Program Modules

A range of specialised evidence-based modules that cover the knowledge, skills and practice of program specific requirements. Modules enable participants to learn the programs and confidently apply what they learn in their role.

English

Maths

Science

Modules

Overview

Other Modules

Teach Reading Mastery Signature Edition – K

Overview

In this module, participants will learn how to teach Reading Mastery Signature Edition K. The instructional design approach of RMSE K is Direct Instruction which is designed for students to master the basics of beginning reading. RMSE K is appropriate for students who are placed into RMSE K according to the program placement test. On completion, participants will know how to present RMSE K lessons, as well as how to engage students using a system based on positive motivation. Leaders who have completed Learn Effective Teaching Essentials, Deliver Direct Instruction and Deliver Effective Teaching Modules will be able to support teaching teams in delivering the programs. Teachers and teaching assistants can implement the techniques and practices, which include prereading exercises, work with symbol identification, rhyming, blending, and comprehension.

Learning Intents

Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
Select and Implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04 ).
Incorporate feedback based on observations to Implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
Implement re-teaching or skipping of direct instruction lessons, based on group mastery data, and in collaboration with Instruction Coach (3.1.08).
Review direct instruction student mastery data daily to ensure groups stay at mastery.
Implement lesson sequences with fidelity, maintaining student engagement and promoting learning (3.1.09).
Review student work daily to ensure all students are at mastery.
Implement effective teaching techniques to develop problem solving skills in students (3.1.10).
Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
Understand the underlying organisational principles of mastery learning programs (3.2.02).
Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
Know and Understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
Implement all parts of direct and explicit instruction lessons (3.2.07).
Plan group instruction based on mastery data and program guidelines (3.2.08).
Implement direct and explicit instruction lessons with fidelity.
Understand how to group students and maximise instructional time to manage classroom activities (3.4.02 ).
Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching.
Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.04).
Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning and make program decisions (3.6.01 ).
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
Plan instructional time to implement mastery tests as indicated in the program (3.6.06).
Implement in-program and out-of-program assessments to evaluate student mastery levels.
Review mastery test data to determine individual and group mastery.

Prerequisite

Learn Effective Teaching Essentials
Deliver Direct Instruction

Duration

12 lessons

Assessment

Test: Knowledge and skills taught in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

Certificate of Completion: Complete online training and knowledge and skills tests.

Teach Reading Mastery Signature Edition – Year 1

Overview

In this module, participants learn how to teach Reading Mastery Signature Edition 1.
The instructional design approach of RMSE 1 is Direct Instruction, which is designed for students who have basic decoding and comprehension skills. RMSE 1 is appropriate for students who completed Reading Mastery Signature Edition K or placed into RMSE 1 according to the program placement test.
On completion, participants know how to present RMSE 1 lessons, as well as how to engage students using a system based on positive motivation. Leaders who have completed Learn Effective Teaching Essentials, Deliver Direct Instruction and Deliver Effective Teaching Modules will be able to support teaching teams in delivering the programs. Teachers and teaching assistants can implement the techniques and practices, which include explicit phonics, decoding, vocabulary, story reading, comprehension and spelling activities.

Learning Intents

Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
Implement reteaching or skipping of direct instruction lessons based on group mastery data and in collaboration with Instruction Coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
Implement lesson sequences with fidelity, maintain student engagement and promote learning. Review student work daily to ensure all students are at mastery (3.1.09).
Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
Understand the underlying organisational principles of mastery learning programs (3.2.02).
Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
Implement all parts of direct and explicit instruction lessons (3.2.07).
Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations, and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
Demonstrate
Understanding of how to use feedback during the
Implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
Demonstrate an
Understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
Demonstrate
Understanding of objective assessment anchored to the
Implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
Plan instructional time to
Implement mastery tests as indicated in the program. implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).

Prerequisite

Learn Effective Teaching Essentials
Deliver Direct Instruction

Duration

12 lessons

Assessment

Test: Knowledge and skills taught in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

Certificate of Completion: Complete online training and knowledge and skills tests.

