PROFESSIONAL DEVELOPMENT PROGRAMS

Transcription

1 PROFESSIONAL DEVELOPMENT PROGRAMS Winter/Spring 2016 MONASH EDUCATION

2 COURSES OFFERED 1. EDUCATION SUPPORT AND TEACHERS Certificate of Education Support Integration Aide/Teacher Aide 4 & 5 Studying and Writing for Certificate of Education Support Courses 6 Working with Primary School Aged Students with Autism 7 Teaching Strategies to Support Students with Disabilities and Difficulties 8 Educational Planning for Students with Special Needs 9 Implementing Numeracy Across the Primary Curriculum 10 Mindfulness, Voice and Presentation Techniques for Teachers LITERACY AND ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) Addressing the Needs of EAL Students in Primary Classrooms 12 Addressing the Needs of EAL Students in the Secondary Mainstream 13 Supporting Literacy Strategies in Primary Schools COUNSELLING AND WELFARE Understanding and Managing Challenging Behaviour 15 Adolescent Counselling 16 Counselling Techniques for Young People SCHOOL LEADERSHIP Coaching Skills for Educational Leaders 18 Testimonials EARLY CHILDHOOD Connecting Science Practice & Pedagogy in Early Childhood Settings 20 Creating Positive Educational Settings for Students with a Disability 21 Engaging with the Early Years Learning Frameworks 22 Engaging Babies and Toddlers in Playful Everyday Activities 23 Engaging Parents, Carers and the Community 24 Learning through Play Pedagogies 25 Supporting Children with Additional Needs in Early Childhood 26 PROFESSIONAL DEVELOPMENT PROGRAMS Over our 50 year history, we have created new approaches to teacher and professional education and developed our offerings to inspire future growth. We also continually adapt our curricula in response to the changing education landscape. The Faculty of Education is highly experienced in designing and delivering professional development programs for early childhood and school educators, school leaders and school support staff. Our courses also provide the opportunity to learn new skills for individuals looking for a change of career. Our professional development programs are designed and delivered by experienced education specialists including faculty staff and consultants. Monash s Faculty of Education also delivers professional development programs to government bodies and educational organisations across Australia and internationally. Our expertise spans all areas of education from leadership, governance and policy, through to curriculum development, pedagogy and teaching and assessment skills. We can also tailor our courses for group delivery. FOR MORE INFORMATION monash.edu/education/shortcourses I left my first class feeling really motivated to help children with special needs and that feeling stayed with me until the end. Our teacher was very knowledgeable, was friendly, engaging and gave everyone the opportunity to speak and be heard. ALANNAH GOODEN 2 PROFESSIONAL DEVELOPMENT PROGRAMS PROFESSIONAL DEVELOPMENT PROGRAMS 3

