Calendar

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

Session Information:

11 September - 3.15pm-4.15pm
Teacher Wellbeing: Verbal self-defence with Newport and Wildman

6 November - 3.15pm-4.15pm
Literacy and Numeracy with Teaching and Learning

8 December - 3.15pm-4.15pm
Teacher Wellbeing: Selfcare to prevent Burnout & Fatigue with Newport and Wildman

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

Building Inclusion@Work 27 August - 3pm - 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 17 September - 3pm - 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 22 October - 3pm - 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

The Diversity and Inclusion Webinar Series is designed to help you and your team understand the fundamentals of workplace diversity and inclusion and the acknowledged business, individual, and team benefits. The learning outcomes for participants are to introduce the concept of workplace diversity and inclusion, and why it matters, then take participants through the different dimensions of a person’s identity that might have an impact on their experience at work.

Course description

The Content Manager Training Program is made up of several different training types including Introduction to Advanced Users. There are also masterclasses where staff can further their skills in Document Creation, Searching and Navigation, Email Management and Getting the most out of Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Dates, sessions, and times can also be found in the Content Manager Training Schedule 2025

Topics and functionality covered in each session can be found in the Content Manager - Training Course Outlines

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

This in-person workshop will support school health nurses, professional support staff and interested teachers to gain an understanding of affirmation planning and the role it plays in addressing the challenges and barriers faced by LGBTIQA+ young people. Affirmation plans (gender or sexuality or bodies) are developed together with the young person and, where appropriate, engage their families and allow for the school leadership to be informed as to the unique needs of a specific student in their school.

Workshop content is informed by DECYP’s Supporting Sexuality, Sex, and Gender Diversity in Schools Policy. Participation will help prepare and equip school staff to support and assist students seeking to affirm their identity in the school setting. During the session, attendees will work through a Gender Affirmation Plan in order to understand its use in addressing supportive and dignifying conversations with LGBTIQA+ students, through focusing on social, legal and educational concerns.

Course outcomes

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

• Appreciate the history and development of affirmation plans in Tasmanian schools,
• Appreciate the role of Gender Affirmation Plans as part of a whole school approach,
• Understand the limitations of focussing on an individual student,
• Appreciate the guiding principles and policies that set the context for affirmation planning,
• Understand the limits of a plan in relation to medical issues,
• Develop strategies for including families in the development of Affirmation Plans,
• Ground the plan as a tool for advocacy and not as a therapy tool,
• Understand key considerations of confidentiality and disclosures.

Participants are invited to bring along their lunch to this session. Tea and coffee will be available.

For more information: LGBTIQA+-Young-People-for-Positive-Outcomes.pdf

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

This conference is for DECYP social workers only.

You must either be employed as a DECYP social worker, be eligible for membership of the Australian Association of Social Workers (AASW) or hold a social work tertiary qualification. Social work students on placement within DECYP are also eligible to attend.

Join Department for Education, Children and Young People social workers for the Bi-ennial 2025 School Social Work Conference. This year’s conference will include social workers from all areas of DECYP – Education, Interagency, Child Safety, Youth Justice and the Advice and Referral Line social work staff.

This year’s core focus highlights the critical role that social workers play in overcoming systemic obstacles to student engagement, through fostering inclusive practices and environments. Keynote presentations include:

- Tiffany Westphal – Social Worker, founding board member of School Can’t Australia and developer of the Student Stress Investigation Tool.

- Emma Aorangi - Principal Project Officer – Student Engagement – Department for Education, Children and Young People.

- Kristine Bull – Practicing psychologist and developer of the “Brain Boot Camp” mental health program for young people.

Course outcomes

- Understand the “Multi-Tiered System of Support” and strategies to drive student engagement and DECYP’s Attendance and School Improvement Priorities.

- Identify student stressors and barriers to school engagement.

- Provide education to parents / carers and educators on how to help students experiencing barriers to engaging in their education.

- Innovative strategies to support students experiencing mental health challenges engage in their education.

