gifted learners. Demonstration of Gifted Online courses will be available. There will also be time to implement knowledge acquired during the day to design learning plans and inspiring learning opportunities for students. An awareness of possible community resources and networks will be established with ongoing access to research and professional learning materials.

Course outcomes

• Participants will improve their understanding of gifted learners across year levels.
• Learn how to recognise/identify and plan effectively for gifted students using the Australian Curriculum.
• Develop and understanding of student data through the use of school psychologist reports and data held on Edi and Case Management Platform.
• Evaluate the culture and programs available in their school with illustrations of best practice to improve the current status.
• Understand how to create learning plans linked directly to student data, parent information and student voice.
• Interpret current DECYP procedures and understand possibilities for highly gifted students.
• Develop and grow their awareness of DECYP and community resources for engaging gifted learners.

Course description

Wellbeing Connect isn’t just for when things get tough. It’s designed to support your wellbeing every day - helping to stay on track, build healthy habits, and access expert advice across a range of areas important for your overall wellbeing.

Course outcomes

This session will provide staff with information on the range of wellbeing supports available to them through Wellbeing Connect. It will include an opportunity for staff to ask questions and provide feedback at the end.

Course description

This program focuses on roles and responsibilities concerning apprenticeships and traineeships, fostering a regional network for the exchange of best practices.

Course outcomes

Participants will develop their capacity to facilitate apprenticeships and traineeships for DECYP learners by developing or reinforcing quality practice in the following areas:

• Sharing best practice
• Student management and monitoring
• Working with RTOs
• Training plans
• Progress reports
• Tracking TCE points
• Student enrolments and cancellations
• Supporting learning
• Exemptions

Course description

This full-day professional learning is designed to complement and strengthen your school’s attendance practices. It aligns with Schools Will expectations and advice and guidance provided on the Attendance Knowledge Hub. This learning will give you the chance to explore key elements that create the essential foundations for improving attendance in your school and develop a plan for action.

Course outcomes

Participants will develop a deeper understanding of:

• Student attendance and engagement in your school’s context

• Defining and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

• Implementing and documenting consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This program focuses on roles and responsibilities concerning apprenticeships and traineeships, fostering a regional network for the exchange of best practices.

Course outcomes

Participants will develop their capacity to facilitate apprenticeships and traineeships for DECYP learners by developing or reinforcing quality practice in the following areas:

• Sharing best practice
• Student management and monitoring
• Working with RTOs
• Training plans
• Progress reports
• Tracking TCE points
• Student enrolments and cancellations
• Supporting learning
• Exemptions

Course description

This full-day professional learning is designed to complement and strengthen your school’s attendance practices. It aligns with Schools Will expectations and advice and guidance provided on the Attendance Knowledge Hub. This learning will give you the chance to explore key elements that create the essential foundations for improving attendance in your school and develop a plan for action.

Course outcomes

Participants will develop a deeper understanding of:

• Student attendance and engagement in your school’s context

• Defining and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

• Implementing and documenting consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will explore foundational concepts of data use, including building an understanding of which data is relevant, how to access it and work collaboratively in data teams to inform practice. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Select and organise relevant data to create a clear overview of student engagement and attendance.

• Establish collaborative processes that support purposeful and evidence-informed data conversations

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will explore foundational concepts of data use, including building an understanding of which data is relevant, how to access it and work collaboratively in data teams to inform practice. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Select and organise relevant data to create a clear overview of student engagement and attendance.

• Establish collaborative processes that support purposeful and evidence-informed data conversations

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

Introduction to EAL provides teachers and teacher assistants with an overview of working in a culturally safe and inclusive classroom; general language principles, helpful tips and strategies to use when working with EAL students. Participants will learn how to use their current knowledge, skills and understanding to adjust and differentiate their practice to cater for the needs of EAL students.

Course outcomes

Participants develop their understanding of:

• Language principles, underpinning the learning of English as an additional language
• Strategies for working with EAL students including newly arrived students
• The refugee experience and the effects of trauma on learning
• How to set up a culturally safe and inclusive classroom
• Equity, diversity and the need for differentiated teaching and learning outcomes for EAL students
• How to assess and report on EAL student progress
• Teaching and learning practices that will support EAL students to engage fully and equitability in the mainstream curriculum

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will enhance skills in exploring, displaying, analysing, interpreting and acting on data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Explore and display student data using tools such as data walls and Power BI to support visibility and understanding.