3 CERTIFICATE OF EDUCATION SUPPORT INTEGRATION AIDE/TEACHER AIDE Supporting students with additional learning needs in primary, secondary and specialist settings. This course will give you the skills and knowledge to support students who have additional learning needs, to access the curriculum. n Historical and current perspectives on educating students with additional learning needs n The roles, responsibilities and work conditions of Education Support Staff integration aides/teacher aides n Understanding the process of seeking and applying for employment in schools n Understanding individual learning styles n Working as part of a team with students, families and staff members n Understanding and supporting the learning needs of students with intellectual disabilities, learning disabilities, autism n Spectrum disorder, physical disabilities, communication difficulties, sensory impairment, challenging behaviours n Teaching and learning literacy and numeracy n Engaging students in learning; stages of learning n Curriculum and the development of individual learning plans Day classes are six hours per day over eight days (9am 3.30pm). Evening classes are two three-hour sessions per week over eight weeks ( pm). This course is recognised by the Faculty of Education as equivalent to one unit (6 credit points) of undergraduate study. Students who satisfactorily complete all assessment tasks will gain a Certificate of Completion, and may be eligible for credit towards further study at undergraduate level. For more information: monash.edu/education/shortcourses/credit Journal, class participation, two written assignments and minimum class attendance required (14 out of the 16 sessions). There are no formal prerequisites for this course, however, it is essential that you possess a satisfactory level of spoken and written English so you are able to complete the assessment tasks. You are also expected to have basic computer skills to support your learning. 4 EDUCATION SUPPORT AND TEACHERS Berwick Berwick Day, 4 Fridays and 4 Saturdays Day, 4 Fridays and 4 Saturdays July 22, 23, 29, 30 August 5, 6, 12, 13 November 4, 5, 11, 12, 18, 19, 25, 26 Broadmeadows Day, 8 Saturdays July 30 August 6, 13, 20, 27 September 3, 10, 17 Caroline Springs Day, 5 Tuesdays and 3 Thursdays August 16, 18, 23, 25, 30 September 6, 8, 13 Caroline Springs Day, 8 Tuesdays October 11, 18, 25 November 8, 15, 22, 29 December 6 Caulfield Day, 8 Saturdays July 23, 30 August 13, 20, 27 September 3, 10, 17 Caulfield Day, 8 Saturdays October 15, 22, 29 November 5, 12, 19, 26 December 3 Clayton Day, 8 consecutive days June 28, 29, 30 July 1, 4, 5, 6, 7 Clayton Clayton Day, 4 Tuesdays and 4 Thursdays Day, 4 Tuesdays and 4 Thursdays August 16, 18, 23, 25, 30 September 1, 6, 8 October 25, 27 November 3, 8, 10, 15, 17, 22 Clayton (2017) Day, 8 consecutive days January 10, 11, 12, 13, 16, 17, 18, 19 Doncaster Day, 8 Thursdays July 28 August 4, 11, 18, 25 September 1, 8, 15 Frankston Frankston Evening, 8 Tuesdays and 8 Thursdays Day, 4 Mondays and 4 Wednesdays August 9, 11, 16, 18, 23, 25, 30 September 1, 6, 8, 13, 15 October 4, 6, 11, 13 October 24, 26 November 2, 7, 9, 14, 16, 21 Geelong Day, 8 Saturdays October 15, 22, 29 November 5, 12, 19, 26 December 3 Mill Park Day, 4 Thursdays and 4 Fridays November 3, 4, 10, 11, 17, 18, 24, 25 Northcote Day, 8 consecutive days September 20, 21, 22, 23, 26, 27, 28, 29 Ringwood Day, 8 Saturdays August 13, 20, 27 September 3, 10, 17 October 8, 15 Werribee Day, 8 Wednesdays July 20 August 3, 10, 17, 24, 31 September 7, 14 EDUCATION SUPPORT AND TEACHERS 5

4 STUDYING AND WRITING FOR CERTIFICATE OF EDUCATION SUPPORT COURSES This course is for participants who are about to embark on study in the Certificate of Education Support course, but are unfamiliar with studying at tertiary level. This course will boost your confidence and skills it will focus on strategies for developing study skills, use of resources and academic reading and writing. Understanding what teachers want and what learners need to do at university n Time management and study strategies n Accessing and using technology and libraries n Understanding assignment tasks n Strategies for effective reading n Writing assignments (processes involved in doing assignments; features of academic and professional writing; referencing; grammatical issues) This course has no formal prerequisites; however, you are expected to have basic computer skills to support your learning. A variety of tasks analysing and practising academic writing will be completed during the day. Day class of six hours. Course 1: Caulfield 1 Saturday 9am 4pm July 16 Course 2: Clayton 1 Friday 9am 4pm October 7 WORKING WITH PRIMARY SCHOOL AGED STUDENTS WITH AUTISM This short course is designed for teacher aides working with primary school aged students with autism in a school setting. The course aims to develop your skills and strategies to fulfil this role based on a sound knowledge of the features of autism that impact on student learning. n Definitions and characteristics of autism n Impact on families n The child with autism in the classroom n Communication n Social skills n Understanding and addressing behavioural difficulties n Working to develop positive strategies n Behavioural intervention framework No prerequisites. Evening classes of three hours per week over three weeks. Clayton 3 Wednesday evenings pm October 12, 19 November 2 The course was very thorough. The presenter was knowledgeable in her field of expertise and was very approachable. The atmosphere in the classroom was friendly and stimulating. GORDON PHILLIPS-ROSS 6 EDUCATION SUPPORT AND TEACHERS EDUCATION SUPPORT AND TEACHERS 7

