Ongoing professional learning and support for instructional leaders, trainers and school teams is provided to build teacher capacity and improve the learning outcomes for K-2 students.
Early Action for Success professional learning
There are a number of professional learning opportunities offered throughout the year. The range of professional learning enables instructional leaders and school teams to support teachers and are underpinned by professional conversations within the school context.
The following professional learning is available to all EAfS schools in 2020:
|Induction program for new instructional leaders and principals||Term 1, 26-27 February|
|Professional learning workshops for school teams||Term 2, Weeks 4-8|
|Instructional leadership annual conference||Term 3, 16-17 September|
|Professional Learning pathways (modules 1-5)*||Terms 2-4|
* refer to the key term event resource for details of the professional learning pathways available in 2020.
The following recommended professional learning opportunities for teachers and instructional leaders are available to all schools. Details are available on the Literacy and Numeracy professional learning webpage.
- Additive strategies (K-8)
- Effective Reading: phonics (K-2)
- Effective reading: phonological awareness (K-2)
- Effective reading: vocabulary (K-2)
- Implementing the Best Start Kindergarten Assessment (K-2)
- Implementing the Best Start Kindergarten Assessment for teachers - eLearning (K-6)
- Introduction to the literacy and numeracy progressions - face to face (K-10)
- Introduction to the literacy and numeracy progressions - online (K-10)
- Mathematics building blocks for numeracy (K-8)
- PLAN2: How to - a technical guide to using PLAN2
Professional Learning pathways 2020
Five professional learning pathways are being facilitated in 2020 with support from academic partners. EAfS schools are selected to take part in these via an expression of interest process.
Pathway 1 - Leading practice improvement
Explores how instructional leaders can impact teaching and learning through a framework designed to build teacher capacity to enhance student learning. For Instructional leaders. Academic partners: Dr Simon Breakspear and Emeritus Professor Helen Timperley.
Pathway 2 - Assessment informed practices for analysing and teaching spelling in the early years
Teachers use linguistic error analysis as an assessment strategy to inform teaching priorities in spelling. For Stage 1 school teams. Academic partner: Dr Tessa Daffern.
Pathway 3 - Weaving connections between reading and writing in the early years
Focus will be placed on language knowledge of speaking, writing and reading for Early Stage 1 school teams. Academic partner: Associate Professor Noella Mackenzie.
Pathway 4 - Working deeply with practices 5+2 in mathematics
Developing a knowledge building culture in the classroom by planning and explicitly connecting key mathematical concepts, selecting rich learning experiences and assessing student learning. For K-2 school teams. Academic partners: Dr Kristen Tripet and Ms Ruqiyah Patel.
Pathway 5 - Broadening knowledge of maths literacy and language
Explore how the proficiency strands impact classroom practice, building on dialogical practices as a way to enact reasoning, developing domain specific vocabulary and supporting understanding of word problems. For K-2 school teams. Academic partner: Dr Ryan Dunn.
Academic partnership action learning projects 2019
Seven action learning projects were facilitated with support from academic partners.
Building professional conversations
Instructional leader capacity to engage and coach teachers through effective professional learning conversations (40 schools). Academic partner: Emeritus Professor Helen Timperley.
The place of drawing in the writing process
Build adaptive expertise in the teaching of writing through deepening teachers' understanding of writing and related pedagogies. Build on teachers' existing pedagogical knowledge while enhancing their instructional practices (20 schools). Academic partner: Associate Professor Noella Mackenzie.
Leading collaboration and trust in school leadership teams
Develop structures that strengthen the reflective and evaluative practice in teachers of EAfS schools (20 schools). Academic partner: Dr Simon Breakspear.
Framing writing through the lens of oral language
Enhance talk about language to assist the development of language and literacy skills of students in EAfS schools (20 schools). Academic partner: Joanne Rossbridge.
Working with the big ideas in number
Enriching understanding of the big ideas in numbers and deepening awareness of the ways in which these ideas link to one another and other aspects of the syllabus (100 schools). Academic partner: Professor Dianne Siemon.
Working deeply with the seven practices
Work with challenging tasks in mathematics across K-6 to delve more deeply into the seven practices, and extend students confidence in working with challenging tasks in mathematics (75 schools). Academic partner: Dr Steve Thornton and Dr Kristen Tripet.
Extending Mathematical Understanding (EMU) intervention trial
Intervention program to improve children's knowledge and confidence with mathematics (13 schools). Academic partner: Dr Ann Gervasoni.