AEU SA 2024 Training and Professional Learning Guide

2024

AEU SA BRANCH

Training and Professional Learning Guide Learn and grow as an educator in 2024 with tailored professional learning just for public educators. Stay up-to-date, build a supportive network of like-minded colleagues, and become a new kind of leader at your site this year.

Authorised by Matthew Cherry, Branch Secretary, Australian Education Union (SA Branch), Kaurna Country, 163 Greenhill Road, Parkside SA 5063.

PAGE 1

Contents

INTRODUCTION Delivery Modes................................................................................................... 4 Intended Audiences............................................................................................ 4 Professional Standards...................................................................................... 5

AEU SA BRANCH TRAINING AND PROFESSIONAL LEARNING

ANNUAL CONFERENCES. . .......................................................................... 6 New Educators’ Conference.............................................................................. 6 Early Childhood Conference.............................................................................. 6 Member Leader Conference.............................................................................. 7 Women’s Conference......................................................................................... 7 SSO Conference.................................................................................................. 8 Aboriginal Members’ Conference...................................................................... 8 PROFESSIONAL LEARNING. . ...................................................................... 10 Classroom management and engagement skills............................................. 10 Women in Leadership Development program (WiLD)...................................... 10 Anna Steward Memorial Project........................................................................ 11 Artificial intelligence in schools......................................................................... 11 Job application process..................................................................................... 11 Wellbeing leadership: planning for success using your strengths.................. 12 Planning for an inclusive classroom................................................................. 12 Introduction to education leadership................................................................ 12 Middle leadership: building a collaborative team............................................. 12 Supporting the learning of Aboriginal and Torres Strait Islander students.... 13 Differentiation when implementing a primary literacy unit.............................. 13 Supporting EAL students................................................................................... 13 Supporting students with ADHD........................................................................ 13 Supporting students with Dyscalculia............................................................... 14 Building partnerships with education support staff......................................... 14 Supporting students with Dyslexia.................................................................... 14 Wellbeing leadership: a whole school approach.............................................. 14 Steps to reconciliation....................................................................................... 15 Differentiation for students with a learning disability...................................... 15 Supporting students who have experienced trauma....................................... 15 Indigenous pedagogies...................................................................................... 16 Managing the learning of students with anxiety.............................................. 16 Wellbeing leadership: looking after your wellbeing as a leader...................... 16 Techniques to reconnect with a disengaged student...................................... 16 Middle leadership: creating a culture of positive feedback............................. 17 Extending gifted students in the middle years................................................. 17 Wellbeing leadership: evaluating your impact.................................................. 17 Leadership skills: data-informed change.......................................................... 17

Australian Education Union (SA Branch) acknowledges the Australian Aboriginal and Torres Strait Islander peoples as the first inhabitants of the nation and the traditional custodians of the lands where we live, learn and work.

UNION LEARNING...................................................................................... 18 New council delegates....................................................................................... 18 TAFE new union representatives....................................................................... 18 New union representatives................................................................................ 19 Union representatives........................................................................................ 19 Sub-Branch Secretary skills and advice huddle................................................ 20 Women’s Contact Officer training...................................................................... 20 PAC training........................................................................................................ 21 Merit selectrion training and retraining............................................................. 21

PAGE 2

INTRODUCTION

Introduction

A PROUD HISTORY. A STRONG FUTURE. We are the largest union of public educators, dedicated to supporting you throughout your career and championing quality public education accessible to all South Australians. As a member, you’re part of a united and diverse community of educators employed in the preschool, primary, secondary, and TAFE sectors in South Australia. No matter where your public education career in South Australia takes you, the AEU is here to support you, protect you, and advocate for your interests.

LEARN SOMETHING NEW We’re your union, and we know that growing and learning are essential to your wellbeing and satisfaction as an educator. Our professional learning is also an opportunity to connect with other educators and build a strong and supportive network of like-minded colleagues. Our professional learning also empowers you to become a union leader at your site, whether that’s in an elected role or simply as a source of knowledge and guidance for your site. As a member, you have access to all of our opportunities for free or at a reduced cost. You also help determine what we offer. If there’s something you’d like to learn about that you don’t see here, let us know.

TRT AND TRAVEL SUPPORT Support is available for trainings that are categorised as “Union Education” and approved sector specific member only events. The events and course registration pages will include these details if that support is available.