5 TEACHING STRATEGIES TO SUPPORT STUDENTS WITH DISABILITIES AND DIFFICULTIES EDUCATIONAL PLANNING FOR STUDENTS WITH SPECIAL NEEDS This one day course is relevant to all school teachers from Foundation to Year 12, who wish to comply with the new Victorian Institute of Teaching (VIT) teacher registration requirements. It will help participants meet with the Australian Professional Standards for Teachers requirements (1.5, 1.6 and 4.1) and the State Government s Special Needs Plan. n Australian policies Disability Discrimination Act 1992, Disability Standards for Education 2005, Australia Professional Standards for Teachers (with particular reference to 1.5, 1.6 and 4.1) n Overview of Autism Spectrum Disorder, Severe Language Disorder, Intellectual Disability, Specific Learning Disorder, and ADHD n Personalised Learning and Support Planning n Differentiation strategies practical approaches to supporting students in the classroom n Links with the Victorian curriculum There are no prerequisites for this course, however the course is most relevant for all school teachers from Foundation to Year 12. Day class of six hours. Clayton Campus 9am 3.30pm Course 1: Wednesday 15 June Course 2: Tuesday 9 August Course 3: Wednesday 9 November Caroline Springs 9am 3.30pm Course 1: Monday 18 July Image 4 This course provides you with the skills and knowledge to enable you to write and implement an individual educational plan for students with special needs. n Eligibility criteria for the Victorian Program for Students with Disabilities Guidelines n Aims, responsibilities and membership of the student support group n The impact of specific disabilities and impairments on learning n Understanding the student n Describing entry skill levels and assessment for learning n Writing long and short term goals n Prioritising what needs to be taught, including AUSVELS n Assessment and evaluation of student progress n Evaluation of an individual learning plan n Implementation of an individual learning plan n Teaching and learning strategies n Identifying learning styles n Behaviour management n Developing behaviour management plans n Connecting students to school There are no prerequisites for this course, however the course is most relevant for people working with students with special needs. Assessment is optional and includes: Individual learning plan, Literature review. This course is recognised by the Faculty of Education as equivalent to one unit (12 credit points) of postgraduate study. Students who satisfactorily complete all assessment tasks will gain a Certificate of Completion, and may be eligible for credit towards further study at postgraduate level. For more information: monash.edu/education/shortcourses/credit Seven hours per day over three days. Clayton 1 Thursday, 1 Friday and 1 Saturday 8.45am 4.30pm October 13, 14, 22 8 EDUCATION SUPPORT AND TEACHERS EDUCATION SUPPORT AND TEACHERS 9

6 IMPLEMENTING NUMERACY ACROSS THE PRIMARY CURRICULUM This course is designed for primary teachers. Numeracy involves the use of mathematical skills in context, that is, in realistic and relevant tasks that will prepare students to deal with the mathematical demands in their lives, their future workplaces, and for informed citizenry. The Australian Curriculum (AC) includes numeracy development as a general capability, and it is expected that teachers will build students numeracy skills in relevant contexts across all curricular domains. n The course begins with an exploration of what numeracy is and how it relates to mathematics within the Australian curriculum (AC) and the Victorian curriculum (VC) n The 21st century numeracy model will be introduced as a framework for developing ideas for incorporating numeracy building across the curriculum and/or straddling curricular boundaries n Throughout the program, opportunities for including numeracy building skills within different discipline areas of the AC and VC n Pedagogical approaches and task design principles that also foster students critical and creative thinking for building numeracy skills will be explored n There will be the opportunity to share ideas and experiences of trialled numeracy tasks This course is suitable for qualified primary teachers. One day class of six hours and two evening classes of 3 hours each. MINDFULNESS, VOICE AND PRESENTATION TECHNIQUES FOR TEACHERS This course is designed for primary and secondary teachers who wish to learn mindfulness techniques which can assist you in building resiliency, reducing stress and anxiety and how these techniques can be applied in your classroom. In addition, you will develop a range of practical skills and techniques in the effective use of the voice and the development of presentation skills for improved classroom delivery. n Introduction to mindfulness, the research behind it and its role in education n How mindfulness can assist teachers in building resiliency and reducing stress n How mindfulness can be used to facilitate student learning and wellbeing and ways that mindfulness can be used in a school environment n Learn techniques for effective voice projection and articulation n Using actor training techniques, learn how to develop your confident teacher presence There are no prerequisites for this course. Day class of six hours. DATE AND VENUE Clayton 1 Tuesday 9am 3.30pm October 11 DATE AND VENUE Clayton 1 Friday 9am 3.30pm 2 Thursdays pm August 19 September 1 & 8 10 EDUCATION SUPPORT AND TEACHERS EDUCATION SUPPORT AND TEACHERS 11

