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

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

The Digital Inclusion team, supported by the Artificial Intelligence Working Group, has developed AI Aware training for Department for Education, Children and Young People (DECYP) staff. The training will be updated periodically to address changes in Artificial Intelligence (AI) software and applications, such as changes to DECYP licence agreements or updates to vendor features and functions.
The training provides information about AI, including:

• how to use AI safely and ethically within DECYP guidelines
• how to create high‑quality prompts to support planning and teaching
• how to apply and refine AI‑assisted lesson planning to strengthen learning and assessment

This training is designed for educators who are beginning their journey with AI and want to build confidence using a tool within a specific teaching and learning context. It takes approximately 20 to 30 minutes to complete.
This training does not cover advanced AI tools and is not a comprehensive user guide for the tool described.

This module will be available from the 11th of May 2026.
MyCareer - https://tasmania.sabacloud.com/Saba/Web_spf/A501PRD0106/common/ledetail/0000004060/latestversion

Course outcomes

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

• Identify the essential components of a high‑quality educational prompt
• Construct a reusable prompt template aligned to your context
• Generate a coherent lesson plan draft via Copilot
• Apply iterative prompting to improve precision and classroom fit

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

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

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

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

The Digital Inclusion team, supported by the Artificial Intelligence Working Group, has developed AI Capable training for Department for Education, Children and Young People (DECYP) educators.

This training builds on the concepts introduced in AI Aware and provides practical experience using generative artificial intelligence (AI) to support teaching and learning activities. The training will be updated periodically to address changes in AI software and applications, including changes to DECYP licence agreements and updates to vendor features and functions.

The training provides information about:

• how to use generative AI safely and responsibly within DECYP guidelines
• how to adapt text for different student needs using Microsoft Copilot's Teach module
• how to adjust reading levels and tailor content for diverse learners

This training is designed for educators who have a basic understanding of AI and want to build practical skills for using AI to support classroom planning and create learning materials that meet diverse student needs. It takes approximately 20 to 30 minutes to complete.

This training does not cover advanced AI tools and is not a comprehensive user guide for the tools described.

This module will be available from the 3rd of August 2026.
MyCareer – AI Capable

Course outcomes

• Use the Modify → Reading Level tool to rewrite text for a selected year level while preserving essential vocabulary.
  
• Explain how the Modify → Reading Level tool works and identify the features that support effective text adaptation.
  
• Identify when reading level modification can support student access to learning and explain why it may be useful in different teaching contexts.

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

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

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

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in 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.

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 interactive workshop dives deep into the complex world of bullying and its profound effects on children and young people. It will also consider the complexity and further impacts for some children such as those in out of home care. It will explore bullying and the overlay of trauma and consider how this presents in the classroom. The workshop includes practical tools and fresh insights to identify, understand, and address bullying behaviours using a compassionate, trauma-informed approach. The session will be valuable for all staff working in schools.

Numbers for this session are limited.

Course outcomes

Gain practical tools and fresh insights to identify, understand, and address bullying behaviours using a compassionate, trauma-informed approach.

16th September 2026 - 12:30pm - 3:30pm

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

REGISTRATIONS CLOSE: 9 September 2026

Upcoming ACF/DECYP Professional Learning can be found at:

Course Details Private - Australian Childhood Foundation Professionals

For further information and resources, please visit the Trauma Informed Practice PL Intranet page or contact universal.trauma.PL@decyp.tas.gov.au

This training program is strictly only available to DECYP staff as part of the partnership with ACF. Please do not share any enrolment link/s externally.

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Lessons in classroom settings.

Participants are expected to attend one session only, offered in both Term 3 and Term 4:

• Two x 1-hour after school sessions, OR
• A single 2-hour 15min online workshop during scheduled student free days
• One full day face to face workshop

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the lessons integrate Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention program delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well lessons for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well lessons
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

The early years are a critical time for children's development, shaped by the relationships around them. When those relationships are unsafe or unpredictable, young children can experience relational trauma. This can deeply affect their emotional, social and brain development.

This workshop supports CFLC staff working with children aged 0-5 to better understand the impact of relational trauma, build therapeutic responses, and care for themselves when supporting children and families affected by trauma.

This training is delivered by experienced early childhood practitioners and trauma-informed educators, with a strong understanding of relational trauma in the early years and professional self-care when working with young children and families affected by trauma.

Course outcomes

• Understand the context of relational trauma for young children and its impact on brain development.
• Build awareness of vicarious trauma and the importance of self-care for practitioners.
• Develop ways to support colleagues who may be experiencing vicarious trauma.
• Use safe, responsive relationship tools for healing and change.
• Build respectful, non- judgemental relationships with families to support their engagement.

Registration

Numbers for this session are limited.

REGISTRATIONS CLOSE: Thursday 24 September 2026

Direct Enrolment Link

Upcoming ACF/DECYP Professional Learning can be found here.

For further information and resources, please visit the Trauma Informed Practice PL Intranet page or contact universal.trauma.PL@decyp.tas.gov.au

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in 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.

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 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 workshop is core to the Trauma Informed Practice in Schools Professional Learning (PL) Program.
This workshop is suitable for DECYP School Leaders, Teachers, Teacher Assistants, Professional Support Staff and Inclusive Practice Coaches.

As spaces are limited, please do not register if you are not in one of these roles.

Participants will explore the impact of trauma upon children and young people and
consider how to use this knowledge to create safe and predictable learning environments using the Making SPACE for Learning Framework.

The Making SPACE for Learning Framework draws upon neurobiological evidence related to
trauma and considers the principles and strategies that can support students to feel connected and safe at school.

REGISTRATIONS CLOSE: 16 October 2026
Direct registration link is:
Private Workshop Enrolment - Australian Childhood Foundation Professionals

Upcoming ACF/DECYP Professional Learning can be found at:
Course Details Private - Australian Childhood Foundation Professionals

For further information and resources, please visit the Trauma Informed Practice PL Intranet page or contact universal.trauma.PL@decyp.tas.gov.au

This training program is strictly only available to DECYP staff as part of the partnership with ACF. Please do not share any enrolment link/s externally.

Please note the content of this workshop is repeated in the Regional PLC days held in 2023, 2024 and 2025.

Course outcomes

Participants will be supported to develop:

• increased understanding of the impact of trauma on children and how it may present
  in the classroom or playground
• confidence in building strong and healing relationships with all students
• a toolkit of accessible strategies for working with students impacted by trauma

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Lessons in classroom settings.

