professional learning for teachers · category presenter title audience english/literacy dr lynde...

PROFESSIONAL LEARNING FOR TEACHERS

UNLIMITED.WE BELIEVE IN A WORLD OF UNLIMITED OPPORTUNITY. WHERE THE POTENTIAL FOR SUCCESS IS UNLIMITED FOR THOSE WITH DRIVE, TALENT, CONFIDENCE AND AMBITION. SUCCESS STARTS HERE.

UNLIMITED.It has never been more exciting or challenging to be a part of education! Whether you are working as an educator, teacher or leader in early childhood education, or in a primary or secondary school, participating in ongoing professional learning is a vital part of your work.

The Education Knowledge Network offers a wide range of professional learning opportunities which are designed to bring educational leaders, educators and teachers together to network, learn and share their wisdom and experience. Key to this learning is building the capability of educators and teachers so that all children and young people will have the best possible opportunities to benefit from their learning and to achieve their aspirations. Participation in Education Knowledge Network is also highly valued for

A MESSAGE FROM THE DEAN

the opportunities to act as ‘stepping stones’ to other professional learning opportunities, including formal higher education studies which can contribute to the development of your career in education.

I have great pleasure in presenting the 2018 offerings from the Education Knowledge Network for your consideration. You will find a number of learning opportunities which are available across a range of locations, including some online learning opportunities.

We look forward to your participation in the Education Knowledge Network in 2018.

Professor Michele SimonsDean of Education

Register at westernsydney.edu.au/ekn

EDUCATION KNOWLEDGE NETWORK 2018

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INDEX OF WORKSHOP CATEGORIES

ENGLISH/LITERACY ...........................................................................................10

MATHEMATICS/NUMERACY ............................................................................... 13

COMPUTATIONAL THINKING ..............................................................................16

STEM ......................................................................................................................18

CREATIVE ARTS ..................................................................................................20

WELLBEING ..........................................................................................................21

LEADERSHIP & MENTORING.............................................................................. 22

INCLUSION & DIVERSITY ................................................................................... 24

WORKING WITH FAMILIES ................................................................................ 26

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I am pleased to present this booklet which contains a selection of some of the professional learning events currently on offer through the Education Knowledge Network (EKN), an initiative of the School of Education, Western Sydney University. Since 2007, EKN has been offering a wide range of high-quality professional learning opportunities to assist teachers in adapting to the challenges they face in improving student learning, engagement and wellbeing.

EKN is an endorsed provider of professional development for the maintenance of accreditation. All EKN early childhood, primary and secondary events are accredited at the Proficient or Highly Accomplished levels with the NSW Education Standards Authority (NESA).

EKN offers a comprehensive program of practical, multimodal events such as workshops, courses, conferences and forums for early childhood, primary and secondary teachers. Face-to-face sessions are conducted at various Western Sydney University campuses and through our network of professional

partners across Sydney, and many are delivered fully online. We also conduct no-cost, professional learning forums throughout the year. All of our events focus on new and emerging practices and theories to promote innovation in teaching practice. Our on-campus and online sessions are designed to bring teachers together from across schools and systems and provide them with opportunities to network and learn about current initiatives in education.

A special service offered is the design and delivery of a range of professional learning services and consultancy tailored specifically to the individual needs of schools. We work in schools, with teachers and school leaders, and have a specific expertise in facilitating teacher action research using a group or whole school approach.

EKN presenters are experts in their field, with many also working at the cutting edge of educational research. We aim to provide teachers with the most up-to-date professional learning experiences that reflect the needs of contemporary educational contexts.

WELCOME

I invite you to browse through the examples of our events in this booklet and the full range of events on our website: westernsydney.edu.au/ekn. and to consider how EKN can specifically meet the professional learning needs of your teachers, in your school. We look forward to your participation in our program throughout 2018.

Associate Professor Catherine Attard Director, Education Knowledge Network



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Education Knowledge Network (EKN) recognises that teachers and schools have unique professional learning goals. EKN can tailor and deliver professional learning to the specific needs of your school, at your school. Whether it is a one-off session on a specific topic or curriculum area held during or after the school day, or a more sustained program of professional learning and consultancy, EKN can source the academic expertise to develop or work collaboratively with you and your colleagues. For example, in 2016 EKN provided St Therese’s Primary School with access to a mathematics expert for 10 days, spread across the school year. The expert provided a full day, whole school workshop and worked with teaching teams across the year to assist the teachers and school leadership to enhance their program of mathematics teaching and learning.

WHOLE SCHOOL ACTION RESEARCH PROGRAMSAction research places professional development in the hands of the teacher. One example of how EKN tailors whole school professional learning is by packaging a program for the implementation of whole school action research projects over a sustained period of time. Our academics will work with schools to implement teacher-driven action research and in particular, to develop the capacity of leadership teams to facilitate future action research within the school. The program package includes face to face professional learning sessions covering the following topics:

≥ Introducing action research

≥ Devising your research question

≥ Revising your research question

≥ Developing an evaluative mindset

≥ What is evidence?

≥ Gathering evidence

≥ Performing what we learn

The Whole School Action Research Program also provides ongoing coaching from University academics whose areas of expertise align with teachers’ individual projects. Separate facilitator training is also provided to ensure your school has the capacity to continue incorporating action research into the future.

WE INVITE YOU TO CONTACT THE EKN TEAM TO DISCUSS HOW WE CAN HELP YOU AND YOUR STAFF FULFIL YOUR PROFESSIONAL LEARNING GOALS.

TAILORED PROFESSIONAL LEARNING

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“ As a technology teacher, it helped to discuss new ideas and concepts with colleagues outside of my school”

Lynnae Venaruzzo & Gina Saliba

“ It gave me a better understanding of what issues we need to deal with”

Jacqueline Ullman & Tania Ferfolja


7Register at westernsydney.edu.au/ekn

CATEGORY PRESENTER TITLE AUDIENCE

English/Literacy

Dr Lynde Tan Digital Media Apps that Get Primary School Students Writing

Primary

Dr Katherine Bates Phonology Fitness ES1 – S1

Robyn Wild Teaching Comprehension Primary

Robyn Wild Guided Reading and Reciprocal Reading Years 3 – 6

Robyn Wild Guided Reading S1

Robyn Wild Guided Reading in K-1 ES1

Gavin Mccormack Inspiring Creativity in Narrative Writing Primary

Associate Professor Susanne Gannon

Designing for Literacy in Secondary Secondary

Mathematics/Numeracy

Katrina Smith Numeracy and Mathematics in the Early Years Early Childhood/Es1 – S1