7 ADDRESSING THE NEEDS OF ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) STUDENTS IN PRIMARY CLASSROOMS One in four learners in Australian schools come from a home where the main language is not English. This course is designed to provide mainstream primary school teachers with useful skills that will help meet the language-related needs of these learners. Upon successful completion of this course, you will have an increased awareness of the needs of EAL students and how to use the students home language(s) as a resource. You will also have an increased repertoire of strategies which take into account the EAL students diverse linguistic and cultural backgrounds and experiences. n Diversity, literacies, and the primary classroom n Using EAL learners home language(s) and experiences as a resource for learning n Speaking, listening and group work n Issues and strategies in reading n Issues and strategies in writing This course is designed for all mainstream primary teachers who have EAL students in their classes. Practical tasks will be identified during the course. Two day classes of six hours. ADDRESSING THE NEEDS OF ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) STUDENTS IN THE SECONDARY MAINSTREAM Maximise the engagement and learning of EAL students in content areas of the secondary mainstream. This course is designed for secondary teachers and subject area leaders looking for practical understanding and strategies to support their EAL learners. n Challenges faced by EAL students in the mainstream n Principles of integrating language and content n The language demands of mainstream texts (text analysis) n Metalanguage for talking about texts n An integrated model of pedagogy for scaffolding learning n Locating and modifying (as needed) accessible texts n Creating activities which engage and extend EAL learners n Developing units of work that support learners This program is designed for all mainstream secondary teachers who have EAL students in their classes. Two day classes of six hours. Clayton 2 Wednesdays 9am 3.30pm August 17, 24 Clayton 2 Fridays 9am 3.30pm October 28 November 4 12 LITERACY AND ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) LITERACY AND ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) 13

8 SUPPORTING LITERACY STRATEGIES IN PRIMARY SCHOOLS This course aims to provide Education Support Staff, parents and classroom helpers with practical strategies that support learning for primary school students who are struggling with literacy. It is designed to give you an understanding of the literacy methodologies used in classrooms. n Effective evidence-based methodologies n How children learn language and the importance of Talk n Why children fail to learn to read n Ways to help children with spelling difficulties n How to learn to read effectively n Specific strategies to support the development of comprehension n Specific strategies to support the development of writing n Multi-sensory approaches to literacy education n Hands on, interactive and fun learning experiences to support spelling, reading, writing and comprehension development n Useful resources for literacy development There are no formal prerequisites for this course, however, it is essential that you possess a satisfactory level of spoken and written English. Practical tasks will be identified during the course. Two day classes of six hours and one evening class of three hours. Clayton 1 Friday, 1 Thursday & 1 Wednesday August 26 (9am 3.30pm) September 1 (9am 3.30pm) September 14 ( pm) UNDERSTANDING AND MANAGING CHALLENGING BEHAVIOUR This course is designed to help you understand some of the underlying issues that may lead to students exhibiting challenging behaviours. It aims to provide a model for managing students challenging behaviour, along with specific, related strategies designed to support participants in dealing with these behaviours in mainstream schools. While aspects of this course are applicable across all year levels, there is a focus on primary aged students. Resilience and risk factors in children; Understanding behavioural problems including developmental disorders such as: Autism, Asperger s, ADHD, Conduct Disorder; The impact of learning problems; Mental health issues such as anxiety; Peer and social issues. Behaviour Management Models; Proactive versus reactive; Differentiating between behaviours; Specific strategies; Links with Restorative Justice; The Behaviour Management Plan; Whole school approach. Evening classes of two and a half hours per week over six weeks. No prerequisites. Clayton 2 Tuesdays & 4 Wednesdays pm July 19, 26 August 3, 10, 17, LITERACY AND ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) COUNSELLING AND WELFARE 15