• Analyse and interpret data to identify trends to generate meaningful insights for action

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will enhance skills in exploring, displaying, analysing, interpreting and acting on data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Explore and display student data using tools such as data walls and Power BI to support visibility and understanding.

• Analyse and interpret data to identify trends to generate meaningful insights for action

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Course description

What is a workplace adjustment and why is it important?

Workplace adjustments enable staff identifying with disability to perform their role and address the impacts, if any, of their disability.
A reasonable adjustment is a type of workplace adjustment made to a job, an employment practice, the workplace, or work-related environment that can include:

• how someone works (e.g., use of different equipment)
• when they work (e.g., changes to ordinary hours of work) / patterns of work (e.g., job sharing); and/or
• where they work (e.g., changes to the physical workspace or changes to work location).
• Managers / Supervisors – working through the Disability Workplace Adjustment Form – ESS and HR Connect
• fair and equitable treatment for all
• valuing of people for their diversity
• safe and healthy work practices and environments and a concern for employees' welfare
• compliance with legislative requirements from the Commonwealth and Tasmania laws related to discrimination and work health and safety.
• 1 hour online with live facilitator from the Workforce Wellbeing Inclusion and Engagement

Course outcomes

Understanding your legislative requirements/ developing Disability Workplace Adjustment Plans

Course description

Hosted online on Microsoft Teams, this program equips participants with the knowledge to identify and respond to Harmful Sexual Behaviours (HSB), Child Sexual Abuse (CSA), and Child Sexual Exploitation (CSE) in children and young people, using evidence-based frameworks and mandatory reporting guidelines.

Course outcomes

- Gain an understanding of harmful sexual behaviours (HSB), child sexual abuse (CSA), and child sexual exploitation (CSE).

- Learn to utilise the Hackett Continuum to identify and support children and young people exhibiting HSB.

- Understand the appropriate actions to take if a child or young person discloses abuse, including mandatory reporting requirements and accessing support services.

Course description

Participants will better understand the protocols and practical procedures associated with using an interpreter to ensure that students and their parents/carers receive essential information and allows dialogue between all those involved in students' education and wellbeing.

Course outcomes

DECYP policy requirements, when to use an interpreter, the role of an interpreter, how to use an interpreter, types of interpreters, assessing the need for an interpreter, planning when working with an interpreter

Course description

This full-day professional learning offers a deeper dive into understanding and using attendance data effectively. It has been designed for schools seeking a comprehensive walkthrough of working in a data team, visualising data and interpreting and analysing information.

Course outcome

Participants will develop a deeper understanding of:

• Qualitative and quantitative data relevant for attendance
• Organising to work effectively and collaboratively in a data team
• How to explore, display and visualise student data
• How to analyse data, identify trends and interpret results

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

Wellbeing Connect isn’t just for when things get tough. It’s designed to support your wellbeing every day - helping to stay on track, build healthy habits, and access expert advice across a range of areas important for your overall wellbeing.

Course outcomes

This session will provide staff with information on the range of wellbeing supports available to them through Wellbeing Connect. It will include an opportunity for staff to ask questions and provide feedback at the end.

Course description

This full-day professional learning offers a deeper dive into understanding and using attendance data effectively. It has been designed for schools seeking a comprehensive walkthrough of working in a data team, visualising data and interpreting and analysing information.

Course outcome

Participants will develop a deeper understanding of:

• Qualitative and quantitative data relevant for attendance
• Organising to work effectively and collaboratively in a data team
• How to explore, display and visualise student data
• How to analyse data, identify trends and interpret results

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This seven-day program supports middle leaders in schools aspiring to principalship. Designed as a practical, six month, spaced-learning experience, participants will:

• Engage in four, interactive whole-day workshops
• Read and respond to stimulus articles/videos prior to each workshop
• Engage in three days of guided shadowing of an experienced Principal
• Receive two professional coaching sessions delivered online, on applying their learning to their professional practice
• Utilise their program journal to reflect on their learning and plan for ‘stretching’ their practice
• Deploy two data-collecting instruments to provide feedback on:
  – How participants perceive their leadership strengths compared with how others perceive them
  – Identifying key competencies and capabilities for strengthening overall leadership performance
• Work with the facilitators to undertake a Personal Leadership Inquiry, using learning and data from all aspects of the program

Key content in this program includes:
- Developing a leadership disposition
- Continuous learning for growth as a leader
- How leaders build a culture of teamwork and performance
- How leaders learn to know themselves and how they use their capabilities to build trust and influence
- Critical interpersonal skills for leaders
- Politically astute leadership
- Fundamentals of school improvement

This program connects to a qualification pathway. It is one unit of four units required to attain the Graduate Certificate in Education (Leadership) with UTAS. This program is 50% completion of the post graduate unit (ESM762 Principal Preparation Program) leaving a balance of 50% which requires only one 2500 word reflective essay based on the program learnings.