Participants are expected to attend one session only, offered in both Term 3 and Term 4:

• Two x 1-hour after school sessions, OR
• A single 2-hour 15min online workshop during scheduled student free days
• One full day face to face workshop

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the lessons integrate Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention program delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well lessons for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well lessons
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

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

Early Career Teacher Workshops are a four-day course offered regionally, one session per term, to Early Career Teachers. Aligning to the Australian Professional Standards for Teachers, the course provides tools, strategies, and resources to support the transition from graduate teacher to proficient.
Early career teachers will be encouraged to become active participants in their profession, undertaking professional development and engaging with professional teaching networks, while also developing capacity to reflect on and evidence their practice.
The course explores the fundamentals of effective teaching and learning from professional practices, identity, orientation to wellbeing.

Course outcomes

Participants in this program will be able to:

• Reflect on current practice using the Standards to move from the Graduate to Proficient career stages
• Reflect on and evidence their practice to understand their impact on student learning
• Develop their professional knowledge, practice and engagement

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

Early Career Teacher Workshops are a four-day course offered regionally, one session per term, to Early Career Teachers. Aligning to the Australian Professional Standards for Teachers, the course provides tools, strategies, and resources to support the transition from graduate teacher to proficient.
Early career teachers will be encouraged to become active participants in their profession, undertaking professional development and engaging with professional teaching networks, while also developing capacity to reflect on and evidence their practice.
The course explores the fundamentals of effective teaching and learning from professional practices, identity, orientation to wellbeing.

Course outcomes

Participants in this program will be able to:

• Reflect on current practice using the Standards to move from the Graduate to Proficient career stages
• Reflect on and evidence their practice to understand their impact on student learning
• Develop their professional knowledge, practice and engagement

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

This course 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.

The audience for these sessions is School Social Workers, School Psychologists and School Health Nurses.

Registrations close one week prior to each session.

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.

Contact: safeguarding.schools.and.early.years@decyp.tas.gov.au

Course description

Early Career Teacher Workshops are a four-day course offered regionally, one session per term, to Early Career Teachers. Aligning to the Australian Professional Standards for Teachers, the course provides tools, strategies, and resources to support the transition from graduate teacher to proficient.
Early career teachers will be encouraged to become active participants in their profession, undertaking professional development and engaging with professional teaching networks, while also developing capacity to reflect on and evidence their practice.
The course explores the fundamentals of effective teaching and learning from professional practices, identity, orientation to wellbeing.

Course outcomes

Participants in this program will be able to:

• Reflect on current practice using the Standards to move from the Graduate to Proficient career stages
• Reflect on and evidence their practice to understand their impact on student learning
• Develop their professional knowledge, practice and engagement

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Lessons in classroom settings.

Participants are expected to attend one session only, offered in both Term 3 and Term 4:

• Two x 1-hour after school sessions, OR
• A single 2-hour 15min online workshop during scheduled student free days
• One full day face to face workshop

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the lessons integrate Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention program delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well lessons for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well lessons
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

This workshop will support school health nurses, professional support staff and interested teachers and leaders to gain an understanding of the role school staff can play in addressing the challenges and barriers faced by LGBTIQA+ young people. Through engaging with relevant research and case studies, participants will develop their capacity to work with LGBTIQA+ young people 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:

• Understand the contemporary context for LGBTIQA+ youth in Australia
• Foster cultural safety for LGBTIQA+ young people through advocacy and allyship
• Create, work with, and use a Gender Affirmation Plan
• 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,
• Troubleshoot complex situations through engagement with case studies
• Support young people and their families to access legal, administrative and medical pathways to affirm identity
• Develop strategies to foster familial, educational and community support for LGBTIQA+ young people
• Understand key considerations of confidentiality and safe disclosures
• Access relevant educational resources and supports

Course description

Support Teacher Forums provide professional learning, practical tools and opportunities to collaborate with colleagues across the state.

These forums are designed for Support Teachers working with students with disability. Each school is expected to have a representative attend to support consistent communication, shared learning and system alignment across the Department for Education, Children and Young People (DECYP). [decyp.tas.gov.au]

Each session includes:

• practical strategies to support inclusive teaching and learning
• updates from DECYP
• access to tools, templates and resources
• opportunities to connect and learn from colleagues

Participants engage in discussions and structured activities that reflect their role, build confidence, and strengthen their impact in schools. The forums also provide dedicated time to share practice, problem-solve real challenges and build professional networks.

Course outcomes

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

Know:

• key approaches to educational adjustments and inclusive teaching
• the core components of effective Learning Plans

Understand:

• how inclusive practices improve student outcomes
• how classroom practice connects to whole-school approaches

Do:

• reflect on their current practice and identify next steps
• collaborate with colleagues to refine inclusive strategies
• apply practical approaches to improve access, participation and learning for students with disability

Course description

This day-long live session will support secondary leaders and teachers with plans for implementing text-based units in 2027. Leaders will learn about the structure of the units, how schools can plan for implementation and ways that teams of teachers can begin adjusting units to suit their school context. The sessions will take teams through key elements of early unit use, and potential enablers and barriers. Participants will have the opportunity to build on the learning that they have done in their contexts, developing and codifying additional adaptive practices.

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 day-long live session will support primary leaders and teachers with plans for implementing text-based units in 2027. 

Leaders will learn about the structure of the units, how schools can plan for implementation and ways that teams of teachers can begin adjusting units to suit their school context.

The afternoon sessions will feature two streams of learning:

• First time users of DECYP text-based units. This session will take teams through key elements of early unit use, and potential enablers and barriers. Participants will develop a plan for implementing the units in their school.
• Schools experienced in using DECYP text-based units. This session will build on the learning that schools have done in their contexts, developing and codifying additional adaptive practices.

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 day-long live session will support secondary leaders and teachers with plans for implementing text-based units in 2027. Leaders will learn about the structure of the units, how schools can plan for implementation and ways that teams of teachers can begin adjusting units to suit their school context. The sessions will take teams through key elements of early unit use, and potential enablers and barriers. Participants will have the opportunity to build on the learning that they have done in their contexts, developing and codifying additional adaptive practices.

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 day-long live session will support primary leaders and teachers with plans for implementing text-based units in 2027. 

Leaders will learn about the structure of the units, how schools can plan for implementation and ways that teams of teachers can begin adjusting units to suit their school context.

