on demand

WHAT IS ON DEMAND?

Video on demand (VOD) is a system which allows users to select and watch/listen to video content whenever they choose, 
rather than at a scheduled broadcast time. 

We record all our live presentations and then make them available for you to access in our Our ON DEMAND system.

The ON DEMAND catalogue allows you to access Professional Development sessions with past presenters at a time of your choosing whilst also obtaining certificates of completion for your VIT Registration Requirements.

 

Please Note: Due to the restrictions of the Adobe Connect System, On Demand courses can only be accessed from a laptop or a desktop computer. Mobile devices cannot play Adobe Connect recordings.

 

Please CLICK HERE if you have any issues which require TROUBLESHOOTING

The 2021 suite of courses offered as a part of the CRTPD Program are recordings of the live sessions that ran through the year. These live courses were released as on demand courses within 2 weeks of the completion of the live course and can be accessed through the on demand catalogue of your training portal. The majority of the courses will be made available in your learning portal for 24 months after their date of publish before they are removed from the system

with Sally Lentini

Bullying is an issue that many students face, and while it often occurs outside of the classroom, it frequently finds its way into our learning space which can affect the ways in which students interact in the learning environment. This session will explore different techniques to identify and deal with bullying in the learning space and strategies to prevent this behaviour from affecting student learning.

 

with Antoinette Masiero

One to one and small group tutoring can support students who have learning difficulties and those who have, or are falling behind the expected achievement rates. The small group setting allows for more focused assessment of where the student is at, increased opportunities for teacher to student feedback and student to teacher feedback and sustained engagement in learning activities. One to one and small group tutoring requires a different skill set than whole class teaching. In this session, aimed at teachers working in primary settings, the presenter will share their experience of successful strategies working one to one and with small groups and then open a discussion for all participants to share their knowledge and the resources that they have used in one to one and small group environments.

with Amy Cotton

12:00 – 1:30pm

One to one and small group tutoring can support students who have learning difficulties and those who have, or are falling behind the expected achievement rates. The small group setting allows for more focused assessment of where the student is at, increased opportunities for teacher to student feedback and student to teacher feedback and sustained engagement in learning activities. One to one and small group tutoring requires a different skill set than whole class teaching. In this session, aimed at teachers working in secondary settings, the presenter will share their experience of successful strategies working one to one and with small groups and then open a discussion for all participants to share their knowledge and the resources that they have used in one to one and small group environments.

with Shadia Hancock and Jane Hancock

This is a unique session on working with students with ASD. The session will be co-presented by a teacher who has worked with ASD students in the classroom while parenting her own daughter who has ASD. The presenter will be joined by her daughter who is now widely recognised for her work in sharing her experiences of being a student in a mainstream school when diagnosed with ASD. This is a session not to be missed by all those teachers who are keen to find new ways to support the learning of students with ASD.

with Boney Nathan

Students with English as an Additional Language or Dialect (EAL/D) may experience difficulties in their learning. Teachers who are equipped with resources and strategies to support EAL/D students can assist these students to overcome barriers to their learning. The evidence shows that teaching practices that support EAL/D students also enhance the learning of mainstream students. This session will explore successful teaching activities that have worked with students in the middle years (upper primary and lower secondary).

with Dianne O’Dwyer

In this session the presenter will explore the meaning of kindness and empathy. The session will then progress into considering the role of teachers in teaching kindness and empathy in early childhood settings and the importance of the partnership with families in developing these traits in children. Finally, there will be some consideration of how the teacher expresses and models empathy and kindness in their work with children.

with Coby Beatson

Goal setting and teacher clarity about those goals, are two significant influences on student achievement. This session will explore how CRTs can work with students to create tangible short term goals and success criteria with the work that has been left for the class. In addition, the session will explore the concept of goal setting in a broader sense and how goals can be used to create a rich and engaging learning environment for the students in the classes that you are teaching.

with David Vinegrad

This course addresses the basics of behaviour management, examining the role that content, relationships and teaching and learning strategies play in creating a conducive, positive learning environment. This session is designed to support teachers in strengthening their approach to classroom management. The focus will be on what to think, say and do that address these behaviours firmly and fairly, so that relationships are maintained, and expectations reinforced.

with Anson Li

Planning an exciting and stimulating program can sometimes lead to educators planning for activities rather than focusing on supporting and extending the children’s learning. This session will help you to identify how to intentionally plan for learning.

with Jane Wenlock

Students and children with Attention Deficit Hyperactivity Disorder (ADHD) are members of almost every class group in every school. As a teacher it is important to understand the characteristics of ADHD and how it manifests in the classroom or the group. While some time will be given to teaching strategies, the main focus of this session will be on understanding the condition of ADHD.

with Lori Pereira

Collaborative Learning is one of the High Impact Teaching Strategies. Collaborative Learning occurs when students work as groups in different contexts and sizes. Studies have shown that there has been a measurable positive effect on student learning outcomes and interactions with one another, when they engage in well-designed group work. This course will explore ways in which you can engage students in effective collaborative learning activities that can be quickly and easily introduced when you are new to a class. These strategies will help to improve learning outcomes and increase student engagement.

