Professional learning
Some CESE publications are available as online professional learning for NSW public school staff.
Access the CESE professional learning courses
Topics include:
- What works best: Collaboration (MyPL course)
- What works best: Wellbeing (MyPL course)
- What works best: Assessment (MyPL course)
- What works best: Use of data to inform practice (MyPL course)
- What works best: Effective feedback (MyPL course)
- What works best: Classroom management (MyPL course)
- What works best: Explicit teaching (MyPL course)
- What works best: High expectations (MyPL course)
- What works best in practice (MyPL course)
- What works best 2020 update (MyPL course)
- Cognitive load theory (MyPL course)
- Cognitive load theory in practice (MyPL course)
- Revisiting gifted education (MyPL course)
- Supporting students' learning (MyPL course)
- Student wellbeing (MyPL course)
They involve three activities:
- Reading or listening to a piece of research from CESE
- Completing a reflection task
- Completing a survey.
Role-based suggestions
Examples of how the professional learning could be used, by role:
Directors can use this professional learning as a framework for professional dialogue with their principals. A principal's reflection responses can be used to identify how they are enacting best practice in their school context. This could be done as a group, focusing on one particular reading, or individually with a course chosen on a topic with particular relevance to that principal and their director.
Principals can use this professional learning to underpin an aspect of their school plan. For example, if a principal has a process in their school that is focusing on improving reading, they can use this course to consolidate a consistent understanding of what the literature says. To do this they may ask teachers to complete the course 'CESE publications: Effective reading instruction in the early years of school'.
Teachers could read this paper or listen to the audio in their own time and then the principal could run a whole staff meeting where the staff group complete the reflection questions together. The meeting minutes could be submitted as evidence of completion.
Tip: If you are worried about being inundated by emails and MyPL sign offs, delegate MyPL supervision.
Middle executives can use this professional learning to build the capability of their stage or faculty team. For example, they may want to increase teacher capability in measuring student engagement so that they have more reliable data to make more informed decisions. For middle executives to sign off on the course they need to be the line supervisor in MyPL.
Teachers can undertake this professional learning individually and at their own pace. They can enrol in any course that is of interest or relevance to them and reflect on the evidence base in their own context. To complete this course, teachers will need to have their reflection responses marked off by their line manager in MyPL. This will most likely be the school principal.
If you are a casual teacher, check the 'Reports to' field in your MyPL account. You will need a line manager recorded in this field in order for course completion to be verified. Should you encounter any difficulties with this, please contact the MyPL team at mypl@det.nsw.edu.au.
These courses do not rely on face-to-face delivery. Teachers in rural and remote locations can use this professional learning to engage with the literature individually and at their own pace, or they could use online collaborative tools to share the learning. For example, a teacher who is geographically isolated could complete the reflection questions and then submit them to their line manager via MyPL.
Reflection task
The reflection task involves answering questions about how the research relates to your own practice and then submitting them to your line manager. Your line manager will assess if you have engaged with the task authentically, then sign off for accrediation.
The questions are designed to help you think honestly, deeply and critically about aspects of your professional practice. The reflection task could be completed individually at your own pace, or as part of a group (for example, in a staff meeting). The meeting minutes could be submitted as evidence of completion.
Publication courses
| Question | Outcome |
|---|---|
| What are the major points being made in this publication? Name at least two that stand out strongly to you. |
Identify the key points of the research. |
| Where did you find yourself thinking of your own experiences and what were those experiences? |
Describe how the research relates to your own experiences on a school context. |
| What are the implications of what you have read for your work as a teacher or in school planning? |
Explain the implications of the evidence presented for your teaching/school planning context. |
| What questions does the report raise for you? |
Identify questions for further consideration. |
| What will you do differently in your day to day practice as a result of reading this report? |
Describe practical ways to use the evidence in your own practice. |
Theme courses
| Question | Outcome |
|---|---|
| What are the major points being made in this publication? Name at least two that stand out strongly to you. |
Identify the key points of the research. |
| How do you currently use <theme> to improve student learning? |
Describe how the research relates to your own experiences in a school context. |
| What do you need to strengthen, adopt or start doing? What do you need to adapt, change or stop doing? |
Explain the implications of the evidence presented for your teaching/school planning context. |
| What questions does the report raise for you? |
Identify questions for further consideration. |
| What is something you will try in the next three weeks? |
Describe practical ways to use the evidence in your own practice. |