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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. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | Team Teach Level 1 provides staff with positive behaviour skills and strategies for young people requiring individualised support and planning. |
| | Leith Tarling & Linda Daniel |
| | | | Newman Siena Centre, DOUBLEVIEW |
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| | To build shared practice, new learning, and a collegial support network for the leaders of learning within our regional schools. |
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| | To provide Professional Learning and facilitate networking for Secondary Drama teachers and subject coordinators/leaders. These events will likely look at more than one of the Teacher Practices. Typically, Learning design, Engagement, and Instructional range will feature. |
| | John Crooks – Facilitator A number of presenters will be arranged for the sessions for each meeting. |
| | | | Newman Siena Centre, DOUBLEVIEW |
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| | Team Teach Level 1 provides staff with positive behaviour skills and strategies for young people requiring individualised support and planning. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | It is a Non-Government school registration requirement that all students receive a protective behaviours and sexual abuse prevention education. CEWA endorses and provides training in KS:CPC to meet this requirement. The Keeping Safe Child Protection Curriculum (KS:CPC) is developed by experts in child abuse prevention. It is age and developmental-stage appropriate, is culturally responsive and can be integrated into the wider curriculum. KS:CPC includes e-safety education and builds practical self-protective skills and strategies. |
| | | | | 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. |
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| | To enable teachers of Religious Education to complete Accreditation to Teach Relgious Education Inservice Component |
| | Diana Jans & Keely Wade - Religious Education Curriculum Team |
| | | | Religious Education Workshop, ONLINE |
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| | This training is for school staff appointed to the position of Harassment Contact Officer (HCO) in compliance with the CECWA Harassment, Unlawful Discrimination and Bullying policy statement. |
| | Employment Relations Consultant |
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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. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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