- Gain ideas and strategies and learn from schools where social work has contributed to turning around student engagement.

- Network with other DECYP social worker’s, share experiences and ideas and new ways of working.

Course description

This course is for staff who support students who are at risk of choking.
The course is a face-to-face workshop and includes practical components.

Course outcomes

Staff will be able to identify when a student is aspirating or choking. Staff will learn what to do in a situation when a student may be aspirating or choking.

Course description

This course is for staff who support students who have meal support plans.
The course 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 Management Plan. Staff will learn how to identify when to seek Speech Pathology assistance.

Course description

The Content Manager Training Program is made up of several different training types including Introduction to Advanced Users. There are also masterclasses where staff can further their skills in Document Creation, Searching and Navigation, Email Management and Getting the most out of Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Dates, sessions, and times can also be found in the Content Manager Training Schedule 2025

Topics and functionality covered in each session can be found in the Content Manager - Training Course Outlines

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

This in-person workshop will support Health and Physical Education (HPE) teachers to understand and meet the requirements outlined in DECYP’s Supporting Sexuality, Sex, and Gender Diversity Policy. The session will focus on issues of participation, safety, inclusion and representation that are oftentimes unique to the HPE learning area. The workshop will consider how teachers can fairly recognise the gender identities of all members of the school community.

In addition to the materials and resources delivered by the presenters, participants will also have the opportunity to ask questions and share strategies relating to:

• Practical and participation based HPE lessons,
• Outdoor education experiences and overnight camps,
• Intra-school athletics, cross country and swimming carnivals,
• School teams participating in sporting association rosters, tournaments and competitions,
• Puberty, Sex Ed, and Respectful Relationships education.

Course outcomes

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

• Appreciate some of the unique challenges that can impact on the ability for trans and gender diverse students to engage meaningfully in HPE lessons,
• Appreciate the importance of taking an approach to teaching curriculum content that is accessible to, and inclusive of, LGBTIQA+ identities,
• Apply strategies that enable all students to participate in practical lessons and activities,
• Understand how to provide a supportive and respectful environment,
• Support students to access information on gender diversity, intersex and sexual diversity,
• Ensure that curriculum, activities, policies and practices include the needs of all students.

Participants are invited to bring along their lunch to this session. Tea and coffee will be available.

For more information: Supporting-Sexuality-Sex-and-Gender-Diversity-in-HPE.pdf

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

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

Building Inclusion@Work 27 August - 3pm - 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 17 September - 3pm - 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 22 October - 3pm - 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

The Diversity and Inclusion Webinar Series is designed to help you and your team understand the fundamentals of workplace diversity and inclusion and the acknowledged business, individual, and team benefits. The learning outcomes for participants are to introduce the concept of workplace diversity and inclusion, and why it matters, then take participants through the different dimensions of a person’s identity that might have an impact on their experience at work.

Course description

Dr. Margaret Merga is a Professor (full) in Education and a researcher in English, literacy and school libraries. She has written more than a hundred peer-reviewed and research-informed publications, including six books on reading, literacy, libraries, research methods and research communications. 

Margaret gave a keynote at the recent AATE/ALEA National Conference in Hobart. The presentation focused on building a whole school reading culture.

Establishing a reading culture will be repeated in a free 1-hour webinar on October 24^th at 12-1pm.

Immediately following this webinar, Margaret will provide another free 1-hour webinar 1-2pm Supporting student wellbeing.

It will cover:

• The importance of student wellbeing in current times
• How library environments can foster wellbeing
• Health resourcing, information literacy, digital health literacy and social media

An additional webinar for school library staff will be held on October 31 12-1pm: Thriving not just surviving: School library professionals’ perspectives on current and future workforce challenges

Course outcomes

• Develop an understanding of how to develop and maintain a school wide reading culture.
• Update knowledge concerning contemporary school libraries and library services.

Contact the School Libraries Team for further information school.libraries@libraries.tas.gov.au

Live sessions only, recordings will not be available.