The afternoon sessions will feature two streams of learning:

• First time users of DECYP text-based units. This session will take teams through key elements of early unit use, and potential enablers and barriers. Participants will develop a plan for implementing the units in their school.
• Schools experienced in using DECYP text-based units. This session will build on the learning that schools have done in their contexts, developing and codifying additional adaptive practices.

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

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

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

This full day professional learning workshop is designed to build teacher confidence, knowledge and capability to deliver Safe and Well.

Participants are expected to attend one session only, offered in both Term 3 and Term 4:

• Two x 1-hour after school sessions, OR
• A single 2-hour 15min online workshop during scheduled student free days
• One full day face to face workshop

The workshop supports teachers to understand the purpose, evidence-base and structure of Safe and Well, including how it integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm-prevention program delivered through the Australian Curriculum: Health and Physical Education for Prep to Year 10.

Participants will explore how Safe and Well is designed to be delivered explicitly and systematically, while being inclusive, trauma informed, age and developmentally appropriate. The workshop will focus establishing safe learning environments, facilitating sensitive discussions, managing disclosures, and supporting student and staff wellbeing.

Key areas of focus include:

Two x 1-hour after school sessions, OR

A single 2-hour 15min online workshop during scheduled student free days

• Understanding the intent, scope and structure of the Safe and Well lessons for Prep to Year 10
• Exploring Safe and Well instructional materials and how to use them with confidence
• Safe, trauma-informed and inclusive practices
• Managing sensitive content, responding to disclosures and understanding reporting responsibilities
• Practical classroom strategies and examples to support effective lesson delivery
• Understanding Safe and Well as part of a whole school approach to safety and wellbeing

The workshop is designed for teachers delivering Safe and Well. Funding is available for one day of teacher relief per school. Relief costs for additional attendees will be the responsibility of the school.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well lessons
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Demonstrate increased confidence in managing sensitive conversations and responding to disclosures
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

This full day professional learning workshop is designed to build teacher confidence, knowledge and capability to deliver Safe and Well.

Participants are expected to attend one session only, offered in both Term 3 and Term 4:

• Two x 1-hour after school sessions, OR
• A single 2-hour 15min online workshop during scheduled student free days
• One full day face to face workshop

The workshop supports teachers to understand the purpose, evidence-base and structure of Safe and Well, including how it integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm-prevention program delivered through the Australian Curriculum: Health and Physical Education for Prep to Year 10.

Participants will explore how Safe and Well is designed to be delivered explicitly and systematically, while being inclusive, trauma informed, age and developmentally appropriate. The workshop will focus establishing safe learning environments, facilitating sensitive discussions, managing disclosures, and supporting student and staff wellbeing.

Key areas of focus include:

Two x 1-hour after school sessions, OR

A single 2-hour 15min online workshop during scheduled student free days

• Understanding the intent, scope and structure of the Safe and Well lessons for Prep to Year 10
• Exploring Safe and Well instructional materials and how to use them with confidence
• Safe, trauma-informed and inclusive practices
• Managing sensitive content, responding to disclosures and understanding reporting responsibilities
• Practical classroom strategies and examples to support effective lesson delivery
• Understanding Safe and Well as part of a whole school approach to safety and wellbeing

The workshop is designed for teachers delivering Safe and Well. Funding is available for one day of teacher relief per school. Relief costs for additional attendees will be the responsibility of the school.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well lessons
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Demonstrate increased confidence in managing sensitive conversations and responding to disclosures
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

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 2026
• 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 2026
• 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 full day professional learning workshop is designed to build teacher confidence, knowledge and capability to deliver Safe and Well.

Participants are expected to attend one session only, offered in both Term 3 and Term 4:

• Two x 1-hour after school sessions, OR
• A single 2-hour 15min online workshop during scheduled student free days
• One full day face to face workshop

The workshop supports teachers to understand the purpose, evidence-base and structure of Safe and Well, including how it integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm-prevention program delivered through the Australian Curriculum: Health and Physical Education for Prep to Year 10.

Participants will explore how Safe and Well is designed to be delivered explicitly and systematically, while being inclusive, trauma informed, age and developmentally appropriate. The workshop will focus establishing safe learning environments, facilitating sensitive discussions, managing disclosures, and supporting student and staff wellbeing.

Key areas of focus include:

Two x 1-hour after school sessions, OR

A single 2-hour 15min online workshop during scheduled student free days

• Understanding the intent, scope and structure of the Safe and Well lessons for Prep to Year 10
• Exploring Safe and Well instructional materials and how to use them with confidence
• Safe, trauma-informed and inclusive practices
• Managing sensitive content, responding to disclosures and understanding reporting responsibilities
• Practical classroom strategies and examples to support effective lesson delivery
• Understanding Safe and Well as part of a whole school approach to safety and wellbeing

The workshop is designed for teachers delivering Safe and Well. Funding is available for one day of teacher relief per school. Relief costs for additional attendees will be the responsibility of the school.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well lessons
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Demonstrate increased confidence in managing sensitive conversations and responding to disclosures
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

This workshop will support school health nurses, professional support staff and interested teachers and leaders to gain an understanding of the role school staff can play in addressing the challenges and barriers faced by LGBTIQA+ young people. Through engaging with relevant research and case studies, participants will develop their capacity to work with LGBTIQA+ young people 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:

• Understand the contemporary context for LGBTIQA+ youth in Australia
• Foster cultural safety for LGBTIQA+ young people through advocacy and allyship
• Create, work with, and use a Gender Affirmation Plan
• 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,
• Troubleshoot complex situations through engagement with case studies
• Support young people and their families to access legal, administrative and medical pathways to affirm identity
• Develop strategies to foster familial, educational and community support for LGBTIQA+ young people
• Understand key considerations of confidentiality and safe disclosures
• Access relevant educational resources and supports

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
• 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 manuals and supporting online resources

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.

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

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
• 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 manuals and supporting online resources

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Lessons in classroom settings.

Participants are expected to attend one session only, offered in both Term 3 and Term 4:

• Two x 1-hour after school sessions, OR
• A single 2-hour 15min online workshop during scheduled student free days
• One full day face to face workshop

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the lessons integrate Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention program delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well lessons for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well lessons
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Lessons in classroom settings.

Participants are expected to attend one session only, offered in both Term 3 and Term 4:

• Two x 1-hour after school sessions, OR
• A single 2-hour 15min online workshop during scheduled student free days
• One full day face to face workshop

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the lessons integrate Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention program delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well lessons for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well lessons
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

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. We encourage senior leadership, managers/principals/staff to attend this free training.

Content:

• 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 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.