With Ben Pisani

The Victorian Teaching and Learning Model is an all encompassing approach to education in Victorian schools. It covers the Framework for Improving Student Outcomes (FISO), the practice principles, the pedagogical model and the High Impact Teaching Strategies (HITS). This is essential knowledge for any CRT working in Victorian schools. While the model is a compulsory element of government schools, it also influences practice in non-government schools. This is an important session for you to include in your CRT professional development plan.

with David Vinegrad

Every Victorian student has experienced a period of disruption in 2020 due to the COVID pandemic. We should not assume that all students will simply settle back into classroom routines after spending up to 6 months learning remotely. Some students may have experienced the pandemic as a form of trauma, others may have increased anxiety, and some will have thrived in remote learning. This session will explore the difficulties that some students might experience in settling back into school routines, the typical strategies that teachers will use to create those routines and the unique role that CRTs will have in reinforcing routines when students are settling back into the school year.

with Heidi Ratje

Victoria is first state or territory in Australia to introduce funded Three-Year-Old Kindergarten. Research shows that quality play-based learning is a powerful way to support children’s learning and development. The benefits last into the school years and beyond. Programs for three year old children will be an increasing focus for thinking about pedagogy and practice in the early years. This session will explore how three year old provision might impact on programs and teaching practice and what has been learned form the pilot programs conducted in 2020 in regions of Victoria.

with David Innes

It can be challenging for even the most experienced CRTs to work with a group of students if no lesson has been left. This course explores the elements of a well structured lesson. A thorough comprehension of sound lesson structure will help both experienced and new CRTs to maintain a professional approach even if there are gaps in knowledge about the content of the learning program. As well as presenting a selection of classic one-off lesson ideas, the presenter will create the opportunity for participants to share their ‘break glass in an emergency’ lessons.

with the Victorian Institute of Teaching

This session explores The Victorian Teaching Profession Code of Conduct and Code of Ethics, and how they apply to CRTs. Themes explored will include professional conduct, personal conduct and professional competence.

with Jane Wenlock

Dyslexia is among the most common learning disorders in school classrooms. It is important that all teachers understand identifying factors for dyslexia. It is equally important that every teacher has strategies that they can apply to support the learning of students with dyslexia.

with Laura Zinghini

All students come out of the classroom with their own set of experiences, thoughts and opinions. When these perspectives are acknowledged, valued and integrated into the functioning of the classroom then there can be improvements in learning outcomes, student engagement and student wellbeing. This session will explore the concept of student voice and agency in the classroom, the DET resource Amplify and opportunities for CRTs to connect with and incorporate student voice and increase student agency.

with Antoinette Masiero

This session will focus on strategies, techniques and resources that you can use in a classroom where there are students who have experienced trauma. The presenter has experience working with students who are described as newly arrived students and those who have been refugees. Other CRTPD sessions focus on supporting the literacy skills of these students, in this session the focus is on developing social and emotional skills that will support the students to build their communication skills, their cultural understanding and so build their confidence for daily interactions.

with Louise Broadhurst

Teachers have a responsibility to support the development of students’ numeracy skills. This is reinforced by DET policy and supported with resources. It can be a challenge for CRTs with limited training in numeracy development to have enough knowledge of strategies, activities and resources to enhance the numeracy skills of all students. In this session an experienced and innovative primary teacher will work through ten numeracy ideas that they use in their classroom. Participants will walk away with 10 ideas for the primary classroom, an understanding of why they work and some appreciation of how the ideas can be adapted for different classroom environments.

2020 Webinar Program

PRESENTER: Emily Paterson

PRE-LEARNING: Before you attend the live session, please CLICK HERE to watch the pre-learning video

DESCRIPTION: This introductory session is designed to assist teachers with various digital tools that they come across during the teaching day. Split into two parts, the first is a pre-learning video (which can be accessed through www.crtpd.com) which will form the basis of the Q&A session. This course will then endeavour to explore some of the common digital learning tools that teachers will use in their teaching practice and help to alleviate concerns or anxiety around their use.