TRT vouchers are only available if someone is employed to replace the member on the day they attend union education training. Permanent part time staff often have a temporary adjustment in time so they can attend training.

Travel support must be arranged through the AEU office only (personal bookings can not be reimbursed due to governance considerations unless an emergency situation).

08 8172 6300

PAGE 3

aeusa

aeunionsa

CONTACT US

www.aeusa.asn.au training@aeusa.asn.au

Delivery Modes We know our members are passionate about growing as educators. But it’s important everyone is able to access professional learning, no matter their location or availability.

That’s why we’re proud to offer in-person, online, scheduled, and on-demand training options. If you’re a country member, keep an eye out for country training throughout the year, too!

AEU SA BRANCH TRAINING AND PROFESSIONAL LEARNING

IN PERSON (FACE-TO-FACE) Our face-to-face training sessions are an essential part of growing your professional support network, taking dedicated time out to learn, and staying up to date with what’s happening across the sector.

ONLINE (OVER ZOOM) No matter where you are, our online training sessions are made for you. These rich and sophisticated sessions allow you to grow your practice from home or work while earning your professional learning hours for the year.

ON DEMAND (SELF-PACED) On demand courses are online and self-paced. Instead of attending live classes, you will have the flexibility to study when it suits you.

Intended Audiences Each of the AEU SA courses list one or more intended audience(s), to indicate who the course is designed for or which classifications will benefit most from the course.

All classifications.................................

School Services Officer (SSO).............

Early Childhood Worker (ECW)............

TAFE SA................................................

Education Student................................

Teacher ...............................................

Leader...................................................

Temporary Relief Teacher (TRT) ........

New Educator.......................................

Aboriginal Education Worker (AEW)...

Key Event Date: .............................................

Cost: .......................................................

Event Time: ............................................

Catering offered: ...................................

Location: ................................................

TRT and travel support offered: ...........

Open to: .................................................

PAGE 4

Professional Standards 1.2

STANDARD 1: KNOW STUDENTS AND HOW THEY LEARN Focus area 1.1 Physical, social and intellectual development and characteristics of students Focus area 1.2 Understand how students learn Focus area 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Focus area 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students Focus area 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities Focus area 1.6 Strategies to support full participation of students with disability STANDARD 2: KNOW THE CONTENT AND HOW TO TEACH IT Focus area 2.1 Content and teaching strategies of the teaching area Focus area 2.2 Content selection and organisation Focus area 2.3 Curriculum, assessment and reporting Focus area 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians Focus area 2.5 Literacy and numeracy strategies Focus area 2.6 Information and Communication Technology (ICT) STANDARD 3: PLAN FOR AND IMPLEMENT EFFECTIVE TEACHING AND LEARNING Focus area 3.1 Establish challenging learning goals Focus area 3.2 Plan, structure and sequence learning programs Focus area 3.3 Use teaching strategies Focus area 3.4 Select and use resources Focus area 3.5 Use effective classroom communication Focus area 3.6 Evaluate and improve teaching programs Focus area 3.7 Engage parents/carers in the educative process STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS Focus area 4.1 Support student participation Focus area 4.2 Manage classroom activities Focus area 4.3 Manage challenging behaviour Focus area 4.4 Maintain student safety Focus area 4.5 Use ICT safely, responsibly and ethically STANDARD 5: ASSESS, PROVIDE FEEDBACK AND REPORT ON STUDENT LEARNING Focus area 5.1 Assess student learning Focus area 5.2 Provide feedback to students on their learning Focus area 5.3 Make consistent and comparable judgements Focus area 5.4 Interpret student data Focus area 5.5 Report on student achievement STANDARD 6: ENGAGE IN PROFESSIONAL LEARNING Focus area 6.1 Identify and plan professional learning needs Focus area 6.2 Engage in professional learning and improve practice Focus area 6.3 Engage with colleagues and improve practice Focus area 6.4 Apply professional learning and improve student learning STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY Focus area 7.1 Meet professional ethics and responsibilities Focus area 7.2 Comply with legislative, administrative and organisational requirements Focus area 7.3 Engage with the parents/carers Focus area 7.4 Engage with professional teaching networks and broader communities

PAGE 5

7.2

Annual Conferences NEW EDUCATORS’ CONFERENCE

7.2

Being a new educator is exciting, but it’s also really tough. Lots of new educators aren’t getting the mentoring they need, are struggling with wellbeing and work/life balance, or just want someone to chat with who gets it.