Please contact Staff Wellbeing if you require further information, staffwellbeing@decyp.tas.gov.au

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

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

This 45-minute online session supports school leaders to strengthen attendance as a shared priority across their school community. Participants will be introduced to practical approaches for promoting positive attendance cultures, clarifying staff responsibilities and strengthening engagement with families. Resources and tools to support implementation will be provided. For a deeper exploration of this topic, participants may wish to enrol in the full-day Establish foundational attendance conditions: shared priority, data and processes workshop.

Course outcomes

Participants will develop a deeper understanding of:

• establishing attendance as a shared priority across the school community
• defining, communicating and reviewing clear roles and responsibilities for attendance improvement
• strengthening positive attendance cultures and family engagement
• using practical tools and resources to support implementation in their school
• how to best use the professional learning resources with their staff

Course description

This 45-minute online session supports school leaders to strengthen the collection, monitoring and use of attendance data. Participants will explore practical approaches for improving data accuracy, identifying attendance patterns and embedding systematic data review processes. Resources and tools to support implementation will be provided. For a deeper exploration of this topic, participants may wish to enrol in the full-day Establish foundational attendance conditions: shared priority, data and processes workshop.

Course outcomes

Participants will develop a deeper understanding of:

• recording and maintaining accurate attendance data
• using attendance data to identify trends, monitor patterns and inform action
• embedding systematic approaches to reviewing and monitoring attendance data
• using practical tools and resources to support attendance improvement within their school context
• how to best use the professional learning resources with their staff

Course description

This 45-minute online session explores how clearly defined attendance processes help schools identify needs, coordinate supports and strengthen attendance outcomes for students. Participants will explore practical approaches for defining roles and responsibilities, documenting attendance processes, identifying barriers to attendance and implementing appropriate supports. Resources and tools to support implementation will be provided. For a deeper exploration of this topic, participants may wish to enrol in the full-day Establish foundational attendance conditions: shared priority, data and processes workshop.

Course outcomes

Participants will develop a deeper understanding of:

• defining, documenting and implementing consistent school-wide processes to support all students
• identifying barriers and enablers to attendance and selecting appropriate supports
• using practical tools and resources to support attendance improvement within their school context
• how to best use the professional learning resources with their staff

Course description

Support Teacher Inductions provide structured professional learning for teachers new to the Support Teacher role.

This course supports participants to understand their responsibilities and build confidence in working with students with disability within the Department for Education, Children and Young People (DECYP).

The induction covers:

• the role of the Support Teacher in school contexts
• key processes and expectations across DECYP
• practical approaches to planning, documenting and reviewing student support
• collaboration with teachers, leaders and families

Participants engage in guided learning, discussion and practical activities that reflect real work in schools. The course provides a clear starting point, helping Support Teachers prioritise their work and take consistent approaches across the system.

Course outcomes

Participants will:

Know:

• the role and responsibilities of a Support Teacher
• key processes, requirements and supports within DECYP
• the core components of effective Learning Plans

Understand:

• how their role contributes to inclusive practice and student outcomes
• how to work effectively with teachers, leaders and families

Do:

• plan and prioritise their work in the Support Teacher role
• contribute to the development and review of Learning Plans
• apply consistent approaches to supporting students with disability
• collaborate with colleagues to support inclusive practice across the school

Course description

This full-day professional learning supports school leaders to establish the foundational conditions that underpin effective attendance improvement in line with 2027 Schools Will expectations. Through a focus on shared priority, data accuracy and use, and clearly defined processes, participants will explore practical approaches for strengthening attendance practices within their school context.

The workshop combines evidence-informed guidance, self-assessment tools, examples of practice and implementation resources to support schools to identify priorities, strengthen existing approaches and plan for sustainable improvement. Participants will have opportunities to collaborate with colleagues and reflect on next steps for their own school.

Course outcomes

Participants will develop a deeper understanding of:

• establishing attendance as a shared priority across their school community
• defining and communicating clear roles, responsibilities and expectations for supporting student attendance
• using attendance data to identify trends, monitor attendance patterns and inform decision making
• implementing and communicating consistent school-wide processes for preventing, identifying and responding to attendance challenges
• identifying barriers and enablers to attendance and selecting appropriate supports within a MTSS framework
• planning and prioritising next steps to strengthen school attendance practices to support all students

Course description

Support Teacher Inductions provide structured professional learning for teachers new to the Support Teacher role.

This course supports participants to understand their responsibilities and build confidence in working with students with disability within the Department for Education, Children and Young People (DECYP).

The induction covers:

• the role of the Support Teacher in school contexts
• key processes and expectations across DECYP
• practical approaches to planning, documenting and reviewing student support
• collaboration with teachers, leaders and families

Participants engage in guided learning, discussion and practical activities that reflect real work in schools. The course provides a clear starting point, helping Support Teachers prioritise their work and take consistent approaches across the system.

Course outcomes

Participants will:

Know:

• the role and responsibilities of a Support Teacher
• key processes, requirements and supports within DECYP
• the core components of effective Learning Plans

Understand:

• how their role contributes to inclusive practice and student outcomes
• how to work effectively with teachers, leaders and families

Do:

• plan and prioritise their work in the Support Teacher role
• contribute to the development and review of Learning Plans
• apply consistent approaches to supporting students with disability
• collaborate with colleagues to support inclusive practice across the school

Course description

This full-day professional learning supports school leaders to establish the foundational conditions that underpin effective attendance improvement in line with 2027 Schools Will expectations. Through a focus on shared priority, data accuracy and use, and clearly defined processes, participants will explore practical approaches for strengthening attendance practices within their school context.

The workshop combines evidence-informed guidance, self-assessment tools, examples of practice and implementation resources to support schools to identify priorities, strengthen existing approaches and plan for sustainable improvement. Participants will have opportunities to collaborate with colleagues and reflect on next steps for their own school.

Course outcomes

Participants will develop a deeper understanding of:

• establishing attendance as a shared priority across their school community
• defining and communicating clear roles, responsibilities and expectations for supporting student attendance
• using attendance data to identify trends, monitor attendance patterns and inform decision making
• implementing and communicating consistent school-wide processes for preventing, identifying and responding to attendance challenges
• identifying barriers and enablers to attendance and selecting appropriate supports within a MTSS framework
• planning and prioritising next steps to strengthen school attendance practices to support all students

Course description

Support Teacher Inductions provide structured professional learning for teachers new to the Support Teacher role.