Catherine Attard Making Mathematics Relevant: Student Engagement in the Primary Years

Stages 1 – 3

Catherine Attard Addressing the Working Mathematically Strand Through a Problem Solving Approach

Stages 1 – 2

Margaret Bigelow Enhancing Teaching and Assessment by Embedding Working Mathematically

ES1 – S5

Margaret Bigelow Using the Numeracy Progressions ES1 – S5

Margaret Bigelow Designing Quality Mathematics Assessment Tasks ES1 – S5

John Ley Improving Student Engagement in the Secondary Mathematics Classroom

Secondary

John Ley I am not a Mathematics Major but am Teaching Stage 4 Mathematics

Secondary

John Ley Extending Secondary Mathematics: Developing Conceptual Understanding through the use of Open-Ended Questions

Secondary

Computational Thinking

Dr Rachel Hendery ‘Escape the Room’ and Learn Computational Thinking

Primary

Dr Nathan Berger Computational Thinking unplugged Primary/Secondary, S3 – S4

Dr Rachel Hendery Computational Thinking Across the Curriculum Secondary

SAMPLE OF CURRENT COURSES

Register at westernsydney.edu.au/ekn8


PRESENTER TITLE AUDIENCE FORMAT LEVEL OF ACC.

Dr Roberto Parada Addressing the Challenge of Challenging Behaviour in School

Stages 4 – 6 Two hour afternoon session

Proficient

Dr Katrina Barker Promoting Positive Behaviour Stages 1 – 3 Two hour session Proficient

WestWords Ms. Deborah Abela

Writing to Communicate Stage 2 – 4 Two hour session Proficient

Dr Tania Ferfolja and Dr Jacqueline Ullman

Ideas for addressing sexualities and gender diversity in the classroom

Stage 1-6 Two hour session Proficient

NIDA

Ms. Bronwyn Batchelor

Drama & Literacy in the Primary Classroom

Stage 2 & 3 Three hour session

Proficient

Ms. Robyn Wild Teaching Comprehension Primary (ES1 – S6)

Two hour session Proficient

Ms. Robyn Wild Teaching Reading Primary (ES1 – S3)

Two hour session Proficient

Assoc. Prof. Catherine Attard Making Mathematics Relevant: Student engagement in the primary years

Stages 1 – 3 Full day Proficient

Assoc. Prof. Catherine Attard Addressing the Working Mathematically Strand through a Problem Solving approach

Stages 1 – 3 Two hour session Proificient

Mr. John Ley Improving Student Engagement in Secondary Mathematics Classroom

Secondary Full day Proficient

Mr. John Ley I am not a Mathematics Major but am Teaching Stage 4 Mathematics

Stage 4 Full day Proficient

Assoc. Prof. Sue Roffey Circle Solutions All Full day Proficient

Assoc. Prof. Christine Johnston Working in Partnerships with Families

All primary/ secondary

Three hour session

Highly Accomplished

CATEGORY PRESENTER TITLE AUDIENCE

STEM

Nathan Berger & Lynde Tan

STEM and 21st Century Learning Design Primary/Secondary, S3 – S4

Trevor Johnstone & Tosin Famakinwa

3D Printing for Teachers Workshop All

Creative Arts

Dr Kumara Ward Arts Pedagogies for Sustainability Education in Early Childhood

All

Bronwyn Batchelor NIDA: Drama & Literacy in the Primary Classroom Stage 2 – 3

Wellbeing

Jo Dwyer Teacher Wellbeing: Worth the Investment All teachers

Jo Dwyer Social and Emotional Learning: How to Embed SEL into the Fabric of School Life

All

Leadership & Mentoring

Wayne Sawyer Introduction to Action Research All

Dr Eva Vass Mentoring for Action Research All

Facilitated by Daniela Falecki

Mentoring Teachers – Supporting Beginning & Pre-service Teachers to Flourish

All

Inclusion & Diversity

Dr Roberto Parada Addressing the Challenge of Challenging Behaviours in School

All

Katrina Barker Promoting Positive Behaviour Stages 1 – 3

Jo Dwyer Circle Solutions All

Alison Webster Meaningful Inclusion: Children with Disabilities, Supporting Positive Behaviours & Children with Autism Spectrum Disorders

Early Childhood & Primary Teachers

Working with Families

Associate Professor Christine Johnston

Working in Partnership with Families Stages 1 – 3

To learn more and to register your interest in an EKN course go to westernsydney.edu.au/ekn



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ENGLISH/LITERACY

DIGITAL MEDIA APPS THAT GET PRIMARY SCHOOL STUDENTS WRITINGPrimary school students’ literacy practices are becoming more digital and multimodal. The changing literacy practices suggest that fostering print literacy in the digital age is no longer sufficient to develop 21st century literate students. Pedagogical connections can be more accessible when practitioners understand the affordances of digital media and how primary school students interact with multimodal and multimedia texts. In this workshop, you will be ‘playing’ with a range of iPad apps that are suitable for teaching primary school students how to compose multimodal texts in different stages of the teaching and learning cycle.

AUDIENCE: Primary

STANDARDS: 2.6.2, 3.4.2.

DURATION: 3hr session

LEVEL: Proficient

PRESENTER:

DR LYNDE TAN is a lecturer in English language and literacy curriculum and pedagogy in the School of Education at Western Sydney University. She is currently teaching Primary English and Literacy II to initial teachers. Her recent book, Teaching Writing and Representing, is an essential resource for teachers who are keen on developing innovative teaching strategies based on the Australian Curriculum: English.

PHONOLOGY FITNESSThis workshop explores theoretical underpinnings and approaches for teaching phonological awareness as a continuum. Teachers are presented with a range of explicit and effective strategies within ES1-S1 literacy programs. The workshop will engage participants in using high-quality literature to implement these strategies. Participants will also draw on assessment data sets to identify most significant needs for their contexts and plan for teaching. Participants will also be involved in a MakerSpace, reviewing and creating resources and literature. Participants will take away research-based knowledge about teaching phonological skills, along with strategies and resources ready to trial in their context..

AUDIENCE: ES1 – S1

STANDARDS: 2.1.2 | 2.2.2 | 3.4.2 | 5.4.2

DURATION: Full day

LEVEL: Proficient

PRESENTER:

DR KATHERINE BATES currently lectures in Education at Western Sydney University. Her career spans over 30 years including classroom teaching, specialist literacy support K-10 and senior leadership roles with the NSW Department of Education. More recently Dr Bates worked with Sydney Catholic Education Office developing online professional learning for implementing the Australian Curriculum in the NSW K-10 Syllabuses across NSW Catholic schools. She is a published author of academic journals, educational textbooks, programs and parent support books. She has been an invited speaker on live television, national and international radio programs, and community events on topics about reading.