Enrol in the program to receive the Expression of Interest Form.

Participants are funded three day's relief.

Course outcomes

Participants will further develop knowledge, expertise and capabilities aligned with the Principal Capability Framework, particularly:

• Understanding and practising authenticity as a leader
• Shaping an inclusive school culture that fosters mutual respect, agency and accountability
• Building a psychologically and emotionally safe environment
• Cultivating a feedback culture by building capacity in self and others to inquire, and seek and respond to data and feedback, for continuous improvement
• Nurturing collaborative practice and high-performing teams
• Developing educational leadership knowledge and expertise for driving school improvement

Course description

This full-day professional learning offers a deeper dive into understanding and using attendance data effectively. It has been designed for schools seeking a comprehensive walkthrough of working in a data team, visualising data and interpreting and analysing information.

Course outcome

Participants will develop a deeper understanding of:

• Qualitative and quantitative data relevant for attendance
• Organising to work effectively and collaboratively in a data team
• How to explore, display and visualise student data
• How to analyse data, identify trends and interpret results

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This session will equip teachers and teacher assistants with the skills and knowledge to make an EAL student’s transition into the classroom as comfortable as possible.

This program provides teachers and teacher assistants with an overview of:

Working in a culturally safe and inclusive classroom

Helpful tips and strategies to use when working with EAL students so student outcomes are maximised

How to access resources to support the EAL students at their school

A tour of the EAL library

Participants will learn how to use their current knowledge, skills and understanding to make adjustments and differentiate their teaching practice to cater for the needs of EAL students.

Course outcomes

Participants develop their understanding of:

Language principles underpinning the learning of English as an additional language

Strategies for working with EAL students including newly arrived students

How to set up a culturally safe and inclusive classroom

Equity, diversity, and the need for differentiated teaching and learning outcomes for EAL students

EAL Learning Plans and how to assess and report on EAL student progress

Teaching and learning practices that will support EAL students to engage fully and equitably in the mainstream curriculum

Course description

Whilst this course is influenced by components of the Family Partnership Model (FPM), completing this two-day course does not equate to having completed FPM training.

Course outcomes

Upon completion of the course, participants will be able to:

• Understand the necessary steps involved in building effective working relationships with each other (colleagues) and parents.
• Consider what is involved in helping parents to develop the resources they need to improve their current/future situations.
• Develop an understanding of some process and concepts necessary to develop and/or practise the skills of engaging colleagues and parents.
• Provide a safe, reflective environment in which to explore, confirm and develop participants own understanding of effective partnership and implications for their practice.

Course description

The Diversity and Inclusion Webinar Series are 90-minute sessions that are aimed at increasing the knowledge, skills, and awareness of employees around a range of diversity and inclusion topics. These programs are suitable for all employees at any organisational level, regardless of prior subject knowledge. The Diversity and Inclusion Webinar series is delivered by experienced Diversity Council Australia facilitators.

D&I Fundamentals - 29 April 2026 - 3:00pm - 4:30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work - 18 June 2026 - 3:00pm - 4:30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work - 19 August 2026 - 3:00pm - 4:30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious Bias - 18 November 2026 - 3:00pm - 4:30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

Increase knowledge, skills and awareness around a range of diversity and inclusion topics to help strengthen a culture of wellbeing at work.

Course description

This full-day professional learning is designed to complement and strengthen your school’s attendance practices. It aligns with Schools Will expectations and advice and guidance provided on the Attendance Knowledge Hub. This learning will give you the chance to explore key elements that create the essential foundations for improving attendance in your school and develop a plan for action.