Teach Reading Mastery Signature Edition – Year 4 and 5

Teach Reading Mastery Signature Edition – Year 2 and 3

Overview

Reading Mastery Signature Edition 2–3 is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for RMSE 2–3 and how RMSE 2–3 fits into Reading Mastery Signature Edition Reading programs. They will also learn how to teach all lesson parts, how to correct specific errors, how to conduct mastery tests, how to record assessment data, and how to monitor and correct independent work in RMSE 2–3.

Learning Intents

Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
Implement reteaching or skipping of direct instruction lessons based on group mastery data and in collaboration with Instruction Coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
Implement lesson sequences with fidelity, maintain student engagement and promote learning. Review student work daily to ensure all students are at mastery (3.1.09).
Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).

Demonstrate knowledge of effective teaching strategies and practices (3.2.01).

Understand the underlying organisational principles of mastery learning programs (3.2.02).
Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
Implement all parts of direct and explicit instruction lessons (3.2.07).
Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations, and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
Plan instructional time to implement mastery tests as indicated in the program. implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).

Prerequisite

Learn Effective Teaching Essentials
Deliver Direct Instruction

Duration

12 lessons

Assessment

Test: Knowledge and skills taught in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

Certificate of Completion: Complete online training and knowledge and skills tests.

Teach Reading Mastery Signature Edition – Year 4 and 5

Assessment

Assessment has two stages:

Test: Knowledge and skills taught in the lessons.
Mastery evaluation: Delivery with students of the knowledge and skills learned in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

Certificate of Completion: Complete online training and knowledge and skills tests.
Certificate of Mastery: Pass knowledge and skills video Mastery evaluation.

Teach Reading Mastery Transformations – Year 4 and 5

Teach Reading Mastery Signature Edition – Language Arts – K

OVERVIEW

Context setting

Understand the direct instruction content and the rationale behind program sequencing (3.1.02).
Understand importance of placement test in placing students in programs and levels (3.2.02).
Demonstrate effective use of instructional time by managing classroom (3.4.02).

Preparing to teach

Demonstrate techniques that engage students and deliver lesson components to fidelity (3.1.02).
Understand how to extract student mastery data from curriculum, assessment, and reporting (3.1.03).
Demonstrate ability to teach lessons using direct and explicit instruction teaching techniques (3.2.01).
Implement all parts of direct and explicit instruction lessons (3.2.07).

Corrections

Communicate corrective feedback to students during instruction and independent learning (3.6.01).
Understand purpose of providing timely and appropriate feedback to students about their learning and behaviour (3.6.02).
Demonstrate appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of academic and behavioural errors (corrective actions when correcting errors) (3.6.02).
Independent work – Workbook
Demonstrate direct and explicit instruction concepts in developing independent work that aligns to program being taught (3.1.04).

Mastery tests

Plan group instruction based on mastery data and program guidelines (3.2.08).
Demonstrate remedies and re-testing as indicated in direct instruction following mastery tests and/or student checkouts and use correction procedure when students make errors (3.6.01).
Implement in-program and out of program assessments to evaluate student mastery levels (3.6.06).
Review mastery test data to determine individual and group mastery (3.6.06).

Motivating students

Demonstrate a range of verbal and non-verbal communication strategies to support student engagement in small and large group instruction (3.1.05).
Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions, and bell to bell teaching (3.4.02).

Teach Reading Mastery Signature Edition – Language Arts – Year 1 and 2

Teach Reading Mastery Signature Edition – Language Arts – Year 3, 4 and 5

Teach Corrective Reading Decoding A–B1

Teach Corrective Reading Decoding B2–C

Teach Corrective Reading Comprehension B2–C

Teach Language for Learning

Teach Corrective Reading Comprehension A-B1

Teach Spelling Mastery F–5

OVERVIEW

• Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).

• Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).

• Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).

• Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).

• Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small group instruction (3.1.05).

• Implement reteaching or skipping of direct instruction lessons based on group mastery data and in collaboration with Instruction Coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).

• Implement lesson sequences with fidelity while maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).

• Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).

• Demonstrate knowledge of effective teaching strategies and practices (3.2.01).

• Understand the underlying organisational principles of mastery learning programs (3.2.02).

• Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).

• Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).

• Implement all parts of direct and explicit instruction lessons (3.2.07).

• Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).

• Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).

• Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).

• Demonstrate understanding of how to use feedback during the implementation of effective instruction curricula as well as in-program mastery tests to assess student learning program decisions (3.6.01).

• Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).

• Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).

• Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).

• Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).

• Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).

Teach Corrective Reading Comprehension A–B1

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$Teach Connecting Math Concepts A (F–1)$

Maths

Teach DISTAR Arithmetic 1 (F)

Teach Connecting Math Concepts A (F–1)

Overview

CMC – A is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for using CMC-A, how to teach exercises, how and when to use the accompanying correction procedures and how to conduct workbook exercises and work checks. They will also learn how to conduct mastery tests, how to record assessment data and how to motivate students.

Learning Intents

Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
Implement re-teaching or skipping of direct instruction lessons, based on group mastery data, and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
Understand the underlying organisational principles of mastery learning programs (3.2.02).
Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
Implement all parts of direct and explicit instruction lessons (3.2.07).
Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).

Prerequisite

Learn Effective Teaching Essentials
Deliver Direct Instruction

Duration

12 lessons

Assessment

Test: Knowledge and skills taught in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

Certificate of Completion: Complete online training and knowledge and skills tests.

$Teach Connecting Math Concepts B (1–2)$

$Teach Connecting Math Concepts C (3)$

Teach Connecting Math Concepts B (1–2)

Overview

CMC – B is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for using CMC-B and learn how Oz-e-maths connects to Connecting Math Concepts. They will also understand the progression of the eight learning tracks of Connecting Math Concepts Level B, the potential problems and learn how to correct specific mistakes.

Learning Intents

Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
Implement re-teaching or skipping of direct instruction lessons, based on group mastery data, and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
Understand the underlying organisational principles of mastery learning programs (3.2.02).
Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
Implement all parts of direct and explicit instruction lessons (3.2.07).
Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).

Prerequisite

Learn Effective Teaching Essentials
Deliver Direct Instruction

Duration

12 lessons

Assessment

Test: Knowledge and skills taught in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

Certificate of Completion: Complete online training and knowledge and skills tests.

Teach Connecting Math Concepts C (3)

Overview

CMC – C is a professional learning module for teachers and teaching assistants. In this module, participants will understand and apply techniques needed for teaching Connecting Math Concepts Comprehensive Edition Level C. They will also learn how to conduct mastery tests and record assessment data.

Learning Intents

Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
Implement re-teaching or skipping of direct instruction lessons, based on group mastery data, and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
Understand the underlying organisational principles of mastery learning programs (3.2.02).
Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
Implement all parts of direct and explicit instruction lessons (3.2.07).
Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).

Prerequisite

Learn Effective Teaching Essentials
Deliver Direct Instruction

Duration

12 lessons

Assessment

Test: Knowledge and skills taught in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

Certificate of Completion: Complete online training and knowledge and skills tests.

$Teach Connecting Math Concepts D (4)$

$Teach Connecting Math Concepts E (5)$

Teach Connecting Math Concepts D (4)

Overview

CMC – D is a professional learning module for teachers and teaching assistants. In this module, participants will understand and apply techniques needed for teaching Connecting Math Concepts Comprehensive Edition Level D. They will also learn how to conduct mastery tests and record assessment data.

Learning Intents

Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
Implement re-teaching or skipping of direct instruction lessons, based on group mastery data, and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
Understand the underlying organisational principles of mastery learning programs (3.2.02).
Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
Implement all parts of direct and explicit instruction lessons (3.2.07).
Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).

Prerequisite

Learn Effective Teaching Essentials
Deliver Direct Instruction

Duration

12 lessons

Assessment

Test: Knowledge and skills taught in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

Certificate of Completion: Complete online training and knowledge and skills tests.

