regional pd
WHAT IS A REGIONAL PD?
Regional PD are Face-to-Face professional Development sessions that are presented in 10 venues around different regions of Victoria.
The 10 presentation locations are selected by the Department of Education & Training and are Facilitated by the TLN.
The locations for the Regional PD are listed below.
To register for ANY of the regional conferences click the button below.
Each Regional PD seminar that run on 2020 covered one of four topics:
To find the links needed complete the below courses, head to “On Demand” and look for Regional Programs delivered online due to Covid 19.
Topic: HITS #2 - Structuring lessons
Description: There are many elements in a well structured lesson. They include setting clear expectations, giving clear instructions, managing smooth transitions, scaffolding student learning, and conducting effective formative assessment. These are foundation teaching skills but are more complex for CRTs who are often required to link a lesson with the planned sequence of teaching set by another colleague. CRTs may also be required to develop a sequence of learning activities at short notice. This course will reinforce these foundation skills to enhance the confidence of participants in a range of varied teaching settings.
David InnesPresenter Description: There are many elements in a well structured lesson. They include setting clear expectations, giving clear instructions, managing smooth transitions, scaffolding student learning, and conducting effective formative assessment. These are foundation teaching skills but are more complex for CRTs who are often required to link a lesson with the planned sequence of teaching set by another colleague. CRTs may also be required to develop a sequence of learning activities at short notice. This course will reinforce these foundation skills to enhance the confidence of participants in a range of varied teaching settings.
Topic: HITS #3 and #4 - Explicit Teaching and Worked Examples
Description: High quality teaching includes explicit teaching and assessment of learning outcomes. The High Impact Teaching Strategies (HITS) describe this teaching practice in terms of learning intentions and success criteria, modelling and worked examples. A worked example demonstrates the steps required to complete a task or solve a problem. By scaffolding the learning, worked examples support skill acquisition and reduce a learner’s cognitive load. The teacher presents a worked example and explains each step. The teacher checks for understanding, and whether the learning is embedded, and at the end of each lesson revisits what was covered and ties it all together (Hattie, 2009). This course will affirm the skills that experienced teachers possess, but importantly it will also couch the conversation about high quality teaching practice in the language of HITS; the language of teaching that is now used in schools across Victoria.
David InnesPresenter Description: High quality teaching includes explicit teaching and assessment of learning outcomes. The High Impact Teaching Strategies (HITS) describe this teaching practice in terms of learning intentions and success criteria, modelling and worked examples. A worked example demonstrates the steps required to complete a task or solve a problem. By scaffolding the learning, worked examples support skill acquisition and reduce a learner’s cognitive load. The teacher presents a worked example and explains each step. The teacher checks for understanding, and whether the learning is embedded, and at the end of each lesson revisits what was covered and ties it all together (Hattie, 2009). This course will affirm the skills that experienced teachers possess, but importantly it will also couch the conversation about high quality teaching practice in the language of HITS; the language of teaching that is now used in schools across Victoria.
Topic: Managing behaviour for student engagement
Description: Student engagement and learning increases when the teacher achieves the right balance between lesson content, teaching and learning strategies, and classroom interactions. Teachers, including teacher-student and student-student relationships are also a significant part of this. This course will support CRTs to reflect on their role and the strategies they use to create a conducive, positive learning environment in every classroom.
Lara SchendzielorzPresenter Description: Student engagement and learning increases when the teacher achieves the right balance between lesson content, teaching and learning strategies, and classroom interactions. Teachers, including teacher-student and student-student relationships are also a significant part of this. This course will support CRTs to reflect on their role and the strategies they use to create a conducive, positive learning environment in every classroom.
Topic: Wellbeing for students, colleagues and you
Description: Teachers have always been focused on building healthy relationships as an essential component for learning in a classroom environment. Increasingly teachers have been asked to broaden this view to think about student wellbeing, as one of the core functions of education. In the current COVID19 environment in Victoria we need to be thinking about the wellbeing of students, ourselves and our colleagues. There is growing evidence of students and teachers experiencing physical and mental health issues. In this session the presenter will cover strategies that you can implement when next in a classroom with students, as well as ideas for looking after yourself and your colleagues. While few CRTs have maintained ongoing work in schools, you are still part of professional networks in which colleagues will be looking for support, and from whom you may need support. This session is about understanding your own wellbeing and the wellbeing of others and having ideas ready to implement.
Lara SchendzielorzPresenter Description: Teachers have always been focused on building healthy relationships as an essential component for learning in a classroom environment. Increasingly teachers have been asked to broaden this view to think about student wellbeing, as one of the core functions of education. In the current COVID19 environment in Victoria we need to be thinking about the wellbeing of students, ourselves and our colleagues. There is growing evidence of students and teachers experiencing physical and mental health issues. In this session the presenter will cover strategies that you can implement when next in a classroom with students, as well as ideas for looking after yourself and your colleagues. While few CRTs have maintained ongoing work in schools, you are still part of professional networks in which colleagues will be looking for support, and from whom you may need support. This session is about understanding your own wellbeing and the wellbeing of others and having ideas ready to implement.