Course outcomes

Participants will develop a deeper understanding of:

• Student attendance and engagement in your school’s context

• Defining and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

• Implementing and documenting consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course description

The Aspiring School Business Managers Program provides participants with job-ready knowledge and skills to undertake a School Business Manager (SBM) role. The course introduces participants to key elements of leadership and management, basic department finance and budget processes and platforms used in school settings and provides school-based experiences for participants to observe the daily-relational demands of the SBM. A strengths-based personal survey contributes to understanding self and others in the context of how to lead and manage others in the workplace.

This program includes 3 short online sessions (2 hours each), up to 4 half-days shadowing an experienced SBM on the job, and one final full-day workshop which is face-to-face.

Course outcomes

By the end of this program participants will be able to demonstrate their growth in knowledge and skills and will:

• Gain understanding of self and others (Relationship Awareness Theory)
• Understand that effective business managers are both leaders and managers
• Understand the complexity and diversity of the SBM's role
• Know how to create and maintain work conditions for self and others using relationship awareness theory approaches
• Know how to enact leadership and management attributes to build teams, set direction, achieve goals and respond to change initiatives
• Know how to perform a range of SBM-specific tasks.

Course description

The Family Partnership Model has been designed by the Centre for Parent & Child Support in the UK and used extensively across Australia and other countries in supporting practitioners to explore and reflect on concepts, theories and evidence that influences the parent / worker relationship.

The Family Partnership Model (FPM) is an innovative approach based upon an explicit model of the 'helping' process. The model demonstrates how specific 'helper' qualities and skills, when used in partnership, can enable parents and families to overcome their difficulties, build strengths and resilience and fulfil their goals more effectively.

In the FPM Foundation Course, you'll participate in activities to build your skills and explore all aspects of the model including:

• working with families to identify their needs
• building a genuine and respectful 'partnership'
• setting goals
• helping families achieve these goals.

The course uses an adult learning approach which values, recognises and builds on the experience that participants bring with them. During the course, you'll be encouraged to actively practice your skills in a supportive learning environment.

A number of research trials have demonstrated the positive benefits of the Family Partnership Model to:

• the developmental progress of children
• parent-child interaction
• the psychological functioning of parents, families and children.

Course outcomes

Participants will develop their knowledge, skills and confidence in the processes of the evidence-based Family Partnership Model, including engaging and relating well to parents and effectively supporting them to achieve jointly identified outcomes.

Course description

Change led from the top is powerful. This 3.5 hour in person workshop will introduce participants to key concepts of LGBTIQA+ inclusive practice and provide strategies for developing LGBTIQA+ inclusive organisations.

Unpacking gender, sex and sexuality identities – definitions and terminology
Identifying everyday experiences of stigma, discrimination and isolation ·
State and Federal discrimination laws relating to gender, sex and sexuality ·
Key features of an inclusive organisation
Organisational audit tool and resources

Guest presenter Rodney Croome:
Rodney Croome is one of Australia’s most successful advocates for LGBTIQA+ human rights. His activism has been recognised in Australia and beyond. He has been awarded a number of honours including becoming a Member of the Order of Australia (2003), Tasmanian Australian of the Year and Australian of the Year finalist (2015) and an Honorary Doctorate from the University of Tasmania (2019).

Course outcomes

At the end of this session, participants will be able to:

• Use appropriate language and terminology in relation to LGBTIQA+ inclusion
• Describe systemic issues faced by LGBTIQA+ individuals and communities
• Develop strategies to successfully embed LGBTIQA+ inclusive practices in an organisation.

Course description

The program develops participants' understanding of ‘why and how’ to lead others effectively, create team environments that foster cognitive diversity and psychological safety, and strengthen personal leadership capabilities that drive high-performing team practices.

These practices include:

• Communicating effectively

• Understanding the cause of team tensions

• Building capability in others to work inter-dependently to achieve team goals

• Implementing effective team processes.

Leading Teams is delivered as a combination of online workshop sessions and self-directed learning through Microsoft Teams.

There are 2 full day professional learning days.

Scheduling is mindful of adequate screen breaks and a range of participants’ workplace contexts.

Course outcomes

Upon completion of the course, participants will be able to:

Demonstrate an understanding of team dynamics and their impact on performance

Apply leadership strategies to build effective, high-performing teams

Enact leadership practices across workplace contexts

Identify and reflect on different leadership styles and attributes

Use a range of team processes and protocols to support effective collaboration

Course description

The skills learnt in the Accidental Counsellor course can be applied in many contexts and will provide participants with skills in active listening, calming and effective, gentle questioning. You will also learn how to ask openly about suicide risk and respond safely, whatever the answer.