9 ADOLESCENT COUNSELLING This course aims to meet the needs of the community in the area of adolescent counselling by providing you with the appropriate knowledge, skills and attitudes required to support and guide young people. Helpers who are engaged as counsellors, confidantes and mentors are not always prepared for the often highly sensitive nature of information they are confronted with when working with adolescents. Key factors in adolescent counselling; differences with counselling adults; adolescent development biological, psychological and cognitive; challenges of adolescence sleep, peer groups, alcohol and drugs and the internet; risk factors and protective factors for adolescence; mental health issues including anxiety, depression and suicide; microskills of counselling what to say; counselling theories; ethical issues in counselling adolescents; self care and burnout prevention for counsellors. There are no formal prerequisites for this course; however, it is most relevant for people working in areas such as social work, nursing, teaching, community work or who have associated work experience. This course is recognised by the Faculty of Education as equivalent to one unit (12 credit points) of postgraduate study. Students who satisfactorily complete all assessment tasks will gain a Certificate of Completion, and may be eligible for credit towards further study at postgraduate level. For more information: monash.edu/education/shortcourses/credit Evening classes of three hours per week over ten weeks. Journal, Assignment, Exam Clayton 10 Tuesdays pm August 9,16, 23, 30 September 6, 13 October 4, 11, 18, 25 Ivanhoe 10 Thursdays pm August 11, 18, 25 September 1, 8, 15 October 6, 13, 20, 27 COUNSELLING TECHNIQUES FOR YOUNG PEOPLE This course is both theoretical and practical. It aims to build upon your knowledge of working with young people to further develop your counselling skills and confidence to effectively assist young people to manage complex issues. The course aims to build on your counselling skills through role-plays and feedback and also give you the tools to effectively manage crisis situations that young people often present with. n Recent research in brain neuroplasticity and the impact counselling has on the development of new neural pathways resulting in behaviour change n Impact of early childhood trauma on attachment and development n The influence of environmental factors such as diet, exercise and stress on young people n The use of innovative therapies Mindfulness and Creative Therapies n Supporting young people group programs, school curriculum and community programs You will have completed the Monash University Adolescent Counselling course, or have relevant counselling experience. Evening classes of three hours per week over eight weeks. Clayton 8 Thursdays pm August 11, 18, 25 September 1, 8, 15 October 6, COUNSELLING AND WELFARE COUNSELLING AND WELFARE 17

10 COACHING SKILLS FOR EDUCATIONAL LEADERS An educational coach supports, challenges and empowers others to develop their capacities as teachers. Coaching is a force for change and improvement in schools. Research identifies it as the best form of professional development available: individualised, responsive and intensive. This course will give you the opportunity to explore and practise a repertoire of skills and techniques applicable to the educational leadership of classroom teachers. Through a series of engaging and interactive workshop sessions, you will be able to apply what you learn immediately in your professional role, particularly where you are engaged in the professional development of others. The presenter was well-prepared, friendly and encouraged the active participation of the audience. The resource pack was full of useful materials. In addition, this workshop provided me with an excellent opportunity to meet and share ideas with educational administrators from various institutes. I would definitely recommend this workshop for educational administrators who are interested. KOSALI HERATH n The value and function of coaching skills in the development of teaching practice n Motivating factors in the coaching relationship and the beliefs that underpin it n Coaching conversation skills questioning and paraphrasing according to purpose, active listening, pausing, languages other than verbal and achieving rapport n The substantive conversation planning, reflecting and problem-solving conversations with teachers n Leading data conversations n Skills for purposeful observation of teaching sessions, the collection of evidence and the presentation of feedback n Effective leadership and facilitation of Professional Learning Teams You should be an experienced teacher who supports the development of student teachers, graduate teachers, or other colleagues. PLT leaders, coaches and aspirant coaches would also gain much from this course. Two days of six and a half hours. Course 1: Clayton 2 Fridays 9am 4pm August 26, September 2 Course 2: Berwick 2 Fridays 9am 4pm November 4 & 11 Highly interactive, practical experience I gained from this programme, tremendously enhanced my skills to become an effective teacher educator. The network I created with my co-participants, paved the way for me to share our future experiences. MAYURI SOORIYAMPOLA 18 SCHOOL LEADERSHIP SCHOOL LEADERSHIP 19