TEACHING COMPREHENSIONMaking meaning is central to understanding and engaging with texts.

During this session participants will:

≥ identify reading strategies that support comprehension

≥ explore how these comprehension strategies may best be taught

≥ view teachers as they focus on specific comprehension strategies during modelled, shared, guided and independent reading sessions.

AUDIENCE: Primary

STANDARDS: 2.1.1, 2.1.2


LEVEL: Proficient

PRESENTER:

ROBYN WILD taught for the NSW Department of Education and Training between 1979 and 2000, when she worked with students and teachers in numerous schools around Sydney as a classroom teacher and assistant principal. During that time, she was also a regional literacy consultant and senior curriculum officer. Over the years, she has been a board or committee member of PETAA, ECEC and ALEA. Robyn currently provides professional development to teachers around NSW as a literacy consultant and works with Education students from time to time at the University of Sydney and Macquarie University.



GUIDED READING & RECIPROCAL READINGGuided reading allows teachers to offer scaffolding and support to small groups of students of similar reading ability, as they begin to use particular reading strategies for themselves. Reciprocal teaching sees teachers and students talking about texts and concentrating on making meaning through predicting, clarifying, questioning and summarising. In this workshop, participants will:

≥ identify how guided reading and reciprocal teaching can support students within a balanced literacy program, by linking it with their modelled, shared and individual reading lessons

≥ design classroom routines for guided reading and reciprocal teaching, including issues around grouping students and text choice.

≥ view and discuss guided reading and reciprocal teaching lessons.

AUDIENCE: Years 3 – 6

STANDARDS: 1.1.2, 2.5.2


LEVEL: Proficient

PRESENTER:

ROBYN WILD

GUIDED READINGGuided reading allows teachers to offer scaffolding and support to small groups of students of similar reading ability, as they begin to use particular reading strategies for themselves. In this session, participants will:

≥ share successes and concerns around conducting guided reading lessons in Years 2 and 3

≥ identify how guided reading supports students within a balanced literacy program by linking it with their modelled, shared and individual reading lessons

≥ identify the importance of having a clear purpose for each guided reading session

≥ design classroom routines for guided reading, including issues around grouping students and text choice.

≥ view and discuss guided reading lessons.

AUDIENCE: S1

STANDARDS: 1.2.2, 3.1.2, 4.2.2


LEVEL: Proficient

PRESENTER:

ROBYN WILD

GUIDED READING IN K-1Guided reading allows teachers to offer scaffolding and support to small groups of students of similar reading ability, as they begin to use particular reading strategies for themselves. In this session, participants will:

≥ share successes and concerns around conducting guided reading lessons in Kindergarten and Year 1

≥ identify how guided reading supports students within a balanced literacy program by linking it with their modelled, shared and individual reading lessons

≥ identify the importance of having a clear purpose for each guided reading session

≥ design classroom routines for guided reading, including issues around grouping students and text choice

≥ view and discuss guided reading lessons.

AUDIENCE: ES1

STANDARDS: 1.2.2, 3.1.2, 4.2.2


LEVEL: Proficient

PRESENTER:

ROBYN WILD



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INSPIRING CREATIVITY IN NARRATIVE WRITINGInspiring children to construct good quality, well-paced narratives can be one of the most challenging tasks teachers face in the classroom. This hands-on workshop is designed to assist teachers in implementing a system within their room that allows children to plan and construct the perfect narrative. The workshop provides teachers with the tools to deliver a well-paced 10-week program, which empowers your students to construct narratives that they care about, harnessing their own inner creativity to deliver stories both verbally and in written form. The workshop also makes strong links between comprehension and the narrative text type. Teachers will leave with inspiring ideas that they can use immediately in the classroom to change the way students write and value the power of a good story.

AUDIENCE: Primary

STANDARDS: 1.1, 1.2, 2.1, 2.3, 2.5 & 3.2.

DURATION: 2.5 hr session

LEVEL: Proficient

PRESENTER:

GAVIN MCCORMACK has almost 20 years’ experience teaching in Australia and abroad. He currently holds the position of senior teacher at Inner Sydney Montessori School where he is a member of the school executive team. He is a published children’s author and is about to release his second picture book. Gavin delivers in-house workshops for both staff and children on the structure and teaching of different text types. He has worked closely with the Association of Independent Schools (AISNSW) in producing and delivering workshops on text type writing and was involved in the development of the recently released National Curriculum for English.

DESIGNING FOR LITERACY IN SECONDARY SCHOOLSHow might literacy be embedded explicitly and consistently across subject areas in secondary schools? What does research tell us about how to design effective literacy practices for learning? This workshop will introduce you to evidence-based frameworks, strategies and approaches for supporting and challenging students in your curriculum area through writing, reading, talking, visual and digital literacies. Come in a pair or small group from your school so you can collaborate after the workshop to audit, revise and extend literacy practices. Participants will be provided with a workshop booklet of practical resources and strategies for classroom use and planning.

AUDIENCE: Secondary

STANDARDS: 2.1.2, 2.5.2, 3.3.2


LEVEL: Proficient

PRESENTER:

ASSOCIATE PROFESSOR SUSANNE GANNON has taught and researched English and literacy education for more than a decade at Western Sydney University. Prior to this, she was an English and literacy teacher and curriculum advisor in secondary schools in Queensland. She is a widely published scholar and was on the executive of the Australian Association of Teachers of English from 2011-2016, as Editor of the national journal English in Australia.



NUMERACY AND MATHEMATICS IN THE EARLY YEARS Early childhood mathematics and numeracy is essential to all young children’s development. In this hands-on workshop, participants will examine the mathematical learning in alignment with the Early Years Learning Framework and the NSW Mathematics Syllabus to discuss current best practice in the teaching of mathematics and numeracy. Participants will focus on activities and materials that can be used in a variety of situations and they will explore the importance of guided discovery through play.

AUDIENCE: Early Childhood/ES1 – S1

STANDARDS: 1.2.2 | 2.5.2 | 3.5.2


LEVEL: Proficient

PRESENTER:

KATRINA SMITH is a sessional academic at Western Sydney University, working with pre-service teachers in primary mathematics education. She studied Early Childhood Education at Macquarie University and proceeded to teach for 19 years in primary classrooms. A passion to improve mathematics education led Katrina to further her studies through Western Sydney University. In 2016, she completed her Graduate Certificate in Primary Mathematics. Katrina is currently studying a Master of Research, focusing on mathematics in early childhood settings.