Course description

Dr. Margaret Merga is a Professor (full) in Education and a researcher in English, literacy and school libraries. She has written more than a hundred peer-reviewed and research-informed publications, including six books on reading, literacy, libraries, research methods and research communications. 

Margaret gave a keynote at the recent AATE/ALEA National Conference in Hobart. The presentation focused on building a whole school reading culture.

Establishing a reading culture will be repeated in a free 1-hour webinar on October 24^th at 12-1pm.

Immediately following this webinar, Margaret will provide another free 1-hour webinar 1-2pm Supporting student wellbeing.

It will cover:

• The importance of student wellbeing in current times
• How library environments can foster wellbeing
• Health resourcing, information literacy, digital health literacy and social media

An additional webinar for school library staff will be held on October 31 12-1pm: Thriving not just surviving: School library professionals’ perspectives on current and future workforce challenges

Course outcomes

• Develop an understanding of how to develop and maintain a school wide reading culture.
• Update knowledge concerning contemporary school libraries and library services.

Contact the School Libraries Team for further information school.libraries@libraries.tas.gov.au

Live sessions only, recordings will not be available.

Course description

Participants will learn to facilitate group discussions in a circle format, creating an environment that encourages full participation and meaningful conversation. Through video, hands-on practice, and discussion, you’ll discover reliable methods for using circles to address relationship and behavioural concerns and to build a sense of community.

Participants will also be shown how to utilise a restorative practice/problem solving process and how to use circles to support people through serious situations.

Course outcomes

• Learn reliable, practical strategies to engage and build strong, healthy relationships.
• Provide consistency in building school community and responding effectively to challenges.
• Gain confidence and competence in using restorative practices to create positive change.

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing issues, 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 Education Department’s 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

The Content Manager Training Program is made up of several different training types including Introduction to Advanced Users. There are also masterclasses where staff can further their skills in Document Creation, Searching and Navigation, Email Management and Getting the most out of Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Dates, sessions, and times can also be found in the Content Manager Training Schedule 2025

Topics and functionality covered in each session can be found in the Content Manager - Training Course Outlines

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

This one day face-to-face workshop will provide theory and practical application of how to implement the Heggerty phonological awareness program in Kindergarten classrooms as a part of tier 1 classroom teaching and tier 2 additional support.

Participants will learn foundational information about how phonological awareness provides a developmental foundation for learning to read and write. This workshop is interactive and participants will have opportunities to practise delivering lessons along with the chance to ask any questions they may have.

Course outcomes

Participants will:

• Understand the role phonological awareness plays in developing literacy skills
• Know how to deliver Heggerty lessons in the classroom
• Understand how the explicit teaching of phonological awareness skills supports responding to the Grammar and Phonology Screen

Course description

The Family Partnership Model emphasises the need for highly skilled professional communication and structured goal-orientated support for families. It also assumes that a respectful partnership between the Family Partnership Model practitioner and those who support their reflective practice is a powerful restorative support, and the means by which reflective practice can be most successfully reviewed and facilitated.

A partnership relationship provides a base for the Family Partnership Model practitioner to explore difficulties they face, to clarify these and to develop the most helpful and effective strategies. Guiding a practitioner through reflective practice is a form of supervision.

Supervision is ‘a quintessential interpersonal interaction with the general goal that one person, the supervisor, meets with another, the supervisee, in an effort to make the latter more effective in helping people’ (Hess, 1980:25).

The Family Partnership Model Supervision Course prepares you to facilitate reflective supervision for practitioners who apply the Family Partnership Model in their work.

We'll ask you to embark on a journey of change through self-reflection, experiential learning and knowledge acquisition. This will enhance and develop your knowledge, skills and attitudes for effective supervision. The course is tiring and challenging. We suggest giving yourself an hour or so of quiet relaxation after each day.

Course outcomes

This course equips participants with an understanding of the functions, processes and skills required to provide supervision (individual and groups) to practitioners in the style of the Family Partnership Model (Davis & Day, 2010; Day, Ellis & Harris, 2015). It encourages participants to reflect on their own experiences and learn to deal effectively with new supervisory situations, and to find new ways of managing familiar challenges (White, 2002:11).