Course outcomes

Participants will learn to: Support and refer someone in emotional crisis by learning how to recognise, respond and refer to an appropriate service. Participants also learn how to confidently and safely ask about suicide.

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

This full-day professional learning is designed to complement and strengthen your school’s attendance practices. It aligns with Schools Will expectations and advice and guidance provided on the Attendance Knowledge Hub. This learning will give you the chance to explore key elements that create the essential foundations for improving attendance in your school and develop a plan for action.

Course outcomes

Participants will develop a deeper understanding of:

• Student attendance and engagement in your school’s context

• Defining and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

• Implementing and documenting consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Enrolments close on the 27th of February 2026.

Course description

This program is designed to build leadership knowledge and capability in the workplace.

Through a focus on emotional intelligence and contemporary leadership practices, participants will explore their personal leadership style and learn to enact effective leadership. The course includes a 360 Degree Feedback Survey to support strength-based growth and reflection.

This course is ideal for:

• Teachers with at least five years of experience and full registration.

• Professionals in non-teaching roles who have held leadership responsibilities—whether acting, project-based, or permanent.

• Individuals who influence workplace improvement and have support from a supervisor or principal.

The program connects to a qualification pathway. It is one unit of four units required for the UTAS Graduate Certificate in Education (Leadership). Completion of this program contributes 50% toward the postgraduate unit EDP711 Leadership Starts from Within.

Course outcomes

By the end of this program, participants will be able to:

1. Articulate a clear understanding of self as a leader, including personal strengths, areas for growth, and leadership identity.

2. Analyse the influence of personal beliefs and values on their leadership approach and articulate how these shape their leadership platform.

3. Identify and evaluate a range of leadership styles and attributes, and apply them appropriately within their professional context.

4. Plan and reflect on professional interactions in ways that empower both themselves and their colleagues, fostering a collaborative and growth-oriented environment.

5. Demonstrate an understanding of leadership in change environments, including strategies for leading through complexity and uncertainty.

Course description

Wellbeing Connect isn’t just for when things get tough. It’s designed to support your wellbeing every day - helping to stay on track, build healthy habits, and access expert advice across a range of areas important for your overall wellbeing.

Course outcomes

This session will provide staff with information on the range of wellbeing supports available to them through Wellbeing Connect. It will include an opportunity for staff to ask questions and provide feedback at the end.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Enrolments close on the 27th of February 2026.

Course description

This program is designed to build leadership knowledge and capability in the workplace.

Through a focus on emotional intelligence and contemporary leadership practices, participants will explore their personal leadership style and learn to enact effective leadership. The course includes a 360 Degree Feedback Survey to support strength-based growth and reflection.

This course is ideal for:

• Teachers with at least five years of experience and full registration.

• Professionals in non-teaching roles who have held leadership responsibilities—whether acting, project-based, or permanent.

• Individuals who influence workplace improvement and have support from a supervisor or principal.

The program connects to a qualification pathway. It is one unit of four units required for the UTAS Graduate Certificate in Education (Leadership). Completion of this program contributes 50% toward the postgraduate unit EDP711 Leadership Starts from Within.

Course outcomes

By the end of this program, participants will be able to:

1. Articulate a clear understanding of self as a leader, including personal strengths, areas for growth, and leadership identity.

2. Analyse the influence of personal beliefs and values on their leadership approach and articulate how these shape their leadership platform.

3. Identify and evaluate a range of leadership styles and attributes, and apply them appropriately within their professional context.

4. Plan and reflect on professional interactions in ways that empower both themselves and their colleagues, fostering a collaborative and growth-oriented environment.

5. Demonstrate an understanding of leadership in change environments, including strategies for leading through complexity and uncertainty.

Course description

This full-day professional learning is designed to complement and strengthen your school’s attendance practices. It aligns with Schools Will expectations and advice and guidance provided on the Attendance Knowledge Hub. This learning will give you the chance to explore key elements that create the essential foundations for improving attendance in your school and develop a plan for action.

Course outcomes

Participants will develop a deeper understanding of:

• Student attendance and engagement in your school’s context

• Defining and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

• Implementing and documenting consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.