11 CONNECTING SCIENCE PRACTICE AND PEDAGOGY IN EARLY CHILDHOOD SETTINGS This course will build capacity of Early Childhood (EC) Teachers and Practitioners in teaching science and technology to babies, toddlers, pre-schoolers and early primary years; through innovative, hands on, inquiry based learning that connects young children s everyday science experiences with their learning in EC centres. n Examining everyday activities which elaborate to understand science at daily life n Translating everyday experiences to science learning opportunities n Connecting everyday science experiences to science teaching moments n Learning Science using Design technology and Digital Technology n Understanding science teaching through varied pedagogical approaches to science teaching including discovery approach, inquiry base learning, constructivism and cultural-historical approach n Improvised everyday materials will be used for design technology which extend science attitude of children learning n Analysing individual understandings of science teaching and learning to develop an identity as a teacher of science n A range of contemporary hands-on learning experiences will be offered for deeper inquiry-based learning using everyday, low cost and low setup activities No prerequisites. This program is designed for all staff working in the field of early childhood education (birth to eight), long day care, preschool and kinder teachers and all participants keen on extending their understanding of teaching science and technology in early years settings. CREATING POSITIVE EDUCATIONAL SETTINGS FOR CHILDREN WITH A DISABILITY (EARLY CHILDHOOD) This course is designed for educators in mainstream early childhood settings, including childcare services, kindergartens and early primary years. The aim of the course is to meet with the Australian Professional Standards for Teachers requirement (1.5, 1.6 and 4.1) and the State Government s Special Needs Plan. n Australian policies: Disability Discrimination Act 1992, Disability Standards for Education 2005, Australian Professional Standards for Teachers (1.5, 1.6 and 4.1) n Brief overview of National Disability Insurance (NDIS) n Overview of Victorian Early Years Learning and Development Framework (VEYLDF) and how this relates to all children n Overview of Autism Spectrum Disorder (ASD), ADHD, Developmental Delay and other disabilities n Practical strategies to help create inclusive early childhood environments n Special Needs Plans and how they need to be written There are no formal prerequisites for this course, however, the course is most relevant to mainstream Early Childhood Teachers who work in Childcare and Kindergarten settings. Clayton 9am 3.30pm Course 1: Wednesday 13 July Course 2: Wednesday 31 August Course 3: Friday 9 September Caroline Springs 9am 3.30pm Course 1: Wednesday 20 July DATE AND VENUE Clayton 2 Tuesdays 9am 3.30pm July 12, EARLY CHILDHOOD EARLY CHILDHOOD 21

12 ENGAGING WITH THE EARLY YEARS LEARNING FRAMEWORKS For Early Childhood Educators of children from birth to eight years old, this one day program will provide an opportunity for you to participate in a number of learning sessions to assist you in your planning and documentation whilst engaging with the Victorian Early Years Learning and Development Framework (VEYLDF), Early Years Learning Framework (EYLF) and Framework for School Aged Care (FSAC). This one day program supports educators of young children and their families. In particular how you can work together to achieve common outcomes for all children. The program is designed for all educators working with young children as well as students and others considering working in the field of early childhood education. n An overview of the learning frameworks n Collaborating with children, families and other professionals n Assessment for learning, development and wellbeing n Creating intentional learning environments n The reflective practitioner No prerequisites. Day class of six hours. Course 1: Clayton 1 Friday 9am 3.30pm July 15 Course 2: Clayton 1 Thursday 9am 3.30pm October 20 ENGAGING BABIES AND TODDLERS IN PLAYFUL EVERYDAY ACTIVITIES This course will assist you to gain expertise in infants and toddlers learning and development. It will explore contemporary theories of early childhood, with emphasis on young children s emotional and cognitive development, to support you to engage young children in playful daily activities. This course will develop your skills to identify many small significant events that usually occur unnoticed in the daily life experiences of infants. It will also demonstrate how you can effectively and sensitively communicate with babies, and create teachable moments to develop intentional teaching. n Daily transitions in infancy n Communication and engaging with babies experience n Babies play and wellbeing in a diverse culture n Feedback for families No prerequisites. Two day classes of six hours. Clayton 9.30am 4pm Course 1: 2 Fridays June 3, 17 Course 2: 2 Fridays October 21, 28 The course was a wonderful chance to reflect on our daily practice covering planning, documentation and reflection. I learnt a lot. JENNY XUE 22 EARLY CHILDHOOD EARLY CHILDHOOD 23