Participants will:

• Enhance and develop knowledge, skills and attitudes for effective supervision.
• Facilitate reflective supervision for practitioners who apply the Family Partnership Model in their work.
• Support practitioners to explore difficulties they face, to clarify these and to develop the most helpful and effective strategies.

Course description

This one day face-to-face workshop will provide theory and practical application of how to implement the Heggerty phonological awareness program in Kindergarten classrooms as a part of tier 1 classroom teaching and tier 2 additional support.

Participants will learn foundational information about how phonological awareness provides a developmental foundation for learning to read and write. This workshop is interactive and participants will have opportunities to practise delivering lessons along with the chance to ask any questions they may have.

Course outcomes

Participants will:

• Understand the role phonological awareness plays in developing literacy skills
• Know how to deliver Heggerty lessons in the classroom
• Understand how the explicit teaching of phonological awareness skills supports responding to the Grammar and Phonology Screen

Course description

All schools must have a representative attend the Support Teacher Forums.
These forums offer professional learning to equip Support Teachers with the skills and knowledge needed to fulfil their primary duties.
In addition, the forums serve as a platform for sharing system-wide updates and information about supporting students with disabilities.
Participants will gain access to a variety of resources, including tools, templates, guest speakers, expert consultations.

Course outcomes

Participants will be able to:

Know:

• The importance of educational adjustments and inclusive teaching practices.
• How quality differentiation supports diverse learners.
• Key elements of documenting learning programs in personalised learning plans.
• Strategies to elevate school-wide policies and practices to better support students with disabilities.

Understand:

• The connection between inclusive practices and improved student outcomes.
• How to align teaching approaches with whole-school practices to foster inclusion.

Do:

• Reflect on their current practices to identify strengths and areas for growth.
• Collaborate with colleagues to refine or create strategies for teaching diverse learners.
• Implement effective practices that support optimal learning opportunities for students with disabilities.

Course description

This one day face-to-face workshop will provide theory and practical application of how to implement the Heggerty phonological awareness program in Kindergarten classrooms as a part of tier 1 classroom teaching and tier 2 additional support.

Participants will learn foundational information about how phonological awareness provides a developmental foundation for learning to read and write. This workshop is interactive and participants will have opportunities to practise delivering lessons along with the chance to ask any questions they may have.

Course outcomes

Participants will:

• Understand the role phonological awareness plays in developing literacy skills
• Know how to deliver Heggerty lessons in the classroom
• Understand how the explicit teaching of phonological awareness skills supports responding to the Grammar and Phonology Screen

Course description

Dr. Margaret Merga is a Professor (full) in Education and a researcher in English, literacy and school libraries. She has written more than a hundred peer-reviewed and research-informed publications, including six books on reading, literacy, libraries, research methods and research communications. 

Margaret gave a keynote at the recent AATE/ALEA National Conference in Hobart. The presentation focused on building a whole school reading culture.

Establishing a reading culture will be repeated in a free 1-hour webinar on October 24^th at 12-1pm.

Immediately following this webinar, Margaret will provide another free 1-hour webinar 1-2pm Supporting student wellbeing.

It will cover:

• The importance of student wellbeing in current times
• How library environments can foster wellbeing
• Health resourcing, information literacy, digital health literacy and social media

An additional webinar for school library staff will be held on October 31 12-1pm: Thriving not just surviving: School library professionals’ perspectives on current and future workforce challenges

Course outcomes

• Develop an understanding of how to develop and maintain a school wide reading culture.
• Update knowledge concerning contemporary school libraries and library services.

Contact the School Libraries Team for further information school.libraries@libraries.tas.gov.au

Live sessions only, recordings will not be available.

Course description

Participants will learn to facilitate group discussions in a circle format, creating an environment that encourages full participation and meaningful conversation. Through video, hands-on practice, and discussion, you’ll discover reliable methods for using circles to address relationship and behavioural concerns and to build a sense of community.

