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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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| | The project focuses on the key teacher practices of Instructional Range and Engagement, using data to plan targeted teaching strategies, foster meaningful learning, and create dynamic environments with Place, Space and Technology. |
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| | Accreditation to Work in a Catholic School is a mandatory professional requirement for all school-employed non-teaching staff in contact with students, or who have a particular responsibility for students. For example: Teacher Assistants, School Psychologists, Social Workers, Librarians, Bursars, Financial and Administrative Staff, Nurses, Home-School Liaison Officers. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | This training is intended to provide CEWA Principals and School Leaders with practical skills in people management. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | Following the success of the¿KLN Assessment Coaching Training, we are pleased to offer a new professional learning opportunity designed to build on this foundation. Based on the data and feedback from teachers and leaders, the next step identified is to focus on effective differentiation strategies to support diverse learners in Numeracy and Literacy. |
| | Mistelle Moore, Katie Sanders |
| | | | Broome Regional Office, BROOME |
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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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| | This Professional Learning opportunity will enable teachers and school leadership to adopt a holistic and spiritual approach to incorporating a yarning circle and bush garden into classroom learning and provide rich, culturally inclusive experiences for students. |
| | Heather Carter-Sullivan, Guest Speaker to be confirmed |
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| | To support Wellbeing Teams to strategically plan for improvement of wellbeing in their school communities. The CEWA wellbeing consultants will support this team with a hands-on workshop/planning day utilising the data that already exists within your school to create an action plan for implementing whole school wellbeing initiatives. In doing this we will address the needs in your school, and co-create an action plan tailored to your context. |
| | Dr Deb Perich, Mia Bennison, Kirstine Sanders |
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| | To enhance teachers' understanding of key scriptural and theological topics. |
| | | | | Accreditation to Teach Workshop, ONLINE |
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| | To enhance teachers' understanding of key scriptural and theological topics. |
| | | | | Accreditation to Teach Workshop, ONLINE |
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