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
2.6.2 – Information and Communication Technology (ICT)

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Lori Pereira

DESCRIPTION: Open-ended tasks allow students to work at different levels and paces on similar content. Open-ended tasks also enable a teacher to quickly see how to group students based on similar attainment levels and target interventions towards students experiencing  difficulties and those who need to be challenged to excel. This course is suitable for CRTs who have the opportunity to work with students over an extended period of time and/or those aspiring to longer term work with a class in a school.

AITSL STANDARDS:

1.5.2 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
3.1.2 Establish challenging learning goals
3.2.2 Plan, structure and sequence learning programs

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Jane Langley

DESCRIPTION: The presenter will explore techniques to manage a moment of challenging behaviour using calm and assertive dialogue rather than reactive and aggressive responses. It is important to understand the foundations of these techniques, so the presenter will also outline the principles behind developing classrooms built on healthy relationships that minimise the incidences of challenging behaviours. 

AITSL STANDARDS:

4.2.2 Manage classroom activities
4.3.2 Manage challenging behaviour

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Belinda Webb

DESCRIPTION: This session will provide opportunities for you to further your knowledge of ASD and expand your repertoire of techniques and strategies that can be used in the classroom to maximise learning for students with ASD.

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.4.2 Engage with professional teaching networks and broader communities

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Hannah Galloway

DESCRIPTION: This course explores The Victorian Teaching Profession Code of Conduct and Code of Ethics, and how they apply to CRTs. Themes explored will include professional conduct, personal conduct and professional competence

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.2.2 Comply with legislative, administrative and organisational requirements

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Belinda Webb

DESCRIPTION: Teaching has its challenges and its rewards. CRTs in particular have unique challenges in the work they are doing. These challenges include insecure work, new physical environments, routines and processes, new curriculum content and unfamiliar students. CRT work requires practical skills and knowledge and social and emotional resilience. In this session, we concentrate on resilience for you as the teacher. The presenter will focus on increasing your awareness of warning signs in your body, and techniques that you can use to build your personal resilience. 

AITSL STANDARDS:

4.2.2 Manage classroom activities
4.3.2 Manage challenging behaviour

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Lara Schendzielorz 

DESCRIPTION: Collaborative Learning is one of the Department’s High Impact Teaching Strategies. Collaborative Learning occurs when students work as groups in different contexts and sizes. Studies have shown that there has been a measurable positive effect on student learning outcomes and interactions with one another, when they engage in well-designed group work. This course will explore ways in which you can engage students in effective collaborative learning activities that can be quickly and easily introduced when you are new to a class. These strategies will help to improve learning outcomes and  increase student engagement. 

AITSL STANDARDS:

3.2.2 – Plan, structure and sequence learning programs
3.3.2 – Use teaching strategies

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Coby Beatson

DESCRIPTION: It can be challenging for even the most experienced CRTs to work with a group of students if no lesson has been left.  This course explores the elements of a well structured lesson, identifying ways to maximise student achievement by creating transparent, predictable and purposeful routines for students and identifying clear transitions between each step in the lesson. A thorough comprehension of sound lesson structure will help both experienced and new CRTs to maintain a professional approach even if there are gaps in knowledge about the content of the learning program.

AITSL STANDARDS:

3.1.2 Establish challenging learning goals 
3.2.2 Plan, structure and sequence learning programs
3.3.2 Use teaching strategies 

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT 1903 Maintaining a professional approach, when no lesson has been left

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Lara Schendzielorz 

DESCRIPTION: The diversity of student literacy skills in the classroom requires teachers to have greater depth and breadth of literacy resources at their fingertips. This session will explore a variety of resources that CRTs can use to develop the literacy skills of all students.

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
2.5.2 – Literacy and numeracy strategies

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Antoinette Masiero

DESCRIPTION: Students with English as an Additional Language or Dialect (EAL/D) are now part of the fabric of most classes. This session is for teachers who have no formal training in working with EAL students. The presenter will explore teaching strategies that have been successful with students in both primary and secondary schools.

AITSL STANDARDS:

1.3.2 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.5.2 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1934 Supporting EAL/D students
2018 Webinar – CRT807 Strategies for assisting EAL/D students in secondary schools
2018 Webinar – CRT834 Engaging an EAL/D parent community
2018 Webinar – CRT838 Strategies for assisting EAL/D students in primary school

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Belinda Webb

DESCRIPTION: Special Development Schools (SDS) and Special Schools cater for children with complex physical, cognitive and learning needs.  This course aims to give you an insight into working in a special school setting. It will provide some helpful teaching strategies for working with this cohort of students, should you choose to work in a special school setting. The presenter is an experienced teacher working in an SDS.