Participants will also be shown how to utilise a restorative practice/problem solving process and how to use circles to support people through serious situations.

Course outcomes

• Learn reliable, practical strategies to engage and build strong, healthy relationships.
• Provide consistency in building school community and responding effectively to challenges.
• Gain confidence and competence in using restorative practices to create positive change.

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

From the start of 2025 DECYP will be supporting Word Origins: A Year 3-6 Spelling and Word Study Program as the preferred spelling and word study program to be used in Tasmanian Government schools. This training will deepen participant skills, understanding and capacity to deliver this program.

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manual and supporting online resources

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

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

From the start of 2025 DECYP will be supporting Word Origins: A Year 3-6 Spelling and Word Study Program as the preferred spelling and word study program to be used in Tasmanian Government schools. This training will deepen participant skills, understanding and capacity to deliver this program.

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manual and supporting online resources

Course description

This in-person workshop will support Health and Physical Education (HPE) teachers to understand and meet the requirements outlined in DECYP’s Supporting Sexuality, Sex, and Gender Diversity Policy. The session will focus on issues of participation, safety, inclusion and representation that are oftentimes unique to the HPE learning area. The workshop will consider how teachers can fairly recognise the gender identities of all members of the school community.

In addition to the materials and resources delivered by the presenters, participants will also have the opportunity to ask questions and share strategies relating to:

• Practical and participation based HPE lessons,
• Outdoor education experiences and overnight camps,
• Intra-school athletics, cross country and swimming carnivals,
• School teams participating in sporting association rosters, tournaments and competitions,
• Puberty, Sex Ed, and Respectful Relationships education.

Course outcomes

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

• Appreciate some of the unique challenges that can impact on the ability for trans and gender diverse students to engage meaningfully in HPE lessons,
• Appreciate the importance of taking an approach to teaching curriculum content that is accessible to, and inclusive of, LGBTIQA+ identities,
• Apply strategies that enable all students to participate in practical lessons and activities,
• Understand how to provide a supportive and respectful environment,
• Support students to access information on gender diversity, intersex and sexual diversity,
• Ensure that curriculum, activities, policies and practices include the needs of all students.

Participants are invited to bring along their lunch to this session. Tea and coffee will be available.

For more information: Supporting-Sexuality-Sex-and-Gender-Diversity-in-HPE.pdf

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

From the start of 2025 DECYP will be supporting Word Origins: A Year 3-6 Spelling and Word Study Program as the preferred spelling and word study program to be used in Tasmanian Government schools. This training will deepen participant skills, understanding and capacity to deliver this program.

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manual and supporting online resources

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

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

Session Information:

11 September - 3.15pm-4.15pm
Teacher Wellbeing: Verbal self-defence with Newport and Wildman

6 November - 3.15pm-4.15pm
Literacy and Numeracy with Teaching and Learning

8 December - 3.15pm-4.15pm
Teacher Wellbeing: Selfcare to prevent Burnout & Fatigue with Newport and Wildman

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

From the start of 2025 DECYP will be supporting Word Origins: A Year 3-6 Spelling and Word Study Program as the preferred spelling and word study program to be used in Tasmanian Government schools. This training will deepen participant skills, understanding and capacity to deliver this program.

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manual and supporting online resources

Course description

The Content Manager Training Program is made up of several different training types including Introduction to Advanced Users. There are also masterclasses where staff can further their skills in Document Creation, Searching and Navigation, Email Management and Getting the most out of Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Dates, sessions, and times can also be found in the Content Manager Training Schedule 2025

Topics and functionality covered in each session can be found in the Content Manager - Training Course Outlines

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

The Quality Mentoring Development Workshops will prepare mentors to support teachers at differing stages of practice and development, from Professional Experience students, Early Career Teachers, Provisionally Registered teachers Progressing to Full Registration and experienced teachers wanting to develop their practice.