13 ENGAGING PARENTS, CARERS AND THE COMMUNITY IN EARLY CHILDHOOD SETTINGS For Early Childhood Educators in kindergartens and Childcare Services, this course will assist you to develop, improve and enhance your ability to engage with parents, carers and the local community. The course will provide practical strategies on how to build partnerships with parents and community. How to best meet the needs of the child, in the kindergarten year and beyond. Developing Inclusive Practice in the context of education, family and community. The course meets the Australian Professional Standards for Teacher s requirement 3.7, 7.3 and 7.4. n How to build relationships with parents, carers n How to engage with the wider community e.g. local early years network, local schools n How to engage and maintain these connections and enhance children s learning and transition n Evidence-based research that supports these areas There are no formal prerequisites for the course; however, the course is most relevant for Early Childhood Educators who work in childcare and kindergarten settings. Class participation. The presenter will identify a variety of practical tasks during the course. DATE AND VENUE Clayton Thursday 9am 3.30pm September 15 LEARNING THROUGH PLAY PEDAGOGIES Linking in with the Victorian Early Years Learning and Development Framework, this course will enable you to create educational play models and demonstrate practical application within play-based curricula. You will develop an understanding of new tools and methods for assessing children s learning in play, as well as the intentional use of children s ideas for extending their learning. Examples of educational play from birth to eight will be shared to illustrate the importance of creative, affective and imaginative framing for learning and development. n Examining play from child s perspective n Sustained shared thinking in pedagogical play n Dimensions of play activity n Imagination in play No prerequisites. Two day classes of six hours. Wantirna 2 Fridays 9.30am 4pm August 12, EARLY CHILDHOOD EARLY CHILDHOOD 25

14 SUPPORTING CHILDREN WITH ADDITIONAL NEEDS IN EARLY CHILDHOOD PROGRAMS This course focuses on the inclusion of children with a diverse range of needs in early childhood programs. It is designed for qualified and unqualified staff and students as well as others associated with early childhood education and care. An increasing number of children with developmental delay, disabilities and other special needs are participating in community based early childhood programs. n What is inclusion? n Working in a team n Strategies for including children with additional needs n Communicating with and supporting parents n Supporting children s communication competence No prerequisites. Day class of seven hours. DATE AND VENUE Clayton 8.45am 4.30pm Course 1: Wednesday 22 June Course 2: Wednesday 19 October AND FURTHER EDUCATION The Faculty s Professional Development Programs provide practical skills and knowledge which are immediately applicable to the workplace. Course sessions are often spread out over a number of weeks so that you can go back to your workplace to implement your learning and then return to further develop your skills. A number of the Faculty s Professional Development Programs have credit recognition as a single unit and in some cases may be used towards further studies at either undergraduate or postgraduate level. Any credit granted will be in accordance with University regulations. For more information see: monash.edu/education/shortcourses/credit WHY FURTHER YOUR QUALIFICATIONS IN EDUCATION? n Advance your professional practice n Extend your skills and gain specialist knowledge n Focus your studies to fit in a specialised industry n Build a new future n Understand current changes in education and training n Potential credit towards undergraduate or postgraduate study n Enhance your career options PROFESSIONAL DEVELOPMENT PROGRAMS WITH CREDIT POINT COURSE CREDIT POINT Undergraduate Postgraduate Adolescent Counselling 12 Certificate of Education Support 6 Educational Planning for Students with Special Needs EARLY CHILDHOOD EARLY CHILDHOOD 27

15 FEES Fees vary according to the length of the course. Please refer to the short courses website for details. APPLYING AND FURTHER INFORMATION For further information on each of the short courses offered or an application form, please contact: Engagement Office Faculty of Education 29 Ancora Imparo Way Monash University VIC 3800 Phone: or Fax: monash.edu/education/shortcourses Information is correct at the time of printing, but Monash University reserves the right to alter procedures, fees and regulations should the need arise. Students should carefully read all official correspondence, and other sources of information for students (such as the website) to be aware of changes to information in this document. Designed and produced by SMC Monash: 16P May CRICOS provider: Monash University 00008C