AITSL STANDARDS:

1.6.2 Strategies to support full participation of students with disability
2.1.2 Content and teaching strategies of the teaching area 
4.2.2 Manage classroom activities

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: David Innes

DESCRIPTION: Numeracy is a core skill for all students. DET have reinforced this with both policy directives and the development of resources. Teachers of every subject in secondary schools have a responsibility to support the development of students’ numeracy skills. This can be a challenge for CRTs if you have no, or limited, training in numeracy development. In this session, the presenter, a Secondary Maths specialist will explore resources that can help you incorporate numeracy development into your teaching no matter your subject expertise.  You will explore a range of resources that you will be able to draw on when you are leading learning in a class.  It is also a great opportunity for you to build your personal knowledge bank and enhance your understanding of Mathematics.

AITSL STANDARDS:

2.1.2 Content and teaching strategies of the teaching area 
2.5.2 Literacy and numeracy strategies

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1918 Mathematic games for the secondary classroom
2019 Webinar – CRT1923 Understanding and revisiting the Basic’s

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: DET

DESCRIPTION: The Department’s program Bully Stoppers calls on everyone in every school community to help prevent and respond to bullying.  This session unpacks the program designed by the DET that supports teachers, principals, parents and students to work together to help put a stop to bullying.

AITSL STANDARDS:

6.3.2 Engage with colleagues and improve practice
7.1.2 Meet professional ethics and responsibilities

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1905 Responding to low level irritating behaviours.
2019 Webinar – CRT1924 Responding to serious classroom incidents.
2019 Webinar – CRT191940 Understanding restorative practice

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Ian Reed

DESCRIPTION: Numeracy is a core skill for students. Every primary teacher has a responsibility to support numeracy development among their students. This can be a significant challenge for CRTs. In this session, the presenter, a Primary Maths specialist, will explore some resources that can help you incorporate numeracy development into your teaching, whatever the program that you have been asked to teach. 

AITSL STANDARDS:

2.1.2 Content and teaching strategies of the teaching area 
2.5.2 Literacy and numeracy strategies

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Coby Beatson

DESCRIPTION: Effective student engagement begins with knowing your students and understanding their interests. It is not easy to build a knowledge of students when you are moving in and out of schools and classrooms as a CRT. The greater the depth and diversity of your knowledge about popular culture among students, the greater your capacity to connect with their interests (and expand your own interests). In this session the presenter will explore elements of visual culture (film, television, animation) that she uses in her classroom to connect with student interests and improve learning outcomes.

AITSL STANDARDS:

1.1.2 Physical, social and intellectual development and characteristics of students
3.4.2 Select and use resources
4.1.2 Support student participation

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1944 Teaching persuasive writing in the secondary school

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: DET

DESCRIPTION: This session explores the DET Mental Health Toolkit and the resources it provides for schools and teachers to promote mental health and build resilience. It also provides information about referral services for students. There is an increasing prevalence and awareness of mental health issues among young people and teachers play a critical role in promoting positive approaches to mental health. Many CRTs have had limited access to training in this area; this course is designed to provide an initial point of contact and information.

AITSL STANDARDS:

1.1.2 Physical, social and intellectual development and characteristics of students
7.4.2 Engage with professional teaching networks and broader communities

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

TIME: 6.00pm

LENGTH: 60 minutes

PRESENTER: Prue-Jane Pisani

DESCRIPTION: Worked Examples is one of the DET High Impact Teaching Strategies. This session will explore the concept of the worked example, and how this approach can influence student learning and achievement of the learning goals. The session content will explore scaffolding and how that concept can supports students to  move from where they are at the commencement of the lesson to the desired learning outcome. 

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
3.2.2 – Plan, structure and sequence learning programs
3.3.2 – Use teaching strategies

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

TIME: 7.30pm

LENGTH: 60 minutes

PRESENTER: David Vinegrad

DESCRIPTION: This session is designed to support teachers in strengthening their approach to classroom management.  Some student behaviour may cause distractions and unsettle the classroom, affecting time focused on learning. This session will focus on strategies to think, say and do to address these behaviours firmly and fairly, so that relationships are maintained, and expectations reinforced.