Our annual New Educators Conference will help you connect with a community of new educators in South Australia, hone your teaching skills, and learn how to maintain your wellbeing even when work is a lot.

The conference is practical, collaborative, and relaxed. It also counts toward your annual compulsory professional development hours!

EARLY CHILDHOOD CONFERENCE

REGISTER

AEU SA BRANCH TRAINING AND PROFESSIONAL LEARNING

REGISTER

Friday 5 April – Saturday 6 April Friday 9.15am - 4.00pm + drinks and networking 4.00pm - 6.00pm Saturday 10.00am - 3.00pm Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Members in their first 3 years of teaching only Free Yes Yes

Monday 15 April 9.15am – 3.30pm Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Members only Free Yes Yes Early childhood educators, join us for our annual Early Childhood Conference to connect with your professional community, debrief on the big changes happening in early childhood education, and learn from fellow educators.

This free, member-led conference is essential for every passionate early childhood educator, at any level, looking to share, learn, and advocate for our profession. You also hear the latest news on how our new enterprise agreement will benefit you, be part of celebrating amazing work in preschools and junior primary schools and focus on how to avoid burnout in our demanding sector.

PAGE 6

7.4

ANNUAL CONFERENCES

7.2 7.4

Friday 31 May 9.30am – 4.30pm + 4.30pm – 6.30pm (awards ceremony) Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Members who hold an elected leadership position which is recognised on the AEU system. Including elected: Sub-Branch Secretary, Branch Council Delegate, AEU SSO Contact, Women’s Contact Officer, TAFE Divisional Council Representative, AEU PAC Representative, AEU member elected HSR Free Yes Yes

REGISTER

MEMBER LEADER CONFERENCE

This unique conference brings together members who act as union leaders in their site. This inaugural conference focuses on galvanising and supporting these brilliant and passionate leader members. This day of learning and networking will include awarding our member leaders of the year.

Keynote sessions include: + The big picture of how we got here + Successfully building your sub-branch through creativity, courage, and collective action + Union leadership skill development

7.4

Friday 12 July 9:15am - 3:30pm Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Members only Free Yes Yes Each year, the AEU hosts a Women’s Conference which is open to all women, non-binary, and gender-fluid members.

The Women’s Conference is an opportunity for AEU members to come together, network, and grow in their capacity as union leaders. It is about empowering women, non-binary and gender fluid members to increase their knowledge as union leaders and to demonstrate how collective power and voice can make a difference in our working lives.

The conference includes workshops, keynote speakers, networking opportunities, and open discussion. Speakers in the past have included Van Badham, Jane Caro, and Dr Susan Close.

PAGE 7

REGISTER

WOMEN’S CONFERENCE

ANNUAL CONFERENCES

SSO CONFERENCE

A learning, networking, and wellbeing-focused conference to connect AEU SA SSO members.

This one-of-a-kind conference is planned and created by a group of talented and passionate SSOs who are committed to helping you grow professionally and connect with other support staff from across SA. Members are encouraged to attend our dinner the evening before the conference, to get to know all the brilliant SSOs in attendance. Highlights of the full-day conference include keynote speakers, a selection of workshops to cater to your interests, and a chance to shape how the AEU represents you.

This is a free, unique professional opportunity, with a long history of empowering our SSO members to raise their voices.

ABORIGINAL MEMBERS’ CONFERENCE CLICK HERE

AEU SA BRANCH TRAINING AND PROFESSIONAL LEARNING

REGISTER

Tuesday 1 October 9:15am - 3:30pm Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 SSO members only Free Yes Yes

Friday 11 October 9.15am - 3.30pm Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Aboriginal and Torres Strait Islander members only Free Yes Yes Aboriginal and Torres Strait Islander AEU SA members, teachers, and leaders are invited to join our annual Aboriginal Members’ Conference.

Our Aboriginal Education Consultative Committee are planning a great day focused on empowering Aboriginal and Torres Strait Islander members, helping us to reconnect as educators, and exploring how we can shape the future of public education. This fun conference gives you a chance to network, win prizes, and have your say in shaping your union.

2024 will bring important change for Aboriginal and Torres Strait Islander education. Come together at our conference to hear from leaders, plan how to make change for the good, and share your vision for the future of Aboriginal and Torres Strait Islander Education.