Teach Connecting Math Concepts E (5)

Overview

C MC – E is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for using CMC-E and learn how Oz-e-maths connects to Connecting Math Concepts. They will also understand the progression of the eight learning tracks of Connecting Math Concepts Level E, the potential problems, and learn how to correct specific mistakes.

Learning Intents

Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
Implement re-teaching or skipping of direct instruction lessons, based on group mastery data, and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
Understand the underlying organisational principles of mastery learning programs (3.2.02).
Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
Implement all parts of direct and explicit instruction lessons (3.2.07).
Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).

Prerequisite

Learn Effective Teaching Essentials
Deliver Direct Instruction

Duration

12 lessons

Assessment

Test: Knowledge and skills taught in the lessons.

Certification

Participants are eligible for certification based on attendance and completion of assessment requirements for each module.

Certificate of Completion: Complete online training and knowledge and skills tests.

$Teach Connecting Math Concepts F (6)$

Teach Connecting Math Concepts F (6)

Overview

CMC – F is a professional learning module for teachers and teaching assistants. In this module, participants will understand the rationale for using CMC-F and learn how Oz-e-maths connects to Connecting Math Concepts. They will also understand the progression of the eight learning tracks of Connecting Math Concepts Level F, the potential problems, and learn how to correct specific mistakes.

Learning Intents

Use instructional program scope and sequence charts to set learning goals that provide scaffolding and incremental challenges for students appropriate to their ability and goals (3.1.01).
Implement lesson sequences with fidelity using knowledge of student learning, content and effective teaching strategies (3.1.02).
Select and implement a variety of effective teaching strategies. Participate in program practice sessions to master teaching strategies (3.1.03).
Demonstrate knowledge of effective teaching resources that are aligned with the core programs and further engage students in their learning (3.1.04).
Incorporate feedback based on observations to implement and improve a range of verbal and non-verbal communication strategies to support student engagement during small-group instruction (3.1.05).
Implement re-teaching or skipping of direct instruction lessons, based on group mastery data, and in collaboration with instruction coach. Review direct instruction student mastery data daily to ensure groups stay at mastery (3.1.08).
Implement lesson sequences with fidelity, maintaining student engagement and promoting learning. Review student work daily to ensure all students are at mastery (3.1.09).
Implement effective teaching techniques to develop problem-solving skills in students (3.1.10).
Demonstrate knowledge of effective teaching strategies and practices (3.2.01).
Understand the underlying organisational principles of mastery learning programs (3.2.02).
Use curriculum, assessment and reporting knowledge to collect student mastery data for analysis during problem-solving sessions (3.2.03).
Know and understand effective teaching strategies for developing strong literacy and numeracy skills for all students (3.2.05).
Implement all parts of direct and explicit instruction lessons (3.2.07).
Plan group instruction based on mastery data and program guidelines. Implement direct and explicit instruction lessons with fidelity (3.2.08).
Understand how to group students and maximise instructional time to manage classroom activities. Apply classroom practices across all activities by setting clear behavioural expectations and facilitating routines, orderly transitions and bell-to-bell teaching (3.4.02).
Demonstrate knowledge of effective instructional behaviour strategies. Use evidence-based practices to support positive behaviour (3.4.03).
Demonstrate understanding of how to use feedback during the implementation of Effective Instruction curricula as well as in-program Mastery Tests to assess student learning program decisions (3.6.01).
Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning during instruction and independent work by using appropriate corrective feedback and effective teaching procedures for diagnosis and remediation of curriculum-related skills (3.6.02).
Demonstrate understanding of objective assessment anchored to the implementation of effective teaching curricula and its application to support consistent and comparable judgements of student learning (3.6.03).
Demonstrate the capacity to interpret student assessment data from informal in-program assessments and related independent progress monitoring to evaluate student learning and modify teaching practice (3.6.04).
Understand the importance of keeping accurate and reliable records of student achievement (3.6.05).
Plan instructional time to implement mastery tests as indicated in the program. Implement in-program and out-of-program assessments to evaluate student mastery levels. Review mastery test data to determine individual and group mastery (3.6.06).