AITSL STANDARDS:

4.2.2 Manage classroom activities
4.3.2 Manage challenging behaviour

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Emily Paterson

DESCRIPTION: In every crisis lies an opportunity and many small differences can make a significant change. The community is struggling with climate and environmental challenges, but as a teacher you have an opportunity to make a contribution and make a difference. In this session the presenter will demonstrate some creative and fun, but achievable tasks, that you can introduce into your teaching. These tasks are drawn from a philosophy of sustainability and will have application across primary and many secondary subject areas. Add theses tasks to your everyday CRT toolkit.

AITSL STANDARDS:

2.2.2 Content selection and organisation
3.4.2 Select and use resources

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Rebecca Wells

DESCRIPTION: The Framework for Improving Student Outcomes (FISO) influences important policies and decision making in DET schools in Victoria. It is important if you are a CRT that you are aware of this framework and its implications for schools. This session will unpack the FISO model and explore techniques and strategies that you can use to link your professional practice to this framework. For CRTs who are looking for extended work in DET schools, understanding the language of FISO will be important for job applications and interviews.

AITSL STANDARDS:

3.2.2 – Plan, structure and sequence learning programs
6.2.2- Engage in professional learning and improve practice

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Gail Preston

DESCRIPTION: Students with dyslexia can sometimes find everyday literacy tasks a challenge.  However, teachers can create a learning environment and use instructional practices that maximise the learning outcomes for all students, those with and without dyslexia.  This session will focus on five techniques that you can use, as a CRT, to assist learners with dyslexia for the benefit of all students.

AITSL STANDARDS:

1.1.2 Physical, social and intellectual development and characteristics of students
1.6.2 Strategies to support full participation of students with disability

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1915 Understanding dyslexia in the classroom.

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Coby Beatson

DESCRIPTION: The DET Practice Principles for Excellence in Teaching and Learning are designed to support Victorian teachers to improve student outcomes.  Community Engagement in Learning, the third dimension of the model, explores ways in which students can act as Global Citizens. The focus is on the real world context for learning, and partnerships that can be built between classrooms and parents or carers. In this session the presenter will explore approaches that CRTs could implement that are consistent with community engagement in learning.

AITSL STANDARDS:

3.3.2 – Use teaching strategies
6.2.2 – Engage in professional learning and improve practice

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Benjamin Pisani

DESCRIPTION: Effective student engagement begins with knowing your students and understanding their interests. When you are moving in and out of schools and classrooms as a CRT It is not easy to build a knowledge of students. The greater the depth and diversity of your knowledge about popular culture among students, the greater your capacity to connect with their interests (and expand your own interests). In this session the presenter, an experienced music teacher, will explore elements of popular music (including film, television and musical scores) that he uses in his classroom to connect with student interests and improve learning outcomes.

AITSL STANDARDS:

1.1.2 Physical, social and intellectual development and characteristics of students
3.4.2 Select and use resources
4.1.2 Support student participation

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Coby Beatson

DESCRIPTION: Explicit Teaching is one of the DET High Impact Teaching Strategies. When utilising this strategy there is a strong emphasis on the role of the teacher. The teacher sets the learning intention and success criteria, and makes them transparent to the students. The teacher models the application of the knowledge and skills and provides worked examples. In this session an experienced teacher will share how they implement Explicit Teaching approaches in their classroom. 

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
3.2.2 – Plan, structure and sequence learning programs
3.3.2 – Use teaching strategies

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: Benjamin Pisani

DESCRIPTION: This course will introduce you to the concept of coding and how it can be used as a problem-solving tool that gets students thinking, working collaboratively and engaging with the learning. The presenter will outline  a series of tools that you can use not only in your classroom but also for your own personal development. With your students you can begin to experience the wonderful world of coding and the possibilities that it can create for everyone in the learning community. 

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
2.6.2 – Information and Communication Technology (ICT)

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2018 Webinar – CRT801 Effective ways to model science concepts in the primary classroom
2019 Webinar – STEM Learning in the Classroom

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Emily Paterson

DESCRIPTION: The school gym, the drama theatre, the technology rooms!  These practical classes can be out of the comfort zone for many CRTs.  In this session we will explore different options for what to do when you are not sure of your environment and how to run a successful learning program for all students. 

AITSL STANDARDS:

4.2.2 Manage classroom activities
4.4.2 Maintain student safety

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT807 Teacher presence in the classroom

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: David Tyson

DESCRIPTION: Many CRTs are interested in pursuing ongoing work in the education community. This session is designed for those CRTs. A knowledgeable DET Principal will share his experiences in recruiting staff to ongoing and extended contract positions. In the session the presenter will discuss the influence of resumes, teaching experience, the interview process, selection criteria, presentation skills and values alignment on the decision making process in schools. The course will include opportunities for you to ask questions and will also highlight courses and resources that can support you in maximising your employability.