MAKING MATHEMATICS RELEVANT: STUDENT ENGAGEMENT IN THE PRIMARY YEARSOne of the biggest challenges in teaching primary mathematics is making the content relevant, engaging and challenging for students. In this full day workshop, participants will explore how the use of rich tasks, problem solving and mathematical investigation provides opportunities for children to learn, understand and apply mathematics in a meaningful and purposeful way. Participants will:

≥ discuss theory relating to student engagement

≥ conduct mathematical investigations

≥ explore and engage in a range of rich tasks and mathematical problems

≥ consider how to implement these tasks in line with curriculum and assessment requirements.

AUDIENCE: Stages 1 – 3

STANDARDS: 2.1.2, 2.5.2, 3.3.2, 3.4.2, 6.2.2

DURATION: Full day

LEVEL: Proficient

PRESENTER:

CATHERINE ATTARD is an Associate Professor in Primary Mathematics Education and a Western Sydney University Distinguished Teaching Fellow, and comes from a primary teaching background. Catherine has won several teaching awards, including a prestigious Australian Awards for University Teaching (AAUT) Teaching Excellence Award, and an Office of Learning and Teaching citation for Outstanding Contributions to Student Learning. She presents workshops and keynotes nationally and internationally, is a past President of the Mathematical Association of New South Wales, and is Secretary of the Mathematics Education Research Group of Australasia. Catherine has also published a range of mathematics teacher resource books and a mathematical board game, Mabble. Her website, engagingmaths.co, is also a popular resource for teachers locally and internationally.

ADDRESSING THE WORKING MATHEMATICALLY STRAND THROUGH A PROBLEM SOLVING APPROACHThe Working Mathematically strand lies at the core of the NSW Mathematics curriculum. In this session, participants will engage in a range of activities that promote the Working Mathematically components of the Mathematics K-6 Syllabus. Participants will discuss the implications of using a problem solving approach to address the syllabus content, and ways problem activities can be differentiated and assessed.


STANDARDS: 1.5.2, 2.1.2, 3.3.2, 6.2.2, 6.4.2


LEVEL: Proficient

PRESENTER:

CATHERINE ATTARD

MATHEMATICS/NUMERACY



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ENHANCING TEACHING AND ASSESSMENT BY EMBEDDING WORKING MATHEMATICALLY This presentation is for teachers from K to 10. It is designed to provide some approaches and practical activities to potentially increase student engagement and confidence in mathematics by developing teaching, learning and assessment programs based on the Working Mathematically strand. Participants will experience and develop different learning and assessment activities.


STANDARDS: 1.5.2, 2.1.2, 2.5.2, 6.4.2

DURATION: Full day

LEVEL: Proficient

PRESENTER:

MARGARET BIGELOW has a long and varied career in mathematics education. She was a teacher for many years in a variety of schools in NSW including comprehensive, selective and independent schools. She has been actively involved in teacher professional associations and professional development of teachers enabling her to serve on advisory groups for curriculum development and professional teaching standards. She has had roles in both NESA and ACARA to develop mathematics curriculums. Margaret has worked with states and territories to support the implementation of the Australian Curriculum from Foundation to Year 12. She has worked on projects to assist teachers understand the importance of the Mathematics Proficiencies in the teaching of Mathematics, the development of Illustrations of Practice of how the curriculum can be delivered through the lens of STEM and the development of learning progressions for numeracy. Margaret has worked at an international level in the Middle East and Asia to support capacity development for curriculum authorities.

USING THE NUMERACY PROGRESSIONS This presentation is for all subject teachers from K to 10. It is designed to enable teachers to accurately locate a student’s numeracy knowledge skills and understanding to determine what learning should follow. Teachers will actively engage with the Numeracy Learning Progression and develop confidence in how to use the Progressions to inform their teaching.


STANDARDS: 1.5.2, 2.1.2, 2.5.2, 3.2.2, 6.4.2


LEVEL: Proficient

PRESENTER:

MARGARET BIGELOW

DESIGNING QUALITY MATHEMATICS ASSESSMENT TASKSThis presentation is for teachers from K to 10. It is designed to enable teachers to determine a high quality task and have the skills and confidence to develop their own tasks. Participants will be given examples of high-quality tasks and examples of student work resulting from those tasks. Teachers will participate in discussions on how to provide high-quality feedback to their students to inform further learning.


STANDARDS: 1.5.2, 2.1.2, 2.5.2, 6.4.2

DURATION: Full day

LEVEL: Proficient

PRESENTER:

MARGARET BIGELOW



IMPROVING STUDENT ENGAGEMENT IN THE SECONDARY MATHEMATICS CLASSROOMThis presentation is for secondary mathematics teachers from years 7 to 12. It is designed to provide some approaches and practical activities to potentially increase student engagement and confidence in mathematics. Participants will experience and develop alternative learning and consolidation activities as well as textbook exercises and worksheets. Practical suggestions to increase student confidence in the mathematics classroom will be discussed.

AUDIENCE: Secondary

STANDARDS: 1.5.2, 2.1.2, 2.5.2, 6.4.2, 7.4.2

DURATION: Full day

LEVEL: Proficient

PRESENTER:

JOHN LEY is a passionate and innovative mathematics educator. Having taught in six schools since 1982, and holding the positions of Head of Mathematics, Assistant Principal and Acting Principal, John has a wealth of experience. His qualifications include B.Sc., Dip Ed. (UNSW) M.A Pure Mathematics (Syd. U), Grad Dip RE (ACU), Diploma in Children’s Services and he is currently completing his PhD in Mathematics Education. John worked as a sessional lecturer at WSU from 2004 to 2009, and since 2014, has lectured and tutored in mathematics and mathematics education at WSU and ACU. An experienced senior marker for the SC and HSC, John was a member of the 2012, 2013 and 2014 assessment committees setting the HSC calculus course examinations. An experienced textbook author, John has written the Insight series published by Oxford University Press. He has presented an array of workshops on mathematics teaching and integrating spreadsheets into mathematics for MANSW, AIS, AAMT, and CEO, and internationally at NCTM and NCSM.

