Start Date: 03/08/2018
End Date: 03/08/2018
This four-day program has been designed to respond to the urgent national need to encourage new leaders into assistant principal and principal positions.
Eligibility criteria: This course is designed for Leading Teachers, Assistant Principals, Acting Principals.
Note: Classroom teachers may apply for special entry and need to contact David Tyson, PLC Manager: [email protected]
Start Date: 18/03/2019
End Date: 18/03/2019
Target Group: Classroom teachers starting the leadership journey by taking on the role of curriculum Leader/Professional Practice Leader for the first time.
Start Date: 02/05/2019
End Date: 02/05/2019
This three-day program will inspire school leaders and teachers, in F-12 settings, to refine their approach to teaching, and assist them with the Framework for Improving Student Outcomes (FISO) and the High Impact Teaching Strategies (H.I.T.S).
This program will assist you with the FISO by asking answering these questions:
> What works in the classroom (especially looking at the H.I.T.S)?
> How do we know?
> How can educational research find its way into the classroom?
Start Date: 07/05/2019
End Date: 07/05/2019
This six-day Balanced Leadership program, Connecting Vision with Action, helps school leaders create high-performance school cultures.
It focuses on what matters most, how to establish a culture that fuels success, how to manage the effect of change and how to ensure a smooth transition.
It provides a strong narrative on school improvement and the need for 'balanced leadership'.
The program's emphasis is on: Building Purposeful Communities; Managing the Experience of Change; and Focusing on the Right Work.
Start Date: 09/05/2019
End Date: 09/05/2019
The primary objective of the program is to investigate whole school strategies to progress learning for all students and investigate how to improve outcomes for students with dyslexia/SLD which includes examining the following:
an understanding of what dyslexia and other SLDs are; the day-to-day challenges students with SLD experience in the classroom; the emotional aspects of having SLD; investigate, as a leader, approaches to create an SLD-inclusive learning environment.
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