This course supports participants to understand their responsibilities and build confidence in working with students with disability within the Department for Education, Children and Young People (DECYP).

The induction covers:

• the role of the Support Teacher in school contexts
• key processes and expectations across DECYP
• practical approaches to planning, documenting and reviewing student support
• collaboration with teachers, leaders and families

Participants engage in guided learning, discussion and practical activities that reflect real work in schools. The course provides a clear starting point, helping Support Teachers prioritise their work and take consistent approaches across the system.

Course outcomes

Participants will:

Know:

• the role and responsibilities of a Support Teacher
• key processes, requirements and supports within DECYP
• the core components of effective Learning Plans

Understand:

• how their role contributes to inclusive practice and student outcomes
• how to work effectively with teachers, leaders and families

Do:

• plan and prioritise their work in the Support Teacher role
• contribute to the development and review of Learning Plans
• apply consistent approaches to supporting students with disability
• collaborate with colleagues to support inclusive practice across the school

Course description

This full-day professional learning supports school leaders to establish the foundational conditions that underpin effective attendance improvement in line with 2027 Schools Will expectations. Through a focus on shared priority, data accuracy and use, and clearly defined processes, participants will explore practical approaches for strengthening attendance practices within their school context.

The workshop combines evidence-informed guidance, self-assessment tools, examples of practice and implementation resources to support schools to identify priorities, strengthen existing approaches and plan for sustainable improvement. Participants will have opportunities to collaborate with colleagues and reflect on next steps for their own school.

Course outcomes

Participants will develop a deeper understanding of:

• establishing attendance as a shared priority across their school community
• defining and communicating clear roles, responsibilities and expectations for supporting student attendance
• using attendance data to identify trends, monitor attendance patterns and inform decision making
• implementing and communicating consistent school-wide processes for preventing, identifying and responding to attendance challenges
• identifying barriers and enablers to attendance and selecting appropriate supports within a MTSS framework
• planning and prioritising next steps to strengthen school attendance practices to support all students

Course description

This 45-minute online session supports school leaders, teachers and professional support staff to build confidence in using the MSP Student Attendance Report. Participants will explore the report's structure, key features and practical applications, including whole-school, cohort and individual student data. The session will demonstrate how attendance data can be used to identify patterns and trends, develop shared understanding and support informed decision making. A recording and accompanying PowerPoint presentation will be provided for ongoing use within schools.

Course outcomes

Participants will develop a deeper understanding of:

• navigating and using the key features of the MSP Student Attendance Report
• exploring attendance data at whole-school, cohort and individual student levels
• identifying patterns and trends in attendance data to support informed decision making
• using the report and supporting resources to build shared understanding within their team or school

Course description

Support Teacher Forums provide professional learning, practical tools and opportunities to collaborate with colleagues across the state.

These forums are designed for Support Teachers working with students with disability. Each school is expected to have a representative attend to support consistent communication, shared learning and system alignment across the Department for Education, Children and Young People (DECYP). [decyp.tas.gov.au]

Each session includes:

• practical strategies to support inclusive teaching and learning
• updates from DECYP
• access to tools, templates and resources
• opportunities to connect and learn from colleagues

Participants engage in discussions and structured activities that reflect their role, build confidence, and strengthen their impact in schools. The forums also provide dedicated time to share practice, problem-solve real challenges and build professional networks.

Course outcomes

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

Know:

• key approaches to educational adjustments and inclusive teaching
• the core components of effective Learning Plans

Understand:

• how inclusive practices improve student outcomes
• how classroom practice connects to whole-school approaches

Do:

• reflect on their current practice and identify next steps
• collaborate with colleagues to refine inclusive strategies
• apply practical approaches to improve access, participation and learning for students with disability

Course description

Support Teacher Forums provide professional learning, practical tools and opportunities to collaborate with colleagues across the state.

These forums are designed for Support Teachers working with students with disability. Each school is expected to have a representative attend to support consistent communication, shared learning and system alignment across the Department for Education, Children and Young People (DECYP). [decyp.tas.gov.au]

Each session includes:

• practical strategies to support inclusive teaching and learning
• updates from DECYP
• access to tools, templates and resources
• opportunities to connect and learn from colleagues

Participants engage in discussions and structured activities that reflect their role, build confidence, and strengthen their impact in schools. The forums also provide dedicated time to share practice, problem-solve real challenges and build professional networks.

Course outcomes

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

Know:

• key approaches to educational adjustments and inclusive teaching
• the core components of effective Learning Plans

Understand:

• how inclusive practices improve student outcomes
• how classroom practice connects to whole-school approaches

Do:

• reflect on their current practice and identify next steps
• collaborate with colleagues to refine inclusive strategies
• apply practical approaches to improve access, participation and learning for students with disability

Course description

Support Teacher Forums provide professional learning, practical tools and opportunities to collaborate with colleagues across the state.

These forums are designed for Support Teachers working with students with disability. Each school is expected to have a representative attend to support consistent communication, shared learning and system alignment across the Department for Education, Children and Young People (DECYP). [decyp.tas.gov.au]

Each session includes:

• practical strategies to support inclusive teaching and learning
• updates from DECYP
• access to tools, templates and resources
• opportunities to connect and learn from colleagues

Participants engage in discussions and structured activities that reflect their role, build confidence, and strengthen their impact in schools. The forums also provide dedicated time to share practice, problem-solve real challenges and build professional networks.

Course outcomes

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

Know:

• key approaches to educational adjustments and inclusive teaching
• the core components of effective Learning Plans

Understand:

• how inclusive practices improve student outcomes
• how classroom practice connects to whole-school approaches

Do:

• reflect on their current practice and identify next steps
• collaborate with colleagues to refine inclusive strategies
• apply practical approaches to improve access, participation and learning for students with disability

Course description

This 45-minute online session supports school leaders to strengthen the foundations of data-informed decision making to support student engagement and attendance. Participants will explore practical approaches for developing a shared purpose for data use, building staff capability, improving data integrity and strengthening collaborative ways of working. Resources and tools to support implementation will be provided. For a deeper exploration of this topic, participants may wish to enrol in the full-day Building Data Literacy: Foundations to interpretation workshop.

