Hi everyone,
Our May Meeting is just around the corner. We will be holding it at Belvoir Special School (Gayview Drive Wodonga) from 4.00-6.30pm.
Topic:
We
will be hosting this network meeting at Belvoir Special School so I
think it is fitting to have the topic as speical needs. If you have a
resource or website or information you would like to share about special
needs, please bring it along.
We will also have a couple of guest speakers from Belvoir joining us and I will run a tour of the school as well.
If you would like to put your name down on Belvoir's relief list, please bring your resume.
You can find all the details for this meeting at the below link:
http://wodongacrtsupportnetwork.blogspot.com.au/p/hi-everyone-next-wodonga-crt-support_17.html
I look forward to seeing you there!
Regards,
Mel Lichnovsky-Klock
Wodonga CRT Support Network Co-ordinator
Tuesday, May 17, 2016
Friday, May 13, 2016
Understanding Autism Spectrum Disorder - Key Strategies for Success Webinar
Hi everyone,
I have just come across a free 40 minute webinar (normally $60) presented by Sue Larkey on Understanding Autism Spectrum Disorder. This webinar is available free until Monday 16 May 2016. You can access the webinar from the link below:
http://elearning.suelarkey.com.au/
You will need to set up a free profile to access the webinar but there is no payment required.
Make sure you have a spare piece of paper and pen with you before you enter the webinar. There are also notes provided that you can print.
Regards,
Mel
I have just come across a free 40 minute webinar (normally $60) presented by Sue Larkey on Understanding Autism Spectrum Disorder. This webinar is available free until Monday 16 May 2016. You can access the webinar from the link below:
http://elearning.suelarkey.com.au/
You will need to set up a free profile to access the webinar but there is no payment required.
Make sure you have a spare piece of paper and pen with you before you enter the webinar. There are also notes provided that you can print.
Regards,
Mel
Monday, May 2, 2016
The Followup on Relationships: Relief teachers and high quality practice.
To follow up on the last post:
It is often not talked about that relief teachers are as reliant as they are on "Highly Accomplished" teaching practices from day one. This reliance is partly because of the nature of our role in Education and partly because we lack a hierarchical structure as a workforce or are sort of the 'hidden' or 'forgotten' workforce.
As an example let's talk Australian Professional Standard 1.1 at the "Highly Accomplished" level.
Doesn't that just sound like an ordinary day for us? To drift from classroom to classroom on varying days and ally ourselves with sometimes what is a new group of students to meet their learning needs, engage them and teach them effectively 'on the fly'? I personally find it quite interesting that the very first highly accomplished standard is just "what we do every day".
So when looking at the highly accomplished standards did you say to yourself at any point "hey, that's what I do!"? If not, go back and have another look:
Australian Professional Standards for Teachers.
When a Relief Teacher needs information about relief teaching it often means talking to another relief teacher for various reasons. Not only are the most relevant people to talk about relief teaching with, most states in Australia don't actually support collegial best-practice approaches for relief teachers and staff-room culture can be a significant barrier as well (especially in our early years as a relief teacher). When it comes to the standards about professional engagement (standards 6 and 7) this kind of means we are quite often 'on our own' as a workforce. I consider myself to be very lucky to be working in one of the ones that does support relief teachers in this fashion, has been doing it for perhaps the longest and to be one of the ones providing that support.
While my position is 'official' as a CRT Network Coordinator in Victoria, the fantastic part is that we actually just roll up our sleeves and do the job when these sorts of supports aren't there anyway. Relief teacher blogs and Facebook pages are everywhere. Offering advice, sharing resources, providing critical evaluations on PD we can access. That's 'highly accomplished' level stuff.
So when I say "Relief Teachers are Real Teachers" I really really really mean it.
Regards,
Mel.
It is often not talked about that relief teachers are as reliant as they are on "Highly Accomplished" teaching practices from day one. This reliance is partly because of the nature of our role in Education and partly because we lack a hierarchical structure as a workforce or are sort of the 'hidden' or 'forgotten' workforce.
As an example let's talk Australian Professional Standard 1.1 at the "Highly Accomplished" level.
1.1 Physical, social and intellectual development and characteristics of students - Highly Accomplished:
"Select from a flexible and effective repertoire of teaching strategies to suit the physical, social and intellectual development and characteristics of students".
Doesn't that just sound like an ordinary day for us? To drift from classroom to classroom on varying days and ally ourselves with sometimes what is a new group of students to meet their learning needs, engage them and teach them effectively 'on the fly'? I personally find it quite interesting that the very first highly accomplished standard is just "what we do every day".
So when looking at the highly accomplished standards did you say to yourself at any point "hey, that's what I do!"? If not, go back and have another look:
Australian Professional Standards for Teachers.
When a Relief Teacher needs information about relief teaching it often means talking to another relief teacher for various reasons. Not only are the most relevant people to talk about relief teaching with, most states in Australia don't actually support collegial best-practice approaches for relief teachers and staff-room culture can be a significant barrier as well (especially in our early years as a relief teacher). When it comes to the standards about professional engagement (standards 6 and 7) this kind of means we are quite often 'on our own' as a workforce. I consider myself to be very lucky to be working in one of the ones that does support relief teachers in this fashion, has been doing it for perhaps the longest and to be one of the ones providing that support.
While my position is 'official' as a CRT Network Coordinator in Victoria, the fantastic part is that we actually just roll up our sleeves and do the job when these sorts of supports aren't there anyway. Relief teacher blogs and Facebook pages are everywhere. Offering advice, sharing resources, providing critical evaluations on PD we can access. That's 'highly accomplished' level stuff.
So when I say "Relief Teachers are Real Teachers" I really really really mean it.
Regards,
Mel.
Subscribe to:
Posts (Atom)