superload

Successful Learning Conf. 2017 – Life long learning outcomes: data, curriculum and instruction

  • 09:00 AM
  • The Epping Club, Rawson St, Epping.
  • T +61 2 9351 8520 | E rachel.payne@sydney.edu.au

Monday 26 & Tuesday 27 June 2017 | The Epping Club

For more info. and registration see website

Download the PDF Flyer

 

This annual conference focuses on issues and developments in the provision of quality education for students K-12 with additional learning needs in a mainstream classroom setting.  Areas addressed in 2017 will include literacy and numeracy, behaviour support, technology, transitions beyond school, and assessment and decision-making.  Presentations and workshops will be given by teachers, consultants, community-based personnel and academics, from metropolitan and rural locations in NSW, interstate and overseas.

Participants may attend the conference as a stand alone event or as part of the Certificate in Educational Studies (Learning Support) which includes 5 evening workshops.

For further information please visit: http://sydney.edu.au/education_social_work/professional_learning.

 

Registration & Fees
$495 (2 day) $275 (1 day) per person GST Incl. Includes conference attendance, resources, morning tea and lunch. Register online by visiting: http://sydney.edu.au/education_social_work/professional_learning/teachers/2017/major-events/successful-learning-conference.shtml

This conference will be held at the Epping Club, Rawson Street, Epping.

For enquiries please contact:
Rachel Payne | Office of Professional Learning
Sydney School of Education and Social Work
T +61 2 9351 8520 | E rachel.payne@sydney.edu.au

 

Keynote Presentations by:

Professor Lisa Monda-Amaya, Department of Special Education, University of Illinois at Urbana-Champaign.
Using multi-tiered systems of support to create environments that address the needs of all learners. Multi-tiered systems of support (MTSS) have received increased attention as school personnel work to address the diverse needs of learners in classrooms. Academically, MTSS are advocated as a means of preventing school failure and supporting effective instruction, particularly for struggling learners. Critical components include using ongoing assessment practices and providing instruction or interventions with strong research base at the various Tiers. In this keynote participants will be provided with foundational information regarding MTSS and how it applies to their schools and classrooms. Further they will come away with practical strategies for addressing the needs of struggling learners and students with disabilities in general classroom settings.

Dr Bree Jimenez is a Special Education Pedagogy and Research Consultant with Mater Dei, Camden, NSW and Honorary Associate with the Sydney School of Education and Social Work at the University of Sydney.

Data-based decision making: A key to success for ALL!

Progress monitoring is a very important part of teaching. Educators are asked to improve the academic, social and behavioural outcomes of children. In order to do this, they need feasible research-based progress monitoring practices that are sustainable and useable. However, for students with disabilities, traditional forms of progress monitoring (e.g., curriculum-based measures) may not always be applicable. Ongoing data collection for students with disabilities must be individualized to track progress on individualized goals and make instructional decisions.

This presentation will focus on the need for feasible forms of data collection to support student learning aligned to the Australian Curriculum. Specifically, curriculum considerations, student responses and systematic approaches to make data informed instructional decisions will be discussed. Additionally, this presentation will address and provide examples and suggestions to improve the feasibility and sustainability of data-based decisions within the classroom to support all students.

 

Completing the Successful Learning Conference will contribute 11hrs of NESA registered PD addressing 1.5.2, 2.5.2, 4.1.2, 4.3.2, 5.1.2 and 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

 

Leave a Reply