Course outcomes

Participants will develop a deeper understanding of:

• establishing a shared purpose and consistent approach to using attendance and engagement data across their school
• selecting and organising relevant data to create a clearer picture of student attendance and engagement
• establishing collaborative processes that support purposeful and evidence-informed data conversations
• using professional learning resources and tools to strengthen data-informed practice within their school context

Course description

This 45-minute online session supports school leaders to strengthen data-informed decision making in relation to student attendance and engagement. Participants will explore practical approaches for visualising data, identifying patterns and trends, collaboratively analysing multiple data sources, and using insights to inform actions and review impact over time. Resources and tools to support implementation will be provided. For a deeper exploration of this topic, participants may wish to enrol in the full-day Building Data Literacy: Foundations to interpretation workshop.

Course outcomes

Participants will develop a deeper understanding of:

• exploring and visualising attendance and engagement data to identify patterns and trends
• analysing and interpreting multiple data sources to build a shared understanding of student needs
• using evidence-informed processes to identify priorities and determine actions for improvement
• monitoring and reviewing the impact of actions using data over time
• how to best use the professional learning resources with their staff

Course description

This full-day professional learning supports school leaders to strengthen attendance improvement through data-based decision making. Participants will explore practical approaches for building strong foundations for data use, working collaboratively in teams, analysing and interpreting attendance data, identifying priorities and monitoring the impact of actions over time. Through discussion, reflection and practical tools, participants will develop strategies to strengthen data literacy practices within their school context.

Course outcome

Participants will develop a deeper understanding of:

• qualitative and quantitative data relevant for attendance
• establishing strong foundations for effective data use, visualisation and collaboration
• analysing and interpreting attendance data to identify patterns, trends and priorities
• using data to inform actions and improvement planning
• monitoring and reviewing the impact of actions over time

Course description

This full-day professional learning supports school leaders to strengthen attendance improvement through data-based decision making. Participants will explore practical approaches for building strong foundations for data use, working collaboratively in teams, analysing and interpreting attendance data, identifying priorities and monitoring the impact of actions over time. Through discussion, reflection and practical tools, participants will develop strategies to strengthen data literacy practices within their school context.

Course outcome

Participants will develop a deeper understanding of:

• qualitative and quantitative data relevant for attendance
• establishing strong foundations for effective data use, visualisation and collaboration
• analysing and interpreting attendance data to identify patterns, trends and priorities
• using data to inform actions and improvement planning
• monitoring and reviewing the impact of actions over time

Course description

This full-day professional learning supports school leaders to strengthen attendance improvement through data-based decision making. Participants will explore practical approaches for building strong foundations for data use, working collaboratively in teams, analysing and interpreting attendance data, identifying priorities and monitoring the impact of actions over time. Through discussion, reflection and practical tools, participants will develop strategies to strengthen data literacy practices within their school context.

Course outcome

Participants will develop a deeper understanding of:

• qualitative and quantitative data relevant for attendance
• establishing strong foundations for effective data use, visualisation and collaboration
• analysing and interpreting attendance data to identify patterns, trends and priorities
• using data to inform actions and improvement planning
• monitoring and reviewing the impact of actions over time

Course description

This 45-minute online session supports school leaders to strengthen attendance as a shared priority across their school community. Participants will be introduced to practical approaches for promoting positive attendance cultures, clarifying staff responsibilities and strengthening engagement with families. Resources and tools to support implementation will be provided. For a deeper exploration of this topic, participants may wish to enrol in the full-day Establish foundational attendance conditions: shared priority, data and processes workshop.

Course outcomes

Participants will develop a deeper understanding of:

• establishing attendance as a shared priority across the school community
• defining, communicating and reviewing clear roles and responsibilities for attendance improvement
• strengthening positive attendance cultures and family engagement
• using practical tools and resources to support implementation in their school
• how to best use the professional learning resources with their staff

Course description

Support Teacher Inductions provide structured professional learning for teachers new to the Support Teacher role.

This course supports participants to understand their responsibilities and build confidence in working with students with disability within the Department for Education, Children and Young People (DECYP).

The induction covers:

• the role of the Support Teacher in school contexts
• key processes and expectations across DECYP
• practical approaches to planning, documenting and reviewing student support
• collaboration with teachers, leaders and families

Participants engage in guided learning, discussion and practical activities that reflect real work in schools. The course provides a clear starting point, helping Support Teachers prioritise their work and take consistent approaches across the system.

Course outcomes

Participants will:

Know:

• the role and responsibilities of a Support Teacher
• key processes, requirements and supports within DECYP
• the core components of effective Learning Plans

Understand:

• how their role contributes to inclusive practice and student outcomes
• how to work effectively with teachers, leaders and families

Do:

• plan and prioritise their work in the Support Teacher role
• contribute to the development and review of Learning Plans
• apply consistent approaches to supporting students with disability
• collaborate with colleagues to support inclusive practice across the school

Course description

This 45-minute online session supports school leaders to strengthen the collection, monitoring and use of attendance data. Participants will explore practical approaches for improving data accuracy, identifying attendance patterns and embedding systematic data review processes. Resources and tools to support implementation will be provided. For a deeper exploration of this topic, participants may wish to enrol in the full-day Establish foundational attendance conditions: shared priority, data and processes workshop.

Course outcomes

Participants will develop a deeper understanding of:

• recording and maintaining accurate attendance data
• using attendance data to identify trends, monitor patterns and inform action
• embedding systematic approaches to reviewing and monitoring attendance data
• using practical tools and resources to support attendance improvement within their school context
• how to best use the professional learning resources with their staff

Course description

This 45-minute online session explores how clearly defined attendance processes help schools identify needs, coordinate supports and strengthen attendance outcomes for students. Participants will explore practical approaches for defining roles and responsibilities, documenting attendance processes, identifying barriers to attendance and implementing appropriate supports. Resources and tools to support implementation will be provided. For a deeper exploration of this topic, participants may wish to enrol in the full-day Establish foundational attendance conditions: shared priority, data and processes workshop.

Course outcomes

Participants will develop a deeper understanding of:

• defining, documenting and implementing consistent school-wide processes to support all students
• identifying barriers and enablers to attendance and selecting appropriate supports
• using practical tools and resources to support attendance improvement within their school context
• how to best use the professional learning resources with their staff

Course description

This 45-minute online session supports school leaders, teachers and professional support staff to build confidence in using the MSP Student Attendance Report. Participants will explore the report's structure, key features and practical applications, including whole-school, cohort and individual student data. The session will demonstrate how attendance data can be used to identify patterns and trends, develop shared understanding and support informed decision making. A recording and accompanying PowerPoint presentation will be provided for ongoing use within schools.

