Workshop 8: Accreditation at Leadership Level
Jodie Klein (AP) Matt Quirk (HT Support) Emma Le Marquand (DP) - Lithgow HS & PS
Target Audience: All

An overview of the standards and their practical implications for teachers and the implications of the introduction of the national standards.
We will be detailing the process we went through to present an application to be accredited at Leadership with the Institute of Teachers. We will discuss the observation process and feedback, Referee Process and the documentation of evidence (including annotations).

Workshop 9: Peer Coaching & Improving Pedagogy
Di Baker (HAT) - Dubbo College
Target Audience: Secondary

Dubbo College has been successful in gaining a National Partnerships grant and as part of this initiative the college has trained a number of peer coaches across the college to lead innovative teaching and learning practices through the explicit use of Peer Coaching.
This workshop will allow you to hear the success of the peer coaching journey, the impact it has had on the teachers involved and the improvements in classroom teaching. You will be given a taste of the coaching process and an opportunity to develop ideas for your faculty and school.


Workshop 10: A Model for Ongoing, Structured Professional Learning
Grant Shepherd (DP) - Willyama HS
Target Audience: All

This workshop examines a professional learning structure that has been established at Willyama High School over the past 2 years. This includes the development of a teacher professional learning centre (PLC), the incorporation of professional learning groups across different KLAs and individual professional learning periods for teachers.
The whole school focus has been on professional learning in curriculum mapping and alignment. Through this process, teachers have been working together to align curriculum, pedagogy, assessment and reporting in order to provide more effective education and decrease the opportunity for dysfunction in one or more of these areas. Expert professional learning in this area has been provided to staff on a number of School Development Days and other training days and this has been further developed through allocated professional learning time.
This workshop outlines:
  • The structure and framework of the professional learning model
  • Professional learning activities planned and undertaken by teachers
  • Methods for implementing mandatory training including utilisation of available online courses.
  • Opportunities for teachers to pursue their own identified professional focus areas
  • Feedback from teachers


Workshop 11: Leadership – The Initial Steps
Steve Jones (DP) Wayne Eade (DP) - Mudgee HS
Target Audience: All

This workshop is aimed at teachers who have recently taken or aspire to take on a leadership role. Head Teachers and Assistant Principals ready to tackle a Senior Executive role would also find value in this workshop. It considers various dimensions of leadership and provides an opportunity for staff to examine their current situation and to plan a pathway to assert themselves as a leader in their school or elsewhere. The issues and strategies raised will be of relevance to primary and high schools, both large and small.

Specifically the workshop will look at -

  • Assessing Where I Am Now
  • Long Term Planning For Promotion
  • Identifying Professional Development Opportunities
  • My Leadership Profile
  • Leadership Reflection
  • Types of School Leadership
  • Making The Leap From Work Colleague to Leader
  • Leadership Skills & Leadership Qualities
  • Leadership vs Management
  • Strengths & Weaknesses of Various Leadership Styles

If time permits we will look at – How To Make Decisions That Don’t Come Back To Bite You.


Workshop 12: We Are the Measure of Your Success
Regional SRC Representatives
Target Audience: All
The National Professional Standards for Principals model states that the driving purpose of leadership is the production of ‘Successful learners, confident creative individuals and active informed citizens.’ The students our schools produce are a measure of the success of educators. We talk about consulting and working with stakeholders to improve educational outcomes, but too often, students are overlooked as the prime stakeholders. Education is viewed as something we do to students rather than something we do with and for students. This workshop will challenge participants’ current practices for involving students and give you some strategies for improving student involvement in the education process.
Regional SRC Representatives will lead participants through activities looking at:

  • Creating successful learners through exploration of students’ knowledge of quality teaching, quality lessons, quality learners and quality feedback.
  • Developing confident and creative individuals by ensuring students have input in educational decision making and development of meaningful learning activities that allow them to demonstrate their learning.
  • Creating active informed citizens through purposeful learning and community involvement and participation.


Workshop 13: Creating a Positive Culture and a School of Your Dreams
Phil Thurston (Principal), Louise Hoey (CT), Nicholas Doyle (CT) - Forbes Nth PS
Target Audience: Primary
This workshop will share some practical ideas, programs and experiences to help create a positive school culture where all staff undertake professional learning and self-evaluation to improve their teaching effectiveness through a focus on student learning and welfare. The outcome is a school where students are happy and engaged with zero suspensions, attendance is above state average, NAPLAN results are outstanding, there is no gap between indigenous and non-indigenous students and student enrolments have doubled.

Workshop 14: Changing School Culture
Deborah Nay (Principal) - Condobolin PS
Target Audience: Primary

Change in school culture usually takes about three years. Within a twelve-month period, Condobolin Public School has seen a remarkable change in school culture.
This workshop deals with how change in one school has been achieved through development of relationships and strategic planning around existing programs with a dedicated school team of teaching and non-teaching staff and a new school leader.
Relationships! Relationships! Relationships! Never underestimate the impact that time spent in getting to know and support students, staff and parents can have.
Cultural change in a school cannot be undertaken without the support of a dedicated team. Development of the team and planning around staff professional learning around school priorities has been essential.
Strengthening of existing programs, such as Positive Behaviour for Learning (PBL) and Reading to Learn, and the implementation of Team Leadership for School Improvement (TL4SI) have provided the vehicle for consistency within student welfare and curriculum delivery. Improvement in student learning and behaviour is evident within school, region and state data.
This is but one journey. Questions are welcome . . .