Collegial Modules (Coming Soon)

• Positive High-Expectations Learning Labs (Foundation) is a collaborative learning module for classroom teachers and teaching assistants that is aligned to AITSL national standards.
• The module has four Learning Labs, or lessons, that are delivered in school by a school leader using a combination of face-to-face delivery and online learning tools.
• It provides teachers with opportunities to practise and improve their behaviour management skills through discussion, role-play, group projects, and other collegial activities.
• Upon completion of this module, participants will be able to set up a positive high-expectations classroom environment by building rules and routines that align with school-wide behaviour standards, and implementing effective teaching strategies for monitoring, correcting, and encouraging expected behaviours as well as addressing inappropriate behaviours.
• Participants will also practise techniques for bridging positive high expectations from the classroom to home, including effective strategies for conducting honest conversations around behaviour with parents and families.

Learning Intents

• Understand the school-wide vision, values and how to create and maintain supportive and safe learning environments using positive behaviour interventions and supports (3.4.01).
• Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions, and bell-to-bell teaching (3.4.02).
• Communicate clear expectations to students and report behaviour incidents (3.4.02).
• Apply school rules across classrooms and play areas (3.4.01).
• Communicate feedback about students’ behaviour within the classroom using character strengths, the teacher-student game, charts, and reinforcers (3.4.01).
• Understand how to have honest conversations with parents about students’ needs, behaviour, and progress (3.8.04).

Prerequisite

• None

Duration

• Four 1-hour workshops

Assessment

Assessment has two stages:

• Test: Knowledge and skills taught in the Learning Labs.
• Mastery evaluation: Delivery with students of the knowledge and skills learned in the Labs.

Certification

Participants are eligible for certification based on attendance and completion of the assessment requirements for each tiered set in the module.

• Certificate of Completion: Complete the online module and knowledge and skills test at the end of each lesson.
• Certificate of Mastery: Pass the video demonstration of techniques and practices on the Mastery Assessment.

• Positive High-Expectations Learning Labs (Proficient) is a collaborative learning module for classroom teachers and teaching assistants that is aligned to AITSL national standards.
• The module has four Learning Labs, or lessons, that are delivered in school by a school leader using a combination of face-to-face delivery and online learning tools.
• This module provides the school team with opportunities to practise and improve their behaviour management skills through discussion, role-play, group projects, and other collegial activities.
• Upon completion of this module, participants will be able to improve their classroom climate by implementing advanced practices in behaviour management that provide differentiated support and supervision for all students with a wide range of behavioural needs.
• Participants will be able to implement strategies for prevention and de-escalation of more challenging behaviours, and learn strategies for effectively supporting students on individual behaviour plans (IBPs).

Learning Intents

• Demonstrate active monitoring and time-in to mitigate low-level behaviours and discourage escalation, and how tiered interventions manage challenging behaviour using time-out, detention, check-in check-out systems and mentoring practices (3.4.03).
• Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions, and bell-to-bell teaching (3.4.02)
• Understand how to group students and maximise instructional time to manage classroom activities (3.4.02).
• Understand the purpose of providing timely and appropriate feedback to students about their learning and behaviour (3.6.02).
• Understand the continuum of consequence and how to manage challenging behaviour (3.4.03).
• Demonstrate appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of errors (corrective actions when correcting errors) (3.6.02).
• Communicate corrective feedback to students during instruction and independent learning (3.6.02).

Prerequisite

• Learn Effective Teaching Essentials
• Positive High-Expectations Learning Labs (Foundation) OR Deliver Positive High-Expectations Classroom Practices

Duration

• Four 1-hour workshops

Assessment

Assessment has two stages:

• Test: Knowledge and skills taught in the Learning Labs.
• Mastery evaluation: Delivery with students of the knowledge and skills learned in the Labs.

Certification

Participants are eligible for certification based on attendance and completion of the assessment requirements for each tiered set in the module.

• Certificate of Completion: Complete the online module and knowledge and skills test at the end of each lesson.
• Certificate of Mastery: Pass the video demonstration of techniques and practices on the Mastery Assessment.

• Positive High-Expectations Leadership Team Learning Labs (Advanced) is a collaborative learning module for classroom teachers and other school team members preparing for a leadership role as a member of the school’s Behaviour Management Team.
• This module is aligned to AITSL national standards.
• This module has four Learning Labs, or lessons, that are delivered in school by a school leader using a combination of face-to-face delivery and online learning tools.
• This module provides members of the school team with opportunities to practise and improve their behaviour management skills through discussion, role-play, group projects, and other collegial activities.
• Upon completion of this module, participants will be able to actively contribute to the work of their school’s Behaviour Management Team through the use of behaviour data systems and the procedures of installing and implementing systems of support for tiered behaviour needs school-wide.

Learning Intents

• Lead and implement behaviour management initiatives to assist colleagues to broaden their range of strategies. (2.3.06)
• Reinforce to leaders and teaching faculty the need for change to a high-expectations culture and no excuses approach. (2.2.01)
• Use technology to record, analyse and share information, to monitor improvement against goals. (2.2.10)
• Evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers and colleagues. (2.2.10)
• Monitor student mastery, behaviour and observation data and identify ways to improve teaching, learning and behaviour. (1.1.10)
• Understand the link between data analysis and enhanced student results in academics and behaviour. (1.3.02)
• Apply data review routines to ensure the whole school routinely improves its instructional and behavioural repertoire (1.3.02)
• Develop a plan for improved outcomes based on student mastery and behaviour data. (1.3.06)
• Understand how resources, management procedures and processes can be aligned to promote vision and effective teaching and behaviour improvement goals of the school.(1.5.02)
• Understand the school-wide vision, values and how to create and maintain supportive and safe learning environments using positive behaviour interventions and supports (3.4.01).
• Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
• Understand how to have honest conversations with parents about students’ needs, behaviour, and progress (3.8.04).

Prerequisite

• Build Positive High-Expectations School Communities
• Cycles of School Practice
• Positive High-Expectations Learning Labs (Foundation) OR Deliver Positive High-Expectations Classroom Practices

Duration

• Four 1-hour workshops

Assessment

Assessment has two stages:

• Test: Knowledge and skills taught in the Learning Labs.
• Mastery evaluation: Delivery with students of the knowledge and skills learned in the Labs.

Certification

Participants are eligible for certification based on attendance and completion of the assessment requirements for each tiered set in the module.

• Certificate of Completion: Complete the online module and knowledge and skills test at the end of each lesson.
• Certificate of Mastery: Pass the video demonstration of techniques and practices on the Mastery Assessment.