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| | This session provides school staff responsible for administering SEQTA reports with an opportunity to set up reports for their school. Participants will be supported through each step of the process |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | To enable Principals, Assistant Principals, Deputy Principals and classroom teachers to complete the Accreditation for Leadership Inservice Component. |
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| | The work of CEWA Mental health practitioner’s is frequently complex and challenging. Through open dialogue and collective problem solving, these network meetings allow time for mental health practitioners to exchange strategies, discuss emerging challenges and learn from one another’s experiences. |
| | Lyndsay Darwent-Hunt & Jon Laden-Wearne |
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| | To enhance participants understanding of the Rites of Passage Framework and how it can support students to build a healthy sense of belonging and thrive amidst change. |
| | | | | St John Bosco College, PIARA WATERS |
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| | This professional learning is designed to support the pedagogical documentation of Early Childhood Coordinators and teachers of
Three-Year-Old, Kindergarten and Pre-Primary classes. The session will demonstrate how pedagogical documentation supports and
scaffolds intentionality and responsiveness to children by providing educators with insights into children's learning processes, enabling
tailored and purposeful interactions. It serves as both a process and a product by capturing and reflecting on children's learning
experiences, documenting significant moments to understand and support their development. A range of methodologies and
approaches, such as learning stories, anecdotal records, and digital portfolios, align with the EYLF Planning Cycle by facilitating
observation, assessment, and planning to enhance children's learning outcomes. Additionally, pedagogical documentation acts as
a responsive curriculum tool and planning document, suitable for various teaching and learning pedagogies, by continuously adapting
to children's needs and informing future educational practices. |
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| | This session provides school staff responsible for administering SEQTA reports with an opportunity to set up reports for their school. Participants will be supported through each step of the process |
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| | Join us for a professional learning day focused on understanding the diverse learning profiles and strengths of young students with autism. Explore ways to align individual planning, strategies, and adjustments with the Early Years Learning Framework (EYLF) to foster inclusion, enhance participation, and support the development of educational, communication, personal, social, and play goals in affirming and respectful ways..
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| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | The purpose of the Early Career Teacher Program is to provide early career teachers with support to learn, practice and refine the elements of their professional role. In doing so, the program will also provide guidance to transition from proficient to full registration with the TRBWA. |
| | | | | Geraldton Regional Office, GERALDTON |
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| | Spirituality is understood as a human capacity that requires awakening and nurturing alongside the other human capacities. However,
spirituality is often misunderstood. In this session we will explore spirituality by sharing The Framework for Young Children’s Spiritual
Capabilities that was developed as a research-informed model to nurture and promote the spirituality of young children. The Framework
describes spirituality as related to children’s sense of wonder, connection, meaning-making, and compassion, as these are increasingly
recognised as a vital dimension of holistic development. In the session we will provide practical strategies to identify, support, and extend
children’s innate spiritual capabilities. The Framework encourages environments where children feel safe to explore big questions, express
curiosity, and cultivate a sense of belonging – all central to spirituality and quality early years practice. |
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| | The project focuses on the key teacher practices of Instructional Range and Engagement, using MAI data to plan targeted teaching strategies, foster meaningful learning, and create dynamic environments with Place, Space and Technology. |
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