Positive High Expectations
- Understand schoolwide vision, values and how to create and maintain supportive and safe learning environments using positive behaviour interventions and supports (3.4.01).
- 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).
- Understand the schoolwide behaviour plan and professional obligations to maintain student safety (Incorporate understand relevant issues and strategies to support safe, responsible, and ethical use of ICT in teaching) (3.4.05, 3.4.06).
- 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 social emotional learning to develop pro-social behaviours and reinforce self-regulation (3.4.01).
- Apply school rules across classrooms and play areas (3.4.01).
- Understand and respect local Aboriginal and Torres Strait Islander histories, cultures, and languages (3.2.04).
- Understand how to group students and maximise instructional time to manage classroom activities (3.4.02).
- Apply a range of strategies for reporting student progress to students and colleagues (3.6.05).
- Demonstrate ability to communicate student progress clearly to students and colleagues (3.6.05).
- Demonstrate delivery of strategies in the classroom that incorporate local Aboriginal and Torres Strait Islander histories, cultures, and languages (3.2.04).
- Demonstrate effective use of instructional time by managing classroom (3.4.02).
- Communicate feedback about students' behaviour within the classroom using character strengths, teacher-student game, charts, and reinforcers (3.4.01).
- Understand the purpose of providing timely and appropriate feedback to students about their learning and behaviour (3.6.02).
- Communicate with school leaders and colleagues audience appropriate information that positively adds to an awareness of local Aboriginal and Torres Strait Islander histories, cultures, and languages (3.2.04).
- Understand the continuum of consequence and how to manage challenging behaviour (3.4.03).
- Communicate challenging behaviours to behaviour management team for functional analysis (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).
- 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 their progress (3.8.04).
- Apply honest conversation practices to remind, resolve and reinspire their support (3.8.04).
- Communicate clearly to convey warmth, honesty, and interest in students' development (3.8.04).
- Learn Effective Teaching Essentials.
- Build Positive High-Expectation School Communities.
- 12 Lessons.
Assessment has three stages:
- Test: Knowledge and skills taught in the lessons.
- Appraisal: Practical application in practicing knowledge and skills learned in the lessons.
- Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.
Participants are eligible for certification based on attendance and completion of assessment requirements for each module.
- Certificate of Attendance: Complete online training and knowledge and skills tests.
- Certificate of Participation: Pass knowledge and skills video Appraisal.
- Certificate of Achievement: Pass knowledge and skills video Mastery evaluation.