The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course Outcomes

To be proficient in manual handling tasks required to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the development of attendance as a shared priority across the school community. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with your staff

• Student attendance and engagement in your school’s context

• Defining, communicating, implementing and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the development of attendance as a shared priority across the school community. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with your staff

• Student attendance and engagement in your school’s context

• Defining, communicating, implementing and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the reviewing and monitoring of attendance data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the distribution, documentation and regular review of staff responsibilities and supporting school-wide processes to support students. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Documenting and implementing consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the reviewing and monitoring of attendance data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 90-minute online session will unpack key concepts around how identity and language and how language can be used to support inclusion for people of diverse gender, sex or sexuality.
Unpacking:
Gender, sex and sexuality identities
Definitions and terminology
Pronouns and misgendering
Everyday experiences of stigma, discrimination and isolation and their impacts through language and action.

Course outcomes

At the end of this session, participants will be able to:

• Describe key terms that relate to diverse sexualities, genders and bodies
• Describe the connection between language and inclusion
• Use language appropriately to support LGBTIQA+ Inclusion

Course description

The Family Partnership Model has been designed by the Centre for Parent & Child Support in the UK and used extensively across Australia and other countries in supporting practitioners to explore and reflect on concepts, theories and evidence that influences the parent / worker relationship.

The Family Partnership Model (FPM) is an innovative approach based upon an explicit model of the 'helping' process. The model demonstrates how specific 'helper' qualities and skills, when used in partnership, can enable parents and families to overcome their difficulties, build strengths and resilience and fulfil their goals more effectively.

In the FPM Foundation Course, you'll participate in activities to build your skills and explore all aspects of the model including:

• working with families to identify their needs
• building a genuine and respectful 'partnership'
• setting goals
• helping families achieve these goals.

The course uses an adult learning approach which values, recognises and builds on the experience that participants bring with them. During the course, you'll be encouraged to actively practice your skills in a supportive learning environment.

A number of research trials have demonstrated the positive benefits of the Family Partnership Model to:

• the developmental progress of children
• parent-child interaction
• the psychological functioning of parents, families and children.

Course outcomes

Participants will develop their knowledge, skills and confidence in the processes of the evidence-based Family Partnership Model, including engaging and relating well to parents and effectively supporting them to achieve jointly identified outcomes.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the distribution, documentation and regular review of staff responsibilities and supporting school-wide processes to support students. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Documenting and implementing consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

The Diversity and Inclusion Webinar Series are 90-minute sessions that are aimed at increasing the knowledge, skills, and awareness of employees around a range of diversity and inclusion topics. These programs are suitable for all employees at any organisational level, regardless of prior subject knowledge. The Diversity and Inclusion Webinar series is delivered by experienced Diversity Council Australia facilitators.

D&I Fundamentals - 29 April 2026 - 3:00pm - 4:30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work - 18 June 2026 - 3:00pm - 4:30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work - 19 August 2026 - 3:00pm - 4:30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious Bias - 18 November 2026 - 3:00pm - 4:30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

Increase knowledge, skills and awareness around a range of diversity and inclusion topics to help strengthen a culture of wellbeing at work.

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will explore foundational concepts of data use, including building an understanding of which data is relevant, how to access it and work collaboratively in data teams to inform practice. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Select and organise relevant data to create a clear overview of student engagement and attendance.

• Establish collaborative processes that support purposeful and evidence-informed data conversations

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will explore foundational concepts of data use, including building an understanding of which data is relevant, how to access it and work collaboratively in data teams to inform practice. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Select and organise relevant data to create a clear overview of student engagement and attendance.

• Establish collaborative processes that support purposeful and evidence-informed data conversations

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This full-day professional learning offers a deeper dive into understanding and using attendance data effectively. It has been designed for schools seeking a comprehensive walkthrough of working in a data team, visualising data and interpreting and analysing information.

Course outcome

Participants will develop a deeper understanding of:

• Qualitative and quantitative data relevant for attendance
• Organising to work effectively and collaboratively in a data team
• How to explore, display and visualise student data
• How to analyse data, identify trends and interpret results

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This full-day professional learning offers a deeper dive into understanding and using attendance data effectively. It has been designed for schools seeking a comprehensive walkthrough of working in a data team, visualising data and interpreting and analysing information.