This one-day workshop will be an introduction to the knowledge and skills required for effective mentoring and how mentoring can build teacher capability and capacity. It is designed for teachers, especially those in a mentoring role, who are developing their skills of observing, evaluating, and engaging in feedback around classroom observations, aligned to the Standards.

Participants will have the opportunity to build their knowledge and skills of effective classroom observations, to strengthen teacher capability and align their practice to the Highly Accomplished and Lead Teacher career stages. Participants will also build their skills in successfully leading organisational and team improvement through facilitating professional conversations.

Course outcomes

Participants in this program will develop a deeper understanding of:

• The role of a mentor and what is mentoring
• Effective questioning and active listening
• How to reflect on teacher practice using the Australian Professional Standards for Teachers
• The importance of continuous professional growth for improved student outcomes.

Course description

The Content Manager Training Program is made up of several different training types including Introduction to Advanced Users. There are also masterclasses where staff can further their skills in Document Creation, Searching and Navigation, Email Management and Getting the most out of Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Dates, sessions, and times can also be found in the Content Manager Training Schedule 2025

Topics and functionality covered in each session can be found in the Content Manager - Training Course Outlines

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

The Quality Mentoring Development Workshops will prepare mentors to support teachers at differing stages of practice and development, from Professional Experience students, Early Career Teachers, Provisionally Registered teachers Progressing to Full Registration and experienced teachers wanting to develop their practice.

This one-day workshop will be an introduction to the knowledge and skills required for effective mentoring and how mentoring can build teacher capability and capacity. It is designed for teachers, especially those in a mentoring role, who are developing their skills of observing, evaluating, and engaging in feedback around classroom observations, aligned to the Standards.

Participants will have the opportunity to build their knowledge and skills of effective classroom observations, to strengthen teacher capability and align their practice to the Highly Accomplished and Lead Teacher career stages. Participants will also build their skills in successfully leading organisational and team improvement through facilitating professional conversations.

Course outcomes

Participants in this program will develop a deeper understanding of:

• The role of a mentor and what is mentoring
• Effective questioning and active listening
• How to reflect on teacher practice using the Australian Professional Standards for Teachers
• The importance of continuous professional growth for improved student outcomes.

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

You will be encouraged to think about barriers to your existing recruitment practices. You will also receive advice on how to make small but important changes in the workplace that may support developing confidence and competence when it comes to disability and employment.

The outline of the session is:

• Introducing JobAccess
• Disability and inclusion in the workplace
• Barriers and stereotypes
• What does the law say?
• Mental health in the workplace and how it affects you
• Attraction and retention
• Building an inclusive environment

There are a couple of videos throughout the presentation as well as activities on famous people with disabilities and access and inclusion in the workplace, so the session is quite interactive.

Course outcomes

Disability and Inclusion in the Workplace
Legal Obligations
Disability Workplace Adjustment funding

Course description

Valuing all employees in your workplace is good practice and good for business and the principles of employment are the same for people with disability as those without disability.

Course outcomes

• Respectful workplaces
• How stereotypes can lead to prejudice and discrimination and bias
• Overview of the Anti-Discrimination Act 1998 Tasmania
• What the Anti-Discrimination Act 1998 Tasmania says about disability discrimination
• Rights and responsibilities for all employees
• Inherent requirements and reasonable adjustments in employment
• Preventing disability discrimination and the benefits of a diverse workplace.
• Awareness of disability diversity, preventing disability discrimination and the benefits of a diverse workplace. Including looking at workplaces that promote cultural diversity, Aboriginal and Torres Strait Islander diversity and culture & LGBTQIA+ awareness.

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

Session Information:

11 September - 3.15pm-4.15pm
Teacher Wellbeing: Verbal self-defence with Newport and Wildman

6 November - 3.15pm-4.15pm
Literacy and Numeracy with Teaching and Learning

8 December - 3.15pm-4.15pm
Teacher Wellbeing: Selfcare to prevent Burnout & Fatigue with Newport and Wildman

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

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

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

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

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 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

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 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

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.