AITSL STANDARDS:

6.2.2 Engage in professional learning and improve practice
6.3.2 Engage with colleagues and improve practice

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

PRESENTER: David Innes

DESCRIPTION: Questioning is one of the DET High Impact Teaching Strategies. Questioning students is a quick way to assess student understanding, and is particularly useful to CRTs who have limited time with a class. This session is designed  to equip you with a set of activities that you can use with students to gauge their understanding quickly at various stages of the lesson.

AITSL STANDARDS:

3.2.2 Plan, structure and sequence learning programs
3.3.2 Use teaching strategies 

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1918 Mathematic games for the secondary classroom
2019 webinar CRT1931 – HITS strategies – questioning and feedback, Increase curiosity in your classroom

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Ian Reed

DESCRIPTION: All teachers have a responsibility to focus on the development of students’ numeracy skills. This is reinforced by DET policy and supported with resources. It can be a challenge for CRTs with limited training in numeracy development to keep everyone motivated while still covering all of the learning goals. Games are an excellent way of making learning interesting and engaging for all students. This session will focus on Maths games for primary settings.

 

AITSL STANDARDS:

2.1.2 Content and teaching strategies of the teaching area 
2.5.2 Literacy and numeracy strategies

CLICK HERE TO VIEW THE RECORDING

REQUEST A CERTIFICATE AFTER COMPLETING THE COURSE

 

PRESENTER: Coby Beatson

DESCRIPTION: This workshop will explore classroom activities and strategies that CRTs can employ to develop flexible and analytical thinking skills among students.  The focus will be on activities and tasks, and teaching techniques that will be applicable to many classroom settings; primary and secondary, whole class and small group. 

AITSL STANDARDS:

1.2.2 Understand how students learn
4.1.2 Support student participation

CLICK HERE TO VIEW THE RECORDING

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PRESENTER: Prue-Jane Pisani

DESCRIPTION: Literacy tasks can be perceived as reading books and completing worksheets. When students are exposed to only a limited range of literacy tasks they quickly disengage. This session will explore a variety of game-based approaches to literacy that you can use in your work as a CRT to re-engage students. Add these games to your daily teaching toolkit.

AITSL STANDARDS:

1.2.2 – Understand how students learn
2.1.2 – Content and teaching strategies of the teaching area
2.5.2 – Literacy and numeracy strategies

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PRESENTER: David Vinegrad

DESCRIPTION: Teachers need to be quick to respond to students when challenging behaviour arises in a classroom. It can be more complex when you have limited knowledge about the students; a scenario familiar to CRTs. This session will explore how to manage situations when issues occur, including classroom disruptions, and how to minimise escalation of conflict scenarios. The session will also explore preventative strategies for those occasions when you do get the opportunity for sustained interaction with a group.

AITSL STANDARDS:

4.1.2 Support student participation
4.2.2 Manage classroom activities
4.3.2 Manage challenging behaviour
4.4.2 Maintain student safety

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PRESENTER: Hannah Galloway

DESCRIPTION: The workshop will include information on the requirements of gaining full registration; strategies for completing these requirements as a CRT; the inquiry-based process for collecting evidence of practice and how CRTs can develop an appropriate inquiry question in their context; examples of how CRTs can collect evidence of practice; and accessing resources for completing the process to move to (full) registration.

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.2.2 Comply with legislative, administrative and organisational requirements

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PRESENTER: Laura Zinghini

DESCRIPTION: All students come out of the classroom with their own set of experiences, thoughts and opinions  When these perspectives are acknowledged, valued and integrated into the functioning of the classroom then there can be improvements in learning outcomes, student engagement and student wellbeing. This session will explore the concept of student voice and agency in the classroom, the DET resource Amplify, and opportunities for CRTs to connect with and incorporate student voice and increase student agency.

AITSL STANDARDS:

4.1.2 Support student participation
1.1.2 Physical, social and intellectual development and characteristics of students

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PRESENTER: Coby Beatson

DESCRIPTION: Growth mindset describes the underlying belief people have about learning and intelligence. In the education community it has been promoted by Carol Dweck. Our role as teachers is to encourage students to believe that they can learn, even in the face of challenges. A student with a growth mindset will be a more effective learner and will be more engaged with learning tasks. Building a growth mindset can happen across a long sequence of teaching days or in a single lesson.