PAGE 8

7.4

PAGE 9

Professional Learning CLASSROOM MANAGEMENT AND ENGAGEMENT SKILLS

This practical and contemporary training for classroom teachers will develop a strong understanding of classroom management and student engagement practices Our main objectives include developing: + Increased competence and confidence when engaging students and managing unproductive behaviour + Increased repertoire of responses to address attention-seeking behaviour, including low-key responses, giving choices, and effective consequences + Awareness and comprehension of teaching skills to effectively deal with escalating behaviours, including diffusing power struggles + Common language to discuss student behaviour and teaching practices + Awareness and comprehension of instructional skills, with emphases on effective questioning techniques and cooperative learning, to increase student academic engagement.

1.5 3.3 3.5 4.1 4.2 4.3 7.4

WOMEN IN LEADERSHIP DEVELOPMENT PROGRAM (WILD) CLICK HERE

AEU SA BRANCH TRAINING AND PROFESSIONAL LEARNING

CLICK HERE

Tuesday 16 – Wednesday 17 April 9.15am - 3.30pm both days Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Teachers, leaders and ancillary staff currently working in public education.

AEU SA Members: $110 Staff working in public education who are not currently an AEU member: $440.

This fee includes catering and printed materials.

Yes

Wednesday 10 – Thursday 11 July 9.15am - 3.30pm both Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Women, non-binary, and gender-diverse members Free Yes Yes Do you have skills in filming, editing, storyboarding, voiceover, acting, graphic design, or animation? Do you have knowledge about women’s issues and feminism and want to work with other women to produce learning materials that will benefit women in public education?

Apply to be part of this year’s Women in Leadership Development (WiLD) course, to collaboratively create online on-demand learning modules to support the development of our Women’s Contact Officers in sites. This unique collaborative program allows you to directly contribute to supporting women in public education while growing your knowledge and skills.

WiLD is open to AEU activist women, non-binary, and gender diverse members in South Australia, and specifically targets those who hold a union position such as Workplace Representative, Sub-Branch Secretary, Branch Council Delegate, Branch Executive member, Women’s Contact Officer, School Services Contact Officer, OHS&W Rep, an elected position on an AEU standing or consultative committee, or those active in AEU campaigns.

PAGE 10

6.2 6.3 7.4

PROFESSIONAL LEARNING

This training program is designed specifically to give women, non-binary and gender-diverse members an insight into how unions operate and ways that they can be more active and involved in their union.

7.4

The Anna Stewart Memorial Project is an opportunity for women, non-binary and genderdiverse members from different unions in South Australia to learn how other unions are organised, what their focus is and the overall relationship that exist between the various unions in SA.

REGISTER

ANNA STEWART MEMORIAL PROJECT

There are opportunities for participating women, non-binary and gender-diverse members to spend time in their own union becoming involved in the issues which are important to members and participating in day-to-day union activities with officials and other trade unions.

Keep an eye on our website and socials for 2025 application deadlines.

2.6 4.5 6.2 7.4

Friday 19 July 9.15am - 3.30pm Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Members only $33 to cover the cost of catering and certificate Yes

REGISTER

ARTIFICIAL INTELLIGENCE IN SCHOOLS

Get ready to dive into the future of education at the inaugural AI in Schools Conference! Join us for a dynamic and thought-provoking event where we’ll explore the ever growing power and potential pitfalls of AI in the classroom.

We’ll step into the future of education with AI. From real-world examples to innovative educational tools, this conference looks at how AI is changing the landscape of teaching and learning. We’ll engage in lively discussions and hands-on workshops, focus on addressing the dangers of AI, and examine ways to ensure inclusivity in AI-driven educational environments.

7.2

REGISTER

JOB APPLICATION PROCESS Tuesday 30 July 4.30pm - 5.30pm Online via Zoom Members including students Free This short, interactive session looks at the current Department application processes for ongoing teaching positions in South Australia. You’ll learn the essentials for how to apply for roles, plus tips and trick to set you apart.