I AM NOT A MATHEMATICS MAJOR BUT AM TEACHING STAGE 4 MATHEMATICSOften, non-mathematics specialist teachers are given stage 4 mathematics classes. The ability to ‘do’ mathematics does not necessarily translate into being able to teach mathematics. This course is designed to assist teachers with aspects of the stage 4 course by addressing common misconceptions and providing teaching strategies that promote student learning. Examples are used in class to develop mathematical knowledge and participants will be shown how to present examples in the most effective manner. The promotion of conceptual knowledge through a constructivist teaching approach will be demonstrated along with different teaching strategies. Participants will return to school with a collection of strategies that can be applied immediately.

AUDIENCE: Secondary

STANDARDS: 1.3.2, 1.5.2, 2.1.2, 2.2.2, 2.5.2, 3.1.2, 3.2.2, 3.3.2, 5.1.2, 6.2.2

DURATION: Full day

LEVEL: Proficient

PRESENTER:

JOHN LEY

EXTENDING SECONDARY MATHEMATICS: DEVELOPING CONCEPTUAL UNDERSTANDING THROUGH THE USE OF OPEN-ENDED QUESTIONS The answer is 42. What is the question? This workshop will explore the use of open-ended questions to develop conceptual understanding. It will attempt to answer many questions, such as:

≥ when is one question better than a worksheet or a text book exercise?

≥ when is a third bigger than a half.

≥ which is bigger: 4 or 3?

≥ should a single question take all lesson?

≥ how do I write such questions?

≥ I must have multiple choice questions in my tests just like the HSC. How do I write good multiple choice questions?

The answers can be found in the workshop. Ask yourself the question: Can I afford to miss this?

AUDIENCE: Secondary

STANDARDS: 1.5.2, 2.1.2, 2.5.2, 6.4.2


LEVEL: Proficient

PRESENTER:

JOHN LEY



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COMPUTATIONAL THINKING

‘ESCAPE THE ROOM’ AND LEARN COMPUTATIONAL THINKINGThe MARCS Institute for Brain, Behaviour and Development has been running successful children’s ‘escape room’ style events around Sydney over the past two years. An escape room is a themed space that contains a series of puzzles that must be solved, each solution providing a clue for the next puzzle, and the final puzzle giving the ‘key’ to escape the room. Individual puzzles and activities can be used in the classroom without the creation of a full escape room set-up, or a full escape room could be developed for a special event.

During this workshop we will introduce teachers to the principles of developing escape room style physical puzzles that promote students’ computational and logical thinking, as well as teamwork skills. The lessons we have learned through the many iterations of the ‘Rosita Stone’ language-themed escape room will be shared – how to pitch puzzles at the right level to challenge without frustrating, how to create and source the necessary physical items on a budget, how to decorate and set up an appropriate space, and ways in which an escape room can finish with a satisfying conclusion when (unlike adult escape rooms) you can’t require children to break out of an actual locked room.

We will demonstrate how the key components of computational thinking are embedded in these kinds of puzzles and will suggest ways in which they can support curricula. We will work through some examples that will inspire you to try converting written puzzles or worksheets into fun physical activities in escape room style.

AUDIENCE: Primary

STANDARDS: 1.5.2, 2.5.2, 3.1.2, 3.3.2


LEVEL: Proficient

PRESENTER:

DR RACHEL HENDERY is a linguist and senior lecturer in Digital Humanities at Western Sydney University. She has a long history of involvement with Olympiads in New Zealand and Australia, including the mathematics, physics and linguistics Olympiads. She is currently the NSW coordinator and on the national board of the Australian Computational Linguistics Olympiad (OzClo), and has run international Olympiad training workshops in Malaysia. Materials for this workshop were prepared with the assistance of a team from the MARCS Institute for Brain Behaviour and Development, including Associate Professor Caroline Jones, who researches language learning, and Mark Richards, who has a long teaching career in adult, secondary and primary contexts, and develops curriculum materials for teaching languages in the Northern Territory.

COMPUTATIONAL THINKING UNPLUGGEDComputational Thinking is a framework for systematically solving problems with applications beyond information and communication technologies (ICT) to other curriculum areas and non-technological problems. The key steps are decomposition, pattern recognition, abstraction, and algorithms. Perhaps counterintuitively, unplugging from technology can be a highly engaging and effective way to start thinking computationally with your students. In this session, you learn about computational thinking skills and participate in unplugged activities which will help you teach these skills to primary and lower secondary students.

AUDIENCE: Primary/Secondary, S3 – S4

STANDARDS: 1.5.2, 2.5.2, 3.1.2, 3.3.2


LEVEL: Proficient

PRESENTER:

DR NATHAN BERGER is Postdoctoral Research Fellow in STEM Education at Western Sydney University. He currently teaches in the Master of Education (STEM), including the unit Computational Thinking Across the STEM Curriculum.



COMPUTATIONAL THINKING ACROSS THE CURRICULUM Computational thinking isn’t just about maths and science. With the right approach, any kind of subject matter can be used to build skills in abstraction, logic, analysis, and pattern recognition.

Imagine your students are given the hieroglyphics for ‘Cleopatra’ and ‘Ptolemy’ but not told which is which. Could they use logical thinking to figure it out? What if they were asked to design a logical and efficient spelling system for a previously unwritten Australian Aboriginal language? What principles might they have to consider?

This workshop is an opportunity for some hands-on engagement with these kinds of ‘Olympiad’-style puzzles. We will demonstrate how the key components of computational thinking are embedded in such puzzles and how they can be adapted for a range of ages, abilities and subject matter, to promote computational thinking skills even for students who might be more interested in humanities and the social sciences than in the hard sciences or mathematics.

We will also share some secrets to improving student performance in Olympiad competitions, and will provide a packet of resources that can be used in the classroom.

At the end of the workshop, teachers will have an opportunity to register their schools for the Australian Computational Linguistics Olympiad.

AUDIENCE: Secondary

STANDARDS: 1.5.2, 2.5.2, 3.1.2 3.3.2

DURATION: 2.5 hr session

LEVEL: Proficient

PRESENTER:

DR RACHEL HENDERY



17

STEM

STEM AND 21ST CENTURY LEARNING DESIGNProblem-based learning (PBL) and integrated science, technology, engineering and mathematics (STEM) programs are increasingly popular as schools respond to the ‘digital’ and ‘innovation age’ agendas. Research demonstrates both the power of these approaches but also the common pitfalls in implementation. The 21st Century Learning Design (21CLD) framework enables teachers to critically reflect upon and improve PBL/STEM programs. In this session, you will learn to use the 21CLD framework to ensure high-quality learning experiences in PBL and integrated STEM programs.