AITSL STANDARDS:

1.2.2 Understand how students learn
3.5.2 Use effective classroom communication

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PRESENTER: Hannah Galloway

DESCRIPTION: This course outlines what you will need to do if VIT audits your registration.  VIT randomly selects teachers for auditing after their renewal each year, and throughout the year for teachers moving to (full) registration. Understanding your registration requirements and what is involved in an audit will help you be prepared. 

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.2.2 Comply with legislative, administrative and organisational requirements

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LENGTH: 60 minutes

PRESENTER: Keith Heggart

DESCRIPTION: The modern classroom can be a minefield of technology causing anxiety for teachers with limited technology experience. Bluetooth speakers, projectors, televisions, smart boards, chrome cast, apple TVs and streaming are just some of the digital tools that can enhance the engagement of students in learning. However, teachers rarely get an opportunity to learn about how to connect and use these tools effectively in the classroom. This course will provide the opportunity. It will unpack the concept of connectivity to these devices and will briefly explore ways in which you can start to use these digital tools in your teaching practice. 

AITSL STANDARDS:

2.1.2 – Content and teaching strategies of the teaching area
2.6.2 – Information and Communication Technology (ICT)

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PRESENTER: Lori Pereira

DESCRIPTION: Metacognitive Strategies is one of the DET High Impact Teaching Strategies. In this course the presenter will focus on teaching strategies  to use to lift the performance of all students by giving them an understanding of their own learning  processes. Please come prepared to share something you have, or have seen, implemented in the classroom.

AITSL STANDARDS:

1.2.2 Understand how students learn
3.2.2 Plan, structure and sequence learning programs

 

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PRESENTER: Amy Cotton

DESCRIPTION: Social media allows for greater interaction in the education community. It can be a challenging space if you are not fully aware of how privacy can be safeguarded in the popular social platforms. This session explores the practical steps you can take to protect yourself (and your professional identity) in the online environment.

AITSL STANDARDS:

7.2.2 Comply with legislative, administrative and organisational requirements
4.4.2 Maintain student safety
4.5.2 Use ICT safely, responsibly and ethically

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PRESENTER: Abbey Boyer 

DESCRIPTION: The use of technology within modern classrooms can provide rich experiences and increase the engagement levels of students. Setting up and preparing a classroom to utilise technology effectively can sometimes be confusing and time consuming. Using a package of tools means that some of the setup work can be streamlined to ensure that the focus remains on students learning and outcomes. This session will explore the use of Google’s Gsuite and how the apps and resources can be used within the classroom environment.

AITSL STANDARDS:

4.5.2 Use ICT safely, responsibly and ethically
4.1.2 Support student participation

RELATED COURSES: The following courses in the on-demand catalogue link directly to this topic and can be used to extend your learning.

2019 Webinar – CRT1918 Mathematic games for the secondary classroom
2019 Webinar – CRT1923 Understanding and revisiting the Basic’s

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PRESENTER: Brendan Tollit

DESCRIPTION: The Victorian Certificate of Applied Learning (VCAL) and Vocational Education and Training (VET) courses  are important components of the Victorian secondary school sector. Students can build pathways to work or further study through VCAL and VET. Understanding these programs will help build your knowledge of the Victorian education community and may open new possibilities for work opportunities. In this session an experienced VCAL teacher will outline the basics of VCAL, and the competency based training system utilised in VET courses, and explore some teaching approaches used with upper secondary students.

AITSL STANDARDS:

6.1.2 Identify and plan professional learning needs
6.2.2 Engage in professional learning and improve practice
6.3.2 Engage with colleagues and improve practice

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PRESENTER: Cathy Hickey

DESCRIPTION: The Child Safe Standards have been updated and this session takes participants through what is expected of teachers. It will include the new Reportable Conduct Scheme, the VIT power of interim suspension and resources available from the Victorian DET.

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.2.2 Comply with legislative, administrative and organisational requirements

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PRESENTER: Gina Milgate

DESCRIPTION: Teachers of students at all levels and ages have an important contribution to make to the treaty process in Victoria and the ongoing discussion about Reconciliation in Australia. In this session the presenter will explore opportunities that are available to CRTs to integrate Aboriginal content into daily teaching routines. This will include resources, people, stories and content that can assist teachers to build student awareness. The aim is to build the confidence of CRTs in using Aboriginal content and about Aboriginal knowledges.

