Breakout Sessions

Thursday 18th of August 2022
Breakout Session 1

Implementing Trauma-informed Practice in Education (TiPiE)

Presenters: Merryn Gomez (Eastern Fleurieu R-12), Dani Librandi (Parafield Gardens HS), Sonia Pringle (Balaklava HS), Leanne Cornell-March (TIPiE Team).

Format: Participate & Share

Description: This panel will discuss a collaborative approach involving 3 secondary schools working with Department for Education on Trauma-informed practice in education aimed to build inclusive learning environments for all students, but particularly those with experiences of trauma. Through a video of each site’s journey and leaders’ discussion, the panel will explore the experience of three schools and reflect on the unique approach taken by each site.  During the session participants will explore the why, what and how of a trauma-informed practice approach including what is involved, hearing how it fits with each of the 3 school’s broader approach to teaching, learning and wellbeing and how each site has taken a unique approach to implementation.  

A multi-pronged approach to culturally responsive practices.

Presenters:  Ruth Mussger (Principal Murray Bridge HS) Stephen Kelly (UniSA), Professor  Robert Hattam, Aunty Cheryl Love, Paula Hahesy

Format: Presentation

Description: Murray Bridge High School is embedding organisational respect and cultural awareness for First Nations peoples, to apply real change through a robust and staff owned Aboriginal Learner Improvement Plan and Reconciliation Action Plan. The opportunity to further strengthen meaningful change came through an invitation by Stephen Kelly, University of Adelaide, School of Education to collaborate with researchers Professors Irabinna- Lester Rigney and Robert Hattam in a federally funded ARC research project, Culturally Responsive Schooling.

Differentiation: The first step towards inclusion

Presenters: Margot Foster and Angela Falkenberg

Description: Teachers are expected to be competent in differentiating instruction. At the proficient stage of the Australian Professional Standards for Teachers, they are expected to “Develop teaching activities that incorporate differentiated strategies to meet the specific learning needs of students across the full range of abilities.”
Not doing this well can mean underperformance (referenced in the Managing Underperformance policy) and yet we have no systemic understanding of what differentiation is and isn’t, nor resources or professional learning to build teacher confidence and skill.
This was the background to the recently developed SAPPA resource on differentiation and builds on their 2019 document Formative Assessment in SA.
In this workshop Margot Foster and Angela Falkenberg share the resource, the provocations that underpin the work and implications for leaders going forward.

Developing student self-regulation and self-management. Nurture groups in secondary school settings.

Presenters: Staff from Prospect North Primary School,  Para Hills High School, Heathfield High School

Format: Participate & Share

Description: Nurture groups are predominantly primary-school, evidence-based intervention groups that aim to improve the students’ ability to manage themselves and their behaviours, whether these are internalised or externalized. The program aims to ensure that students are enabled to successfully manage an average mainstream school environment without significant further supports within 2-4 terms of intervention.

The workshop will showcase 3 schools’ implementation of this model in a Cat 3 Primary School and its adaptation in 2 mainstream secondary setting in (Category 2 and Category 7) and some of our early outcomes, as well as provide participants with an opportunity to look at this model from a practical perspective and unpack the links with their whole school interventions across waves 1-3.

Friday 19th of August 2022
Breakout Session 2

Inclusion & Gender diversity policy and the reality of practice.

Presenters: Clayton Disley (Deputy Principal REC) Bob Bastian (Senior School Assistant Principal at REC) Yvonne Kranixfeld (DfE) and Lucy Hackworth (DfE) 

Format: Participate and Share

Description: The engagement and wellbeing team will present an overview of the legislation, policy and procedures and introduce the work the department has been doing including a new training module with plenty of opportunity to discuss and share. Bob and Clayton will present the work that we have been doing at REC with further discussion.

Reconciliation in Education

Facilitators: Natalie Gentle Reconciliation SA; Findon HS

Format: Hands-on Workshop

Description: The Narragunnawali RAP framework outlines a sustainable, whole-scale approach to driving reconciliation in education by building relationships, respect and opportunities in the classroom, around the school or early learning service and with the community alike. There are 14 required Actions within this framework which are essential to maintaining institutional integrity and enabling a consistent minimum standard for RAPs. A range of other recommended Actions can also be added to school RAPs and, of course, the ways in which these RAP Actions are then implemented, or ‘put into action’, can be incredibly innovative and diverse, depending on the particular local context.

FLO: our way for our learners.

Presenters: Seaton High School, Wirreanda High School and Craigmore High School

Format: Presentation

Description: Three schools share their programs they designed to address learner entitlement for all. Seaton, Wirreanda and Craigmore High School have established sustainable flexible learning programs which provide students at risk of not completing secondary education with an authentic, safe and viable alternative to mainstream education. While the construct of each site’s program differs, they all engage their students through an individualised approach, which includes specialised case management and a stand-alone timetable that supports young people who are seeking SACE completion and/or are requiring intervention support with literacy and numeracy. Each site has their own story of the challenges they have responded to when balancing the needs of young people while also addressing the organisational, structural, financial and logistical pressures that need to be considered when establishing an alternative learning program.

 

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