Course outcome

Participants will develop a deeper understanding of:

• Qualitative and quantitative data relevant for attendance
• Organising to work effectively and collaboratively in a data team
• How to explore, display and visualise student data
• How to analyse data, identify trends and interpret results

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will enhance skills in exploring, displaying, analysing, interpreting and acting on data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Explore and display student data using tools such as data walls and Power BI to support visibility and understanding.

• Analyse and interpret data to identify trends to generate meaningful insights for action

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will enhance skills in exploring, displaying, analysing, interpreting and acting on data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Explore and display student data using tools such as data walls and Power BI to support visibility and understanding.

• Analyse and interpret data to identify trends to generate meaningful insights for action

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course description

Introduction to EAL provides teachers and teacher assistants with an overview of working in a culturally safe and inclusive classroom; general language principles, helpful tips and strategies to use when working with EAL students. Participants will learn how to use their current knowledge, skills and understanding to adjust and differentiate their practice to cater for the needs of EAL students.

Course outcomes

Participants develop their understanding of:

• Language principles, underpinning the learning of English as an additional language
• Strategies for working with EAL students including newly arrived students
• The refugee experience and the effects of trauma on learning
• How to set up a culturally safe and inclusive classroom
• Equity, diversity and the need for differentiated teaching and learning outcomes for EAL students
• How to assess and report on EAL student progress
• Teaching and learning practices that will support EAL students to engage fully and equitability in the mainstream curriculum

Course description

Participants will better understand the protocols and practical procedures associated with using an interpreter to ensure that students and their parents/carers receive essential information and allows dialogue between all those involved in students' education and wellbeing.

Course outcomes

DECYP policy requirements, when to use an interpreter, the role of an interpreter, how to use an interpreter, types of interpreters, assessing the need for an interpreter, planning when working with an interpreter

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

The Family Partnership Model has been designed by the Centre for Parent & Child Support in the UK and used extensively across Australia and other countries in supporting practitioners to explore and reflect on concepts, theories and evidence that influences the parent / worker relationship.

The Family Partnership Model (FPM) is an innovative approach based upon an explicit model of the 'helping' process. The model demonstrates how specific 'helper' qualities and skills, when used in partnership, can enable parents and families to overcome their difficulties, build strengths and resilience and fulfil their goals more effectively.

In the FPM Foundation Course, you'll participate in activities to build your skills and explore all aspects of the model including:

• working with families to identify their needs
• building a genuine and respectful 'partnership'
• setting goals
• helping families achieve these goals.

The course uses an adult learning approach which values, recognises and builds on the experience that participants bring with them. During the course, you'll be encouraged to actively practice your skills in a supportive learning environment.

A number of research trials have demonstrated the positive benefits of the Family Partnership Model to:

• the developmental progress of children
• parent-child interaction
• the psychological functioning of parents, families and children.

Course outcomes

Participants will develop their knowledge, skills and confidence in the processes of the evidence-based Family Partnership Model, including engaging and relating well to parents and effectively supporting them to achieve jointly identified outcomes.

Course description

The skills learnt in the Accidental Counsellor course can be applied in many contexts and will provide participants with skills in active listening, calming and effective, gentle questioning. You will also learn how to ask openly about suicide risk and respond safely, whatever the answer.

Course outcomes

Participants will learn to: Support and refer someone in emotional crisis by learning how to recognise, respond and refer to an appropriate service. Participants also learn how to confidently and safely ask about suicide.

Course description

The Diversity and Inclusion Webinar Series are 90-minute sessions that are aimed at increasing the knowledge, skills, and awareness of employees around a range of diversity and inclusion topics. These programs are suitable for all employees at any organisational level, regardless of prior subject knowledge. The Diversity and Inclusion Webinar series is delivered by experienced Diversity Council Australia facilitators.

D&I Fundamentals - 29 April 2026 - 3:00pm - 4:30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work - 18 June 2026 - 3:00pm - 4:30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work - 19 August 2026 - 3:00pm - 4:30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious Bias - 18 November 2026 - 3:00pm - 4:30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

Increase knowledge, skills and awareness around a range of diversity and inclusion topics to help strengthen a culture of wellbeing at work.

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

What is a workplace adjustment and why is it important?