Course outcomes

Participants will develop a deeper understanding of:

• navigating and using the key features of the MSP Student Attendance Report
• exploring attendance data at whole-school, cohort and individual student levels
• identifying patterns and trends in attendance data to support informed decision making
• using the report and supporting resources to build shared understanding within their team or school

Course description

This 45-minute online session supports school leaders to strengthen the foundations of data-informed decision making to support student engagement and attendance. Participants will explore practical approaches for developing a shared purpose for data use, building staff capability, improving data integrity and strengthening collaborative ways of working. Resources and tools to support implementation will be provided. For a deeper exploration of this topic, participants may wish to enrol in the full-day Building Data Literacy: Foundations to interpretation workshop.

Course outcomes

Participants will develop a deeper understanding of:

• establishing a shared purpose and consistent approach to using attendance and engagement data across their school
• selecting and organising relevant data to create a clearer picture of student attendance and engagement
• establishing collaborative processes that support purposeful and evidence-informed data conversations
• using professional learning resources and tools to strengthen data-informed practice within their school context

Course description

This 45-minute online session supports school leaders to strengthen data-informed decision making in relation to student attendance and engagement. Participants will explore practical approaches for visualising data, identifying patterns and trends, collaboratively analysing multiple data sources, and using insights to inform actions and review impact over time. Resources and tools to support implementation will be provided. For a deeper exploration of this topic, participants may wish to enrol in the full-day Building Data Literacy: Foundations to interpretation workshop.

Course outcomes

Participants will develop a deeper understanding of:

• exploring and visualising attendance and engagement data to identify patterns and trends
• analysing and interpreting multiple data sources to build a shared understanding of student needs
• using evidence-informed processes to identify priorities and determine actions for improvement
• monitoring and reviewing the impact of actions using data over time
• how to best use the professional learning resources with their staff

Course description

Support Teacher Forums provide professional learning, practical tools and opportunities to collaborate with colleagues across the state.

These forums are designed for Support Teachers working with students with disability. Each school is expected to have a representative attend to support consistent communication, shared learning and system alignment across the Department for Education, Children and Young People (DECYP). [decyp.tas.gov.au]

Each session includes:

• practical strategies to support inclusive teaching and learning
• updates from DECYP
• access to tools, templates and resources
• opportunities to connect and learn from colleagues

Participants engage in discussions and structured activities that reflect their role, build confidence, and strengthen their impact in schools. The forums also provide dedicated time to share practice, problem-solve real challenges and build professional networks.

Course outcomes

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

Know:

• key approaches to educational adjustments and inclusive teaching
• the core components of effective Learning Plans

Understand:

• how inclusive practices improve student outcomes
• how classroom practice connects to whole-school approaches

Do:

• reflect on their current practice and identify next steps
• collaborate with colleagues to refine inclusive strategies
• apply practical approaches to improve access, participation and learning for students with disability

Course description

This full-day professional learning supports school leaders to establish the foundational conditions that underpin effective attendance improvement in line with 2027 Schools Will expectations. Through a focus on shared priority, data accuracy and use, and clearly defined processes, participants will explore practical approaches for strengthening attendance practices within their school context.

The workshop combines evidence-informed guidance, self-assessment tools, examples of practice and implementation resources to support schools to identify priorities, strengthen existing approaches and plan for sustainable improvement. Participants will have opportunities to collaborate with colleagues and reflect on next steps for their own school.

Course outcomes

Participants will develop a deeper understanding of:

• establishing attendance as a shared priority across their school community
• defining and communicating clear roles, responsibilities and expectations for supporting student attendance
• using attendance data to identify trends, monitor attendance patterns and inform decision making
• implementing and communicating consistent school-wide processes for preventing, identifying and responding to attendance challenges
• identifying barriers and enablers to attendance and selecting appropriate supports within a MTSS framework
• planning and prioritising next steps to strengthen school attendance practices to support all students

Course description

Support Teacher Inductions provide structured professional learning for teachers new to the Support Teacher role.

This course supports participants to understand their responsibilities and build confidence in working with students with disability within the Department for Education, Children and Young People (DECYP).

The induction covers:

• the role of the Support Teacher in school contexts
• key processes and expectations across DECYP
• practical approaches to planning, documenting and reviewing student support
• collaboration with teachers, leaders and families

Participants engage in guided learning, discussion and practical activities that reflect real work in schools. The course provides a clear starting point, helping Support Teachers prioritise their work and take consistent approaches across the system.

Course outcomes

Participants will:

Know:

• the role and responsibilities of a Support Teacher
• key processes, requirements and supports within DECYP
• the core components of effective Learning Plans

Understand:

• how their role contributes to inclusive practice and student outcomes
• how to work effectively with teachers, leaders and families

Do:

• plan and prioritise their work in the Support Teacher role
• contribute to the development and review of Learning Plans
• apply consistent approaches to supporting students with disability
• collaborate with colleagues to support inclusive practice across the school

Course description

This full-day professional learning supports school leaders to establish the foundational conditions that underpin effective attendance improvement in line with 2027 Schools Will expectations. Through a focus on shared priority, data accuracy and use, and clearly defined processes, participants will explore practical approaches for strengthening attendance practices within their school context.

The workshop combines evidence-informed guidance, self-assessment tools, examples of practice and implementation resources to support schools to identify priorities, strengthen existing approaches and plan for sustainable improvement. Participants will have opportunities to collaborate with colleagues and reflect on next steps for their own school.

Course outcomes

Participants will develop a deeper understanding of:

• establishing attendance as a shared priority across their school community
• defining and communicating clear roles, responsibilities and expectations for supporting student attendance
• using attendance data to identify trends, monitor attendance patterns and inform decision making
• implementing and communicating consistent school-wide processes for preventing, identifying and responding to attendance challenges
• identifying barriers and enablers to attendance and selecting appropriate supports within a MTSS framework
• planning and prioritising next steps to strengthen school attendance practices to support all students

Course description

This full-day professional learning supports school leaders to establish the foundational conditions that underpin effective attendance improvement in line with 2027 Schools Will expectations. Through a focus on shared priority, data accuracy and use, and clearly defined processes, participants will explore practical approaches for strengthening attendance practices within their school context.

The workshop combines evidence-informed guidance, self-assessment tools, examples of practice and implementation resources to support schools to identify priorities, strengthen existing approaches and plan for sustainable improvement. Participants will have opportunities to collaborate with colleagues and reflect on next steps for their own school.