PAGE 11

PROFESSIONAL LEARNING

SESSION 1 OF 4

6.1

AEU SA BRANCH TRAINING AND PROFESSIONAL LEARNING

6.3

WELLBEING LEADERSHIP: PLANNING FOR SUCCESS USING YOUR STRENGTHS Thursday 7 March 5.30pm – 7.30pm Online via Zoom Members only $11.00 Wellbeing leadership, for staff and students, means knowing the research and the evidence. In this session the presenter will outline the foundations of wellbeing science, including the PERMAH Framework of Wellbeing. The focus is on the elements of PERMAH which impact positive teaming at work – positive emotion, relationships, engagement (character strengths), and achievement (habits, goal setting). The framework can be applied to staff and students and will enhance your capability to lead a successful wellbeing program in your school.

PLANNING FOR AN INCLUSIVE CLASSROOM

1.3 1.6

INTRODUCTION TO EDUCATION LEADERSHIP Thursday 4 April 9.00am – 12.00pm Online via Zoom Members only $11.00

6.2 6.3

There are many pathways to progress toward a leadership position in schools and while each comes with unique expectations there are some common factors to these leadership roles. This program is designed for teachers who are aspiring to, or have just been appointed to their first leadership role.

The program will cover the skills required when moving into a formal leadership position in a school. The presenter will cover the transition from teacher to a formal leadership role, ideas for building a team culture, and setting goals for yourself and the team you are leading.

MIDDLE LEADERSHIP: BUILDING A COLLABORATIVE TEAM

Thursday 21 March 5.30pm – 7.00pm Online via Zoom Members only $11.00 This session will support teachers to develop practices that promote inclusivity.

All teachers need to develop and implement policies in their classroom that promote the inclusion of all students in the learning program. This session will help you to understand the meaning of inclusion, the responsibilities you have as a teacher to promote inclusive practices, and determine appropriate goals that can be achieved in your classroom. This is an important foundation course before embarking on courses about learning disability, working with First Nations students, those who have experienced trauma, LGBTQIA+ students and catering for students from many different cultural and religious backgrounds.

6.1

Thursday 4 April 1.00pm – 4.00pm Online via Zoom Members only $11.00 Drawing on his published work, Ecosystem Leadership: an approach for schools, Neil Barker sets out some strategies and techniques that middle leaders can use to develop an effective team. Building an effective team leads to improved student outcomes, requires leaders to be intentional in working toward being a collaborative leader and to methodically and deliberately develop a collective leadership approach.

This involves five key leadership elements for middle leaders to address: context, vision, process, focus, and impact. The session will move through theory to practical, hands-on activities.

PAGE 12

6.2 6.3

PROFESSIONAL LEARNING

1.4

SUPPORTING THE LEARNING OF ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS

DIFFERENTIATION WHEN IMPLEMENTING A PRIMARY LITERACY UNIT

Wednesday 10 April 9.30am – 11.00am Online via Zoom Members only $11.00

Thursday 2 May 4.30pm – 6.00pm Online via Zoom Members only $11.00

In this session, the presenter will explore helpful ways to create a sense of belonging and safety for Aboriginal and Torres Strait Islander students and their families, what can you do to make your classroom a safe space and to contribute to your school being both safe and welcoming, and how to acknowledge the experience of the students and families at your school.

This session looks at how and what you teach. The presenter will include additional organisations and resources available to schools to support Aboriginal and Torres Strait Islander students and families.

1.5 2.5

How do you differentiate when you move from planning to practicing in the classroom? Unit planning at the primary level typically occurs in teams. However, each teacher then moves into their environment and must adapt that plan for the students in their classroom. How do you differentiate your teaching strategies?

How do you differentiate your assessment tasks? How do you modify your approach as you observe the learning outcomes from the diverse range of abilities in your classroom?

In this session, the presenter will focus on how you can differentiate your literacy teaching once you have your unit plan.

SUPPORTING EAL STUDENTS SUPPORTING STUDENTS WITH ADHD

Thursday 2 May 4.30pm – 6.00pm Online via Zoom Members only $11.00

1.3

Thursday 16 May 5.00pm – 6.30pm Online via Zoom Members only $11.00

Students with English as an Additional Language (EAL) may experience challenges in their learning. Educators equipped with resources and strategies to support EAL students can help them overcome barriers to their learning. The evidence shows that teaching practices that support EAL students also enhance the learning of mainstream students. This session will model successful teaching practices that have worked with students in the middle years (upper primary and lower secondary).

The session will also be helpful for educational support staff working one-toone or with small groups.