Workplace adjustments enable staff identifying with disability to perform their role and address the impacts, if any, of their disability.
A reasonable adjustment is a type of workplace adjustment made to a job, an employment practice, the workplace, or work-related environment that can include:

• how someone works (e.g., use of different equipment)
• when they work (e.g., changes to ordinary hours of work) / patterns of work (e.g., job sharing); and/or
• where they work (e.g., changes to the physical workspace or changes to work location).
• Managers / Supervisors – working through the Disability Workplace Adjustment Form – ESS and HR Connect
• fair and equitable treatment for all
• valuing of people for their diversity
• safe and healthy work practices and environments and a concern for employees' welfare
• compliance with legislative requirements from the Commonwealth and Tasmania laws related to discrimination and work health and safety.
• 1 hour online with live facilitator from the Workforce Wellbeing Inclusion and Engagement

Course outcomes

Understanding your legislative requirements/ developing Disability Workplace Adjustment Plans

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

Wellbeing Connect isn’t just for when things get tough. It’s designed to support your wellbeing every day - helping to stay on track, build healthy habits, and access expert advice across a range of areas important for your overall wellbeing.

Course outcomes

This session will provide staff with information on the range of wellbeing supports available to them through Wellbeing Connect. It will include an opportunity for staff to ask questions and provide feedback at the end.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

This session will equip teachers and teacher assistants with the skills and knowledge to make an EAL student’s transition into the classroom as comfortable as possible.

This program provides teachers and teacher assistants with an overview of:

Working in a culturally safe and inclusive classroom

Helpful tips and strategies to use when working with EAL students so student outcomes are maximised

How to access resources to support the EAL students at their school

A tour of the EAL library

Participants will learn how to use their current knowledge, skills and understanding to make adjustments and differentiate their teaching practice to cater for the needs of EAL students.

Course outcomes

Participants develop their understanding of:

Language principles underpinning the learning of English as an additional language

Strategies for working with EAL students including newly arrived students

How to set up a culturally safe and inclusive classroom

Equity, diversity, and the need for differentiated teaching and learning outcomes for EAL students

EAL Learning Plans and how to assess and report on EAL student progress

Teaching and learning practices that will support EAL students to engage fully and equitably in the mainstream curriculum

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.

The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course Outcomes

To be proficient in manual handling tasks required to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

The Diversity and Inclusion Webinar Series are 90-minute sessions that are aimed at increasing the knowledge, skills, and awareness of employees around a range of diversity and inclusion topics. These programs are suitable for all employees at any organisational level, regardless of prior subject knowledge. The Diversity and Inclusion Webinar series is delivered by experienced Diversity Council Australia facilitators.

D&I Fundamentals - 29 April 2026 - 3:00pm - 4:30pm

Understanding diversity and inclusion is necessary to build inclusive workplaces and has both personal and business benefits. This fundamentals program explains diversity and inclusion, and their importance in the workplace. It unpacks the diversity dimensions and how they can influence workplace D&I change and outlines the core concepts to build diversity and inclusion literacy such as unconscious bias and intersectionality.

Building Inclusion@Work - 18 June 2026 - 3:00pm - 4:30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work - 19 August 2026 - 3:00pm - 4:30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious Bias - 18 November 2026 - 3:00pm - 4:30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

Increase knowledge, skills and awareness around a range of diversity and inclusion topics to help strengthen a culture of wellbeing at work.

Course description

Change led from the top is powerful. This 3.5 hour in person workshop will introduce participants to key concepts of LGBTIQA+ inclusive practice and provide strategies for developing LGBTIQA+ inclusive organisations.

Unpacking gender, sex and sexuality identities – definitions and terminology
Identifying everyday experiences of stigma, discrimination and isolation ·
State and Federal discrimination laws relating to gender, sex and sexuality ·
Key features of an inclusive organisation
Organisational audit tool and resources

Guest presenter Rodney Croome:
Rodney Croome is one of Australia’s most successful advocates for LGBTIQA+ human rights. His activism has been recognised in Australia and beyond. He has been awarded a number of honours including becoming a Member of the Order of Australia (2003), Tasmanian Australian of the Year and Australian of the Year finalist (2015) and an Honorary Doctorate from the University of Tasmania (2019).

Course outcomes

At the end of this session, participants will be able to:

• Use appropriate language and terminology in relation to LGBTIQA+ inclusion
• Describe systemic issues faced by LGBTIQA+ individuals and communities
• Develop strategies to successfully embed LGBTIQA+ inclusive practices in an organisation.