AITSL STANDARDS:

1.3.2 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
1.4.2 Strategies for teaching Aboriginal and Torres Strait Islander students

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PRESENTER: Bernadette Sheedy

DESCRIPTION: Helping students in a secondary setting to develop their literacy skills across all subjects is an important part of teaching in Victoria. It is especially useful for CRTs to have a bank of ideas and resources to bring to the classroom. Providing students with the necessary resources to support the learning they need can be difficult and time consuming to collate. This session will outline some strategies for incorporating easy to access source and reference materials into the curriculum and will explore examples of engaging resources that can reduce planning and preparation time. This will help to build up a toolbox of available resources to support students’ literacy development

AITSL STANDARDS:

3.2.2 Plan, structure and sequence learning programs
3.3.2 Use teaching strategies 
3.4.2 Select and use resources

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Early Childhood CRT Program for 2020

PRESENTER: Valentino Caputo

DESCRIPTION: The principles and five outcomes of the VEYLDF are important in informing the decisions that are made when designing a program in an educational setting. For CRTs working in the early childhood sector, understanding the five outcomes and the principles set out in the VEYLDF will enable you to be a thoughtful and active contributor to the program that you have been asked to implement. This session will explore the link between the theory of the VEYLDF and how it can be translated into practice in the learning environment.

AITSL STANDARDS:

7.1.2 Meet professional ethics and responsibilities
7.2.2 Comply with legislative, administrative and organisational requirements

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PRESENTER: Heidi Ratje

DESCRIPTION: Victoria will be the first state or territory in Australia to introduce funded Three-Year-Old Kindergarten. Research shows that quality play-based learning is a powerful way to support children’s learning and development. The benefits last into the school years and beyond. Evidence also shows that two years are better than one when it comes to early learning. Programs for three year old children will be an increasing focus for thinking about pedagogy and practice in the early years.  This session will explore how three year old provision might impact on programs and teaching practice.

AITSL STANDARDS:

1.1.2 Physical, social and intellectual development and characteristics of students
1.2.2 Understand how students learn

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LENGTH: 60 minutes

PRESENTER: Dianne O’Dwyer

DESCRIPTION: Positive relationships with families make an enormous difference to educators, families and children in early childhood education and care. This session will explore ways to establish warm relationships with families when working as a CRT. Issues considered include how to make time to talk with families, and how to manage difficult relationships should they arise.

AITSL STANDARDS:

3.7.2 Engage parents/carers in the educative process

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PRESENTER: Dr Siobhan Hannan

DESCRIPTION: Each year the NAIDOC committee chooses a theme to frame the celebration of the history, culture and achievements of Aboriginal and Torres Strait Islander peoples. One way to embed Aboriginal and Torres Strait Islander perspectives in programs is to pay attention to these themes, and reflect them in your teaching across the year.  The theme for 2020 is ‘Always Was, Always Will Be’.  In this session, we will discuss ideas reflected in this theme, and ways to express them in activities that are achievable to complete in a short time frame in an early childhood setting.

AITSL STANDARDS:

2.4.2 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

PRESENTER: Kay Bryan

DESCRIPTION: Being in a learning environment with many others can be a difficult experience and may trigger challenging behaviour in some children. Supporting these children to engage in the program is one of the most valuable things educators can do. This session will consider why a child may find it difficult to remain calm in a preschool environment, and offer examples of what CRTs can do in this situation. 

AITSL STANDARDS:

4.2.2 Manage classroom activities
4.3.2 Manage challenging behaviour
4.4.2 Maintain student safety

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Regional Program delivered online due to Covid 19

PRESENTER – David Innes


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.
 

PRESENTER – Lara Schendzielorz

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.

 

PRESENTER – David Innes

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.

 

PRESENTER – Lara Schendzielorz

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.

 

2020 Comprehensive Program

These learning material will provide you with links to the assessment tasks as well as additional resources in the form of journal articles or videos to further your learning. You can access the full comprehensive programs through the on demand catalogue in your portal, or by clicking the links below.

Session 1: CLICK HERE to view the On Demand Recording

Session 2: CLICK HERE to view the On Demand Recording

Session 3: CLICK HERE to view the On Demand Recording

Session 1: CLICK HERE to view the On Demand Recording

Session 2: CLICK HERE to view the On Demand Recording

Session 3: CLICK HERE to view the On Demand Recording

Presenter: Prue-Jane Pisani

Session 1: CLICK HERE to view the On Demand Recording

Session 2: CLICK HERE to view the On Demand Recording

Session 3: CLICK HERE to view the On Demand Recording

NUMEROUS TITLES AVAILABLE FOR YOU TO ACCESS AT YOUR OWN SPEED AND CONVENIENCE.