Students with Attention Deficit Hyperactivity Disorder (ADHD) can struggle to engage with classroom learning. This session will provide background knowledge about the condition of ADHD and how it typically manifests in the classroom. The presenter will then explore practical classroom strategies that can be used to promote engagement in the learning environment for those students with ADHD. While the focus is on teaching strategies, it will also be helpful for educational support staff working one-to-one or with small groups.

PAGE 13

1.1 1.5

PROFESSIONAL LEARNING

SUPPORTING STUDENTS WITH DYSCALCULIA

SUPPORTING STUDENTS WITH DYSLEXIA

Thursday 30 May 4.30pm – 6.00pm Online via Zoom Members only $11.00

AEU SA BRANCH TRAINING AND PROFESSIONAL LEARNING

1.1 1.5

Thursday 13 June 4.30pm – 6.30pm Online via Zoom Members only $11.00

Students with dyscalculia will encounter difficulties with maths and numeracy tasks. Not every student who experiences difficulty with maths or numeracy will have dyscalculia, but it is helpful to understand the condition and to make an informed decision about whether additional assistance is needed for the student. In this session, the presenter will outline typical indicators of a student who is experiencing dyscalculia; some effective strategies for supporting the student in the classroom; and the session will also highlight specialist organisations and resources that can be accessed for further support. This session will also be helpful for educational support staff who may be working one to one or with small groups.

Students with dyslexia will encounter difficulties with reading and spelling and left unsupported may struggle with reading comprehension and vocabulary development. This will impact on the student’s learning capability across all areas of the curriculum. Teachers can create a learning environment and use instructional practices that maximise the learning outcomes for all students, those with and without dyslexia. This session will look at dyslexia through the Response to Intervention framework and explore strategies at each of the three tiers of support. Suitable for classroom teachers and educational support staff who may be working one-on-one or with small groups.

BUILDING PARTNERSHIPS WITH EDUCATION SUPPORT STAFF

WELLBEING LEADERSHIP – A WHOLE SCHOOL APPROACH

1.1 1.5

SESSION 2 OF 4

6.3 7.2

Thursday 30 May 6.00pm – 7.00pm Online via Zoom Members only $11.00

Wednesday 3 July 9.00am – 12.00pm Online via Zoom Members only $11.00

Most teachers now work in a team context, including educational support staff in the classroom. Building an effective partnership with educational support staff can enhance the quality of the teaching program and the learning outcomes for the students. Good partnerships are based on healthy communication, thorough planning, understanding the different roles, and establishing clear boundaries. In this session the presenter will share their successes and challenges when creating effective partnerships. While aimed at a teaching audience, educational support staff may also find the insights helpful.

Schools play an important role in developing the social and emotional competencies in students that contribute to student wellbeing. Leaders in schools also have a responsibility to support the wellbeing and the dignity of those people working in the school; leaders, teachers, administrators, support staff and grounds and maintenance staff. Finding the common ground between wellbeing for staff and students can reduce workload and increase the effectiveness of wellbeing approaches. This full day course will support wellbeing leaders to develop practical, effective, and sustainable approaches to wellbeing.

PAGE 14

6.1 6.3

PROFESSIONAL LEARNING

STEPS TO RECONCILIATION 2.4

DIFFERENTIATION FOR STUDENTS WITH A LEARNING DISABILITY

Friday 5 July 9.30am – 11.30am Online via Zoom Members only $11.00

1.6

Teachers have a professional responsibility under AITSL standard 2.4.2 to promote Reconciliation with Aboriginal and Torres Strait Islander people. As teachers, we have a unique opportunity to advance Reconciliation in what and how we teach Aboriginal and Torres Strait Islander histories and cultures. The presenter will explore the issues and outline the teaching resources available for the classroom.

Friday 12 July 9.30am – 2.30pm Online via Zoom Members only $11.00

4.1

All teachers need the opportunity to increase their knowledge about the major learning disabilities and broaden their teaching strategies to meet the needs of all students in the classroom. In this program, one of Australia’s leading teachers on working with students with learning disabilities will outline approaches to self-regulation and sensory processing, behavioural issues, and knowledge acquisition, experienced by those students with learning disability. There will be a focus on ASD and ADHD. It is a practical, classroomfocused course.