AUDIENCE: Primary/Secondary, S3 – S4

STANDARDS: 2.1.2, 2.6.2, 3.1.2


LEVEL: Proficient

PRESENTER:

NATHAN BERGER & LYNDE TAN

3D PRINTING FOR TEACHERS WORKSHOP Our Industrial Design Academics will introduce you to the Western Sydney University MakerSpace, located at our Kingswood campus, and open to the public every Thursday from 1-6pm. In this workshop participants will work through a 3D graphics project and see demonstrations of 3D printing, laser cutting, digital wire bending and more. This workshop will develop your skills and connect you with facilities that are open every week to continue your development and enhance your technology teaching.

AUDIENCE: All

STANDARDS: 2.6.2, 3.4.2, 7.4.2


LEVEL: Proficient

PRESENTER:

TREVOR JOHNSTONE & TOSIN FAMAKINWA TREVOR JOHNSTONE started at Western Sydney University in 2011 and is the Technical Coordinator for Industrial Design. He contributed to the development of the current 3D printing area in the School of Computing, Engineering and Mathematics and is responsible for technical support of Industrial Design classes and prototyping workshops.

DR. TOSIN FAMAKINWA received his PhD from the Graduate School of Engineering at Chubu University, Aichi Japan. Tosin received the Chubu University President’s Award for academic excellence in January 2006. Tosin research interest includes additive manufacturing (3D printing), renewable and sustainable energy systems. Tosin Famakinwa taught more than 12 3D printing workshops for Engineering Australia members. Tosin is currently the Technical Manager for Western Sydney University School of Computing, Engineering and Mathematics.



“ I have walked away with great new ideas to implement in my classroom”

Deborah Abela

“ It took my knowledge and experience and added resources, ideas and background that enhanced my understanding”

Robyn Wild



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CREATIVE ARTS

ARTS PEDAGOGIES FOR SUSTAINABILITY EDUCATION IN EARLY CHILDHOODThis full day workshop will highlight the role of the creative arts in the early childhood curriculum for sustainability education and the role they play in children’s emerging processes of meaning-making in their place and community. Place includes family and community, and beyond, and incorporates key elements of the natural world within which our lives are situated. Participants will develop stories related to the flora, fauna and ecosystems in their work environments, create alliterative songs and verses, and engage in movement and drama that is reflective of their communities. Visual arts will feature through drawing, painting and sculpture highlighting the ways in which they engage children in understanding and expressing their sense of belonging to place.

AUDIENCE: All

STANDARDS: 1.2.2, 1.5.2, 2.1.2, 3.7.2, 6.3.2, 6.4.2 E/C

DURATION: Full day

LEVEL: Proficient

PRESENTER:

DR KUMARA WARD is an Early Childhood Education academic with the Western Sydney University who lectures in Curriculum and Pedagogy. Her research focuses on the symbiosis between the arts and nature education in early childhood and the unique role they play in place-making, wellbeing, sustainability education and becoming eco literate citizens. Kumara weaves this content into curriculum for children using storytelling, verse, song, movement and visual arts. Her unique approach supports educators to develop their own creative educational resources that are tailored to the children and to the communities and environments in which they work, and to co-construct meaningful program content.

NIDA

DRAMA & LITERACY IN THE PRIMARY CLASSROOMThis workshop is presented in conjunction with the National Institute for Dramatic Art (NIDA). Move literacy learning from the page to the stage. Discover how to employ play building techniques to develop literacy, comprehension and communication skills in the primary classroom.

AUDIENCE: Stage 2 – 3

STANDARDS: 1.5.2, 2.5.2, 3.3.2 6.2.2


LEVEL: Proficient

PRESENTER:

BRONWYN BATCHELOR graduated from the University of Southern Queensland’s Theatre Performance course and completed post graduate studies in theatre at the University of Queensland. Main house theatre credits include shows for LaBoite Theatre, Green Theatre, Whiteknight Theatre, Out of the Box Festival, Toadshow Productions, Stagewise Theatre, Metro Arts Theatre and the Queensland Theatre Company. Bronwyn began writing and producing theatre for young people with a series of plays commissioned by the Qld Arts Council for widespread touring throughout secondary schools. She wrote and developed new works for Dot to Dot and Tic Tac Theatre and has completed Artist in Residence appointments in schools in NSW and QLD. As Artistic Director of Whiteknight Theatre she specialised in curriculum based Theatre styles, including Brecht’s Epic Theatre, Theatre of the Absurd and Commedia Dell’Arte, writing and devising all performance and workshop material. Bronwyn is a regular tutor with NIDA. Her work in the NIDA Schools Program includes teaching drama skills and styles to primary and secondary students, delivering Drama and Literacy courses in primary schools, and teaching professional development courses to primary school and early childhood teachers.



TEACHER WELLBEING: WORTH THE INVESTMENTThe aim of this workshop is to provide time for teachers to reflect on their practice, look at ways to alleviate some of their stressors, and learn to manage their time better.

The workshop is designed to:

≥ develop a shared understanding of why wellbeing is important

≥ explore individual attitudes and beliefs about wellbeing;

≥ learn how you can strengthen your wellbeing as well as your organisational wellbeing;

≥ investigate various evidence-based wellbeing approaches

≥ provide planning tools and strategies to support wellbeing.

The event is a fun and interactive day to share ideas and opinions with colleagues about why we need to invest in our own wellbeing.

AUDIENCE: All teachers

STANDARDS: 3.5.2; 3.6.2; 4.4.2; 6.1.2; 6.3.2.

DURATION: Full day

LEVEL: Proficient

PRESENTER:

JO DWYER has a Masters of Wellbeing in Inclusive Education, as well as 25 years of experience as a teacher and teacher-librarian. She has a passion for developing wellbeing capacity across schools and embedding Social and Emotional Learning (SEL) across all school practices. Jo is a qualified, experienced education consultant and trainer with expertise in the development, delivery and co-ordination of high-quality professional learning for schools. Over the past ten years Jo has developed excellent knowledge in the research that underpins social and emotional learning (SEL) and how to implement it successfully, using a whole school approach.

SOCIAL AND EMOTIONAL LEARNING: HOW TO EMBED SEL INTO THE FABRIC OF SCHOOL LIFE Social and Emotional Learning (SEL) is about developing the ability to care for others, make responsible decisions, establish positive relationships, and handle challenging situations. Research shows that when taught regularly and explicitly across the curriculum, students’ academic outcomes will improve. Ideally SEL is more than just teaching social and emotional skills, it is also about incorporating it into the school context, policies and practices.

