Full course description
Date and time
Day 1: Wednesday 21 April 2021, 9.30 am to 3.30 pm (Face to face)
Day 2: Monday 3 May 2021, 1.30 pm to 3.30 pm (Online)
Day 3: Wednesday 16 June 2021, 1.30 pm to 3.30 pm (Online)
A blend of in person and online - for the online components a Zoom link will be provided 24 hours prior to the event.
This learning event is right for you if you are a learning leader, curriculum leader, principal or classroom teacher wanting to build their instructional leadership skills.
Effective teachers and school leaders require a high level of instructional expertise to maximise their impact on student outcomes. This program will develop teacher and school leader capacity to engage in high level teaching and learning practices, as informed by the research. Attendees will be guided in understanding the research, and how this looks in practice. Importantly, none of these practices occur in isolation.
Following an introduction to the many practices available to teachers and leaders, how each of these high impact interventions interact and can support each other in the real world context of the classroom will be discussed.
“The high-impact leader creates a school climate in which everybody learns, learning is shared, and critique isn’t just tolerated, but welcomed… There’s mutual agreement that any interventions that don’t achieve the intended impact will be changed or dropped.”
'High-Impact Leadership' by John Hattie in Educational Leadership, February 2015 (Vol. 72, #5, p. 36-40)
This learning event supports creating best practice toward meeting the following VRQA standard(s):
- Curriculum and Student Learning – Curriculum framework
- Curriculum and Student Learning – Student learning outcomes
- Curriculum and Student Learning – Monitoring and reporting on students’ performance
- The minimum standards for schools offering a senior secondary course – Requirements for delivering a senior secondary course
- The minimum standards for schools offering a senior secondary course – Student learning outcomes
- The minimum standards for schools offering a senior secondary course – Teaching and learning.
A deep understanding how the research informs high-level teaching and learning practices in:
- explicit instructional practice
- understanding collaborative expertise and collective efficacy
- planning for effective teaching and learning using curriculum documentation
- setting of learning goals & use of learning intentions and success criteria
- use of models and exemplars
- activating high level feedback
- developing self-regulated learners
- developing meta-cognitive strategies in learners
- collaborative learning for impact
- high level differentiation
- deep level questioning and enhanced teacher talk
- leading learning from K-12.
Sophie Murphy is a highly experienced K-12 teacher and leader. She has taught and held leadership positions in both Primary and Secondary settings in multiple sectors for over 20 years. Sophie is currently completing her PhD with Professor John Hattie at the University of Melbourne. She has a passion and determination to translate essential educational research to the educational setting. Sophie has keynoted at many leading international conferences and worked on many national and International projects including teaching high profile AFL coaches on the development of communicating their language and translation to players and internationally for National Geographic Learning in the USA.