Course outcomes

Participants will develop a deeper understanding of:

• establishing attendance as a shared priority across their school community
• defining and communicating clear roles, responsibilities and expectations for supporting student attendance
• using attendance data to identify trends, monitor attendance patterns and inform decision making
• implementing and communicating consistent school-wide processes for preventing, identifying and responding to attendance challenges
• identifying barriers and enablers to attendance and selecting appropriate supports within a MTSS framework
• planning and prioritising next steps to strengthen school attendance practices to support all students

Course description

This full-day professional learning supports school leaders to strengthen attendance improvement through data-based decision making. Participants will explore practical approaches for building strong foundations for data use, working collaboratively in teams, analysing and interpreting attendance data, identifying priorities and monitoring the impact of actions over time. Through discussion, reflection and practical tools, participants will develop strategies to strengthen data literacy practices within their school context.

Course outcome

Participants will develop a deeper understanding of:

• qualitative and quantitative data relevant for attendance
• establishing strong foundations for effective data use, visualisation and collaboration
• analysing and interpreting attendance data to identify patterns, trends and priorities
• using data to inform actions and improvement planning
• monitoring and reviewing the impact of actions over time

Course description

This full-day professional learning supports school leaders to strengthen attendance improvement through data-based decision making. Participants will explore practical approaches for building strong foundations for data use, working collaboratively in teams, analysing and interpreting attendance data, identifying priorities and monitoring the impact of actions over time. Through discussion, reflection and practical tools, participants will develop strategies to strengthen data literacy practices within their school context.

Course outcome

Participants will develop a deeper understanding of:

• qualitative and quantitative data relevant for attendance
• establishing strong foundations for effective data use, visualisation and collaboration
• analysing and interpreting attendance data to identify patterns, trends and priorities
• using data to inform actions and improvement planning
• monitoring and reviewing the impact of actions over time

Course description

This full-day professional learning supports school leaders to strengthen attendance improvement through data-based decision making. Participants will explore practical approaches for building strong foundations for data use, working collaboratively in teams, analysing and interpreting attendance data, identifying priorities and monitoring the impact of actions over time. Through discussion, reflection and practical tools, participants will develop strategies to strengthen data literacy practices within their school context.

Course outcome

Participants will develop a deeper understanding of:

• qualitative and quantitative data relevant for attendance
• establishing strong foundations for effective data use, visualisation and collaboration
• analysing and interpreting attendance data to identify patterns, trends and priorities
• using data to inform actions and improvement planning
• monitoring and reviewing the impact of actions over time

Course description

Support Teacher Forums provide professional learning, practical tools and opportunities to collaborate with colleagues across the state.

These forums are designed for Support Teachers working with students with disability. Each school is expected to have a representative attend to support consistent communication, shared learning and system alignment across the Department for Education, Children and Young People (DECYP). [decyp.tas.gov.au]

Each session includes:

• practical strategies to support inclusive teaching and learning
• updates from DECYP
• access to tools, templates and resources
• opportunities to connect and learn from colleagues

Participants engage in discussions and structured activities that reflect their role, build confidence, and strengthen their impact in schools. The forums also provide dedicated time to share practice, problem-solve real challenges and build professional networks.

Course outcomes

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

Know:

• key approaches to educational adjustments and inclusive teaching
• the core components of effective Learning Plans

Understand:

• how inclusive practices improve student outcomes
• how classroom practice connects to whole-school approaches

Do:

• reflect on their current practice and identify next steps
• collaborate with colleagues to refine inclusive strategies
• apply practical approaches to improve access, participation and learning for students with disability

Course description

Support Teacher Forums provide professional learning, practical tools and opportunities to collaborate with colleagues across the state.

These forums are designed for Support Teachers working with students with disability. Each school is expected to have a representative attend to support consistent communication, shared learning and system alignment across the Department for Education, Children and Young People (DECYP). [decyp.tas.gov.au]

Each session includes:

• practical strategies to support inclusive teaching and learning
• updates from DECYP
• access to tools, templates and resources
• opportunities to connect and learn from colleagues

Participants engage in discussions and structured activities that reflect their role, build confidence, and strengthen their impact in schools. The forums also provide dedicated time to share practice, problem-solve real challenges and build professional networks.

Course outcomes

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

Know:

• key approaches to educational adjustments and inclusive teaching
• the core components of effective Learning Plans

Understand:

• how inclusive practices improve student outcomes
• how classroom practice connects to whole-school approaches

Do:

• reflect on their current practice and identify next steps
• collaborate with colleagues to refine inclusive strategies
• apply practical approaches to improve access, participation and learning for students with disability

Course description

Support Teacher Forums provide professional learning, practical tools and opportunities to collaborate with colleagues across the state.

These forums are designed for Support Teachers working with students with disability. Each school is expected to have a representative attend to support consistent communication, shared learning and system alignment across the Department for Education, Children and Young People (DECYP). [decyp.tas.gov.au]

Each session includes:

• practical strategies to support inclusive teaching and learning
• updates from DECYP
• access to tools, templates and resources
• opportunities to connect and learn from colleagues

Participants engage in discussions and structured activities that reflect their role, build confidence, and strengthen their impact in schools. The forums also provide dedicated time to share practice, problem-solve real challenges and build professional networks.

Course outcomes

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

Know:

• key approaches to educational adjustments and inclusive teaching
• the core components of effective Learning Plans

Understand:

• how inclusive practices improve student outcomes
• how classroom practice connects to whole-school approaches

Do:

• reflect on their current practice and identify next steps
• collaborate with colleagues to refine inclusive strategies
• apply practical approaches to improve access, participation and learning for students with disability

Course description

Support Teacher Forums provide professional learning, practical tools and opportunities to collaborate with colleagues across the state.

These forums are designed for Support Teachers working with students with disability. Each school is expected to have a representative attend to support consistent communication, shared learning and system alignment across the Department for Education, Children and Young People (DECYP). [decyp.tas.gov.au]

Each session includes:

• practical strategies to support inclusive teaching and learning
• updates from DECYP
• access to tools, templates and resources
• opportunities to connect and learn from colleagues

Participants engage in discussions and structured activities that reflect their role, build confidence, and strengthen their impact in schools. The forums also provide dedicated time to share practice, problem-solve real challenges and build professional networks.

Course outcomes

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

Know:

• key approaches to educational adjustments and inclusive teaching
• the core components of effective Learning Plans

Understand:

• how inclusive practices improve student outcomes
• how classroom practice connects to whole-school approaches

Do:

• reflect on their current practice and identify next steps
• collaborate with colleagues to refine inclusive strategies
• apply practical approaches to improve access, participation and learning for students with disability