This interactive workshop will provide the current research supporting a multi-layered approach to SEL, as well as a set of guidelines to support implementation. Over the training session Jo will share stories, strategies and resources that will assist you in planning strategically for the implementation of SEL across the school culture.

AUDIENCE: All

STANDARDS: 1.1.2; 4.1.2; 4.4.2.


LEVEL: Proficient

PRESENTER:

JO DWYER

WELLBEING



21

INTRODUCTION TO ACTION RESEARCH This workshop provides an introduction to action research in schools and classrooms. Participants will explore the action research cycle of planning, acting, observing and reflecting, along with a range of ways action research can be carried out either individually or as a whole school project. Examples of action research case studies will be provided and discussed. Participants will also have an opportunity to discuss potential action research projects within their own school contexts.

AUDIENCE: All

STANDARDS: 6.2.3, 6.3.3, 7.4.3


LEVEL: Highly Accomplished

PRESENTER:

WAYNE SAWYER is the Director of Research in the School of Education at Western Sydney University. His research interests include secondary English curriculum, literacy policy, developing teachers as researchers and effective teaching, particularly in low SES communities.

Professor Sawyer is an experienced case study researcher. As part of larger teams, he has carried out case study-based projects on effective teaching in the NSW HSC, effective teaching in Years 7-10, effective teaching in relation to boys’ education and the engagement of students from low SES backgrounds. He is a former President of the NSW English Teachers’ Association, a former editor of the journal English in Australia, and a former Chair of the NSW Board of Studies English Curriculum Committee. He has produced research reports for the NSW Board of Studies and the Victorian Curriculum and Assessment Authority (co-authored) on major reviews of English curriculum in those states. He has edited or authored 30 books, mostly on English teaching for audiences of school teachers and academics.

MENTORING FOR ACTION RESEARCHThe aim of this workshop is to build the capacity of participants, in their role as mentors, to support pre-service or beginning teachers through participatory action research.

Workshop activities will allow participants to explore different phases of action research. The activities will facilitate discussion about what each phase of action learning may entail. In particular, we will explore the collection of various student data (observations, learning conversations, work samples and students’ self-evaluation) and the use of such data to evaluate the quality of students’ learning experiences, and thus examine one’s own practice.

Workshop activities will also include opportunities to reflect on ways in which such action learning can be facilitated through peer mentoring. The workshop will deepen participants’ understanding of the role of action learning in pre-service teacher training as well as ongoing professional development.

Participants will be able to use the knowledge gained in researching and documenting their own practice through the use of various kinds of student data. They will also be able to apply this knowledge in their mentoring roles: supporting pre-service or beginning teachers (mentees) to engage in action learning, with an aim to document, evaluate and improve on their practice.

AUDIENCE: All

STANDARDS: 3.6.2, 5.4.2, 6.2.2, 7.4.2


LEVEL: Proficient

PRESENTER:

DR EVA VASS has a particular interest in dialogic pedagogies: the nurturing of conversational practices that promote open-mindedness and facilitate collective reflection. This workshop will build on Eva’s extensive knowledge in the field of educational research in general, with specific expertise in observational and action research. In her current role, Eva coordinates Researching and Developing Engaging Pedagogies, the capstone unit of the Master of Teaching Programme (Primary) at WSU. Through this capstone unit, she facilitates professional self-reflection by challenging pre-service teachers to inquire into their own practice with an aim to improve it. Her ultimate goal in this process is to nurture pre-service teachers’ ‘researcherly’ disposition towards their own profession.

LEADERSHIP & MENTORING



MENTORING TEACHERS – SUPPORTING BEGINNING & PRE-SERVICE TEACHERS TO FLOURISHThis program has been designed to support the teachers who seek or want to maintain the accreditation of Highly Accomplished as they demonstrate their capacity to engage in professional learning to improve classroom practices, engage in collegial discussions with colleagues and build productive links with the wider community.

A 2005 report, Use of Research and Evidence in Education, concluded ‘learning to be a coach or mentor is one of the most effective ways of enabling teachers or leaders to become good and excellent practitioners.’ (Van Nieuwerburgh, 2012, p24)

This program operates as an online program providing research as content, coaching frameworks to apply, and forums to share and discuss in a developing online community. The whole mentoring process is then reflected upon through questions that are discussed in online forums.

AUDIENCE: All

STANDARDS: 1.5.2, 2.1.2, 3.3.2, 6.2.2 6.4.2

DURATION: Fully online

LEVEL: Proficient

PRESENTER:

FACILITATED BY DANIELA FALECKI Western Sydney University is committed to supporting both experienced and new teachers with the latest research and strategies that promote best-practice in schools. This includes supporting mentoring teachers with a program that supports both their personal and professional goals as mentors of pre-service teachers and leaders within the school community.



23

INCLUSION & DIVERSITY

ADDRESSING THE CHALLENGE OF CHALLENGING BEHAVIOURS IN SCHOOL This workshop reviews guidelines for the establishment of Positive Learning Environments in schools. It focuses on the use of information gathering and interpretation when dealing with challenging behaviours at school. A particular focus is given to suggestive intervention in relation to bullying in schools and other behavioural challenges often present in secondary classrooms.

AUDIENCE: All

STANDARDS: 1.1.2, 1.3.2, 4.1.2, 4.3.2, 6.2.2, 7.4.2


LEVEL: Proficient

PRESENTER:

DR ROBERTO PARADA’S research and academic interest focus on school bullying, child and adolescent mental health, Australian Aboriginal youth wellbeing, positive learning environments, school mental health, and the application of cognitive and behavioural interventions in schools. Dr Parada has held various academic appointments in Australian universities. He is currently a Senior Lecturer in Adolescent Development, Wellbeing, Behaviour and Pedagogical Studies at the Western Sydney University where he coordinates the Positive Learning Environments and Adolescent Development post-graduate course.

PROMOTING POSITIVE BEHAVIOURResearch shows that when teachers doubt themselves or lack confidence in their approach to addressing students’ behaviour they have a tendency to be: more vulnerable to stress, employ less effective strategies to manage misbehaviour, use more traditional and authoritarian approaches and employ more reactive rather than proactive strategies when addressing misbehaviour (Clunies-Ross, Little, & Kienhuis, 2008). In addition to improving your confidence, this workshop will enable you to refine and enhance your individual behaviour management plans through the introduction of new ideas which are based on research validated practice on how to best promote positive behaviour for learning.


STANDARDS: 4.2.2, 4.3.2, 4.4.2


LEVEL: Proficient

PRESENTER:

KATRINA BARKER received her PhD in Education from the Western Sydney University in 2007. Since 2003 she has taught postgraduate students in Educational Psychology across the primary and secondary programs and coordinates the research methods and design unit for the Honours students. Katrina’s research focus links well to her teaching as it relates to student motivation, self-concept, classroom management and school retention. Most of her research employs sophisticated quantitative analyses. Prior to being employed at Western Sydney University, Katrina completed a teaching degree and worked as a primary school teacher.

CIRCLE SOLUTIONSDo you want a positive emotional climate for learning in your classroom? Would you value a different way of approaching behavioural issues? Teachers all over Australia are finding that Circle Solutions transforms relationships in their school. This highly engaging and enjoyable pedagogy maximises participation, promotes empathy, reduces bullying and helps promote resilience. This interactive workshop will give participants an understanding of why they should use Circles, experience of being part of a Circle and an opportunity to plan one with others. This builds confidence in running Circles effectively with students.

AUDIENCE: All

STANDARDS: 1.1.2, ,1.3.2, 3.5.2, 4.1.2, 4.3.2, 6.2.2

DURATION: Full day

LEVEL: Proficient

PRESENTER:

JO DWYER is a highly experienced and qualified educator having worked across government, independent and the private sectors in executive roles, as a teacher and a teacher-librarian for over 25 years. Jo is a qualified and an accredited Circle Solutions trainer and is passionate about building wellbeing and positive relationships across the school community. Jo has a Masters of Wellbeing in Inclusive Education and over the last six years, Jo has worked as an education consultant and trainer developing, delivering and co-ordinating high-quality professional learning to schools in a national mental health initiative. Over the past 10 years Jo has developed excellent knowledge of the research that underpins Circle Solutions and Social and Emotional Learning (SEL) and how this pedagogy develops a healthy and positive school culture.



MEANINGFUL INCLUSION: CHILDREN WITH DISABILITIES, SUPPORTING POSITIVE BEHAVIOURS & CHILDREN WITH AUTISM SPECTRUM DISORDERSThis full day session combines three modules and is presented in conjunction with Noah’s Ark.

Module 1: Children with DisabilitiesThe seminar is aimed at supporting teachers and educators to look at the skills and adaptations that may be required when supporting a child with disabilities to be included in the learning program.

Participants will explore practices that support children with a disability to achieve learning outcomes, a practical framework for everyday routines and activities to support meaningful participation and community resources available to support you and your program.

Workshop outcomes:

≥ participants will reflect on their own beliefs about Inclusion

≥ participants will explore a framework for adapting everyday routines and activities

≥ participants will understand programs and resources that can support their work

≥ participants will look at examples of successful inclusive practices.

Module 2: Supporting Positive BehavioursAn increasing number of children with additional needs are accessing early childhood programs. Some children have a diagnosis and some do not. Educators are aware that they need to ensure the participation of all children and may require support to meet the individual needs of children with challenging behaviour. Participants will explore the importance of working in partnership with their staff and families to understand the triggers and the communicative intent

behind a child’s behaviour.

Learning outcomes:

≥ participants will gain skills in understanding behaviour and will explore appropriate responses

≥ participants will increase their understanding of communication challenges that can lead to behaviour challenges

≥ participants will consider the impact of the physical environment on children’s behaviour

≥ participants will explore program practices and how these may impact on children’s behaviour.

Module 3: Including Children with Autism Spectrum Disorder (ASD)Increasingly in educational settings educators are successfully including children with additional needs. Often they have children with ASD as part of their regular program.

The seminar is aimed at supporting teachers and educators to explore some of the key features of ASD, the implications for your program and strategies that may assist in the meaningful inclusion of children with ASD.

Learning outcomes:

≥ participants will reflect on challenges they may have faced including children with ASD

≥ participants will explore the key features of ASD

≥ participants will gain greater knowledge of the impact of an ASD diagnosis on the whole family

≥ participants will explore tools and strategies for including children with ASD successfully into an educational program.

AUDIENCE: Early Childhood & Primary Teachers

STANDARDS: 1.1.2, 1.6.2, 4.1.2

DURATION: Full day

LEVEL: Proficient

PRESENTER:

ALISON WEBSTER has a degree in Early Childhood Education and comes from a kindergarten teaching background. She also has experience working in Early Childhood Intervention and several years’ experience as a teacher at TAFE in NSW.

For the past 15 years Alison has worked in the area of inclusion support. Firstly as a Children’s Services Resource and Development Officer and then as the Team Leader of an Inclusion Support Agency. During the past 6 years Alison has been an Inclusion Project Consultant for Noah’s Ark, developing resources to support early childhood professionals and consultants in inclusive practices. Alison is an accredited Abecedarian practitioner and trainer. Alison is the co-author of Participating and Belonging: Inclusion in Practice (Webster and Forster 2012).



25

WORKING WITH FAMILIES

WORKING IN PARTNERSHIP WITH FAMILIESThis course is grounded in a critical analysis of the research on family-centred practice and its relevance to, and application in, school settings. Furthermore, it recognises the need for advanced skill development with respect to active listening and techniques for raising sensitive issues with families. Through consideration of their own practice and that extant in their school, participants will be enabled to consider how partnerships with parents/carers might be developed to enhance not only the learning and development of their students but the culture of the school community in which they work. Critical to this analysis will be participants’ considering how they might work with their colleagues (teachers, parents/carers and others in the school community) to develop positive partnerships and enhance student outcomes.


STANDARDS: H/A, 3.7.3, 4.3.3, 5.2.3, 5.5.3, 6.2.3, 6.3.3, 7.1.3, 7.3.3


LEVEL: Highly Accomplished

PRESENTER:

ASSOCIATE PROFESSOR CHRISTINE JOHNSTON is Director, Engagement and International in the School of Education, Western Sydney University where a focus of her work is establishing partnerships with schools and other educational settings. She researches and teaches primarily in the areas of early childhood intervention, working with families and evidence-based practice. Christine maintains a strong involvement in the early childhood intervention field, both nationally and internationally, through her teaching, her work with professional groups and her research.



“ Helped with strategies for specific kids and reinforced that I am on the right track”

Katrina Barker

“ It was both enlightening and refreshing to hear from somebody currently involved in the field”

Roberto Parada

WESTERNSYDNEY.EDU.AU

Contact [email protected]

Western Sydney University Locked Bag 1797

Penrith NSW 2751 Australia

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