SUPPORTING STUDENTS WHO HAVE EXPERIENCED TRAUMA Thursday 1 August 4.30pm – 6.00pm Online via Zoom Members only $11.00 Trauma can manifest in unexpected ways; understanding the principles of trauma aware teaching can lead to healthier engagement with individual students. This session delivered by staff from Berry Street focuses on how students who have experienced trauma can be supported, including understanding the different types of trauma experienced by students and strategies that will help manage the behaviours that result. While the focus will be on the classroom, there will also be an exploration of how whole-school approaches can support teachers and students. The session will also be helpful for educational support staff who may be working one-to-one or with small groups.

PAGE 15

1.1 4.1

PROFESSIONAL LEARNING

INDIGENOUS PEDAGOGIES

1.4

AEU SA BRANCH TRAINING AND PROFESSIONAL LEARNING

2.4

Friday 9 August 9.30am – 2.30pm Online via Zoom Members only $11.00 This presentation will support you to engage effectively with First Nations pedagogical approaches. The focus will be on the use of Yarning Circles; the presenter has developed a structured approach to allow for yarning circles as a pedagogical approach in a formal classroom and the 8 Ways Pedagogy. The 8 Ways Pedagogy evolved as ‘a culturally safe point of entry for teachers to begin engaging with Aboriginal knowledge and cross-cultural dialogue in the community.’ This course will increase your understanding and knowledge and provide practical examples for the classroom. You will also be given ideas of where to find additional professional reading and teaching resources to support your practice.

MANAGING THE LEARNING OF STUDENTS WITH ANXIETY

4.2

Thursday 14 August 4.30pm – 6.00pm Online via Zoom Members only $11.00 There has been an increase in the numbers of students who are suffering from anxiety in today’s classrooms. Feelings of anxiety will prevent students from engaging in learning or achieving their potential. In this course, the presenter will explore techniques that you can use when you are working with students who suffer from anxiety, helping you to reengage the students while they deal with their condition. An important session for teachers and educational support staff working one-to-one or with small groups of students.

SESSION 3 OF 4

WELLBEING LEADERSHIP: LOOKING AFTER YOUR WELLBEING AS A LEADER Thursday 29 August 4.30pm – 6.00pm Online via Zoom Members only $11.00

6.1 6.3

Leaders who promote wellbeing need to model good wellbeing strategies in their own personal and professional life. In this session, the presenter will work with leaders on how to engage in ‘self-care’ that will help them to provide effective leadership to their team. This can include identifying purpose, understanding your own strengths and weaknesses, building effective communication approaches, setting, and observing boundaries, looking to your physical health, having well-developed conflict resolution approaches and ensuring that you have opportunities to nurture your social, intellectual, and creative self.

TECHNIQUES TO RECONNECT WITH A DISENGAGED STUDENT Thursday 12 September 5.00pm – 6.30pm Online via Zoom Members only $11.00 What happens when a student in our class becomes disengaged? What is within our control as a teacher to respond to the disengaged student? In this session, the presenter will explore some of the common manifestations of disengaged students, some suggestions about why the student might have disengaged, and different approaches, to re-engage the students in the learning community. The key, as with so many behavioural issues, is preventative strategies and then restorative approaches once things have gone awry. This is a course for teachers who believe that all students want to learn, and that our challenge as teachers is to find ways to connect them to a learning community.

PAGE 16

1.1 4.1

PROFESSIONAL LEARNING

SESSION 4 OF 4

MIDDLE LEADERSHIP: CREATING A CULTURE OF POSITIVE FEEDBACK 6.1 6.3

Thursday 26 September 1.00pm – 4.00pm Online via Zoom Members only $11.00 Teachers are the best people to help other teachers to develop and improve their practice. There is good evidence to show that peer observation is an effective form of teacher professional learning. In this session, the presenter will explore a range of approaches to peer observation in schools, and suggest strategies that you can implement as a middle leader to a culture of positive peer feedback in the team that you lead.

EXTENDING GIFTED STUDENTS IN THE MIDDLE YEARS

1.1 2.2

WELLBEING LEADERSHIP: EVALUATING YOUR IMPACT

Thursday 24 October 5.00pm – 6.30pm Online via Zoom Members only $11.00 Teaching a class that contains one or more gifted students creates many exciting opportunities for teachers but also poses some challenges to planning engaging lessons. Differentiating effectively will help ensure gifted students are catered for and presenting lessons that allow multiple entry points will also stimulate thinking. This session will examine pedagogy that is most effective, how to ensure the curriculum is relevant and explore practical strategies that can be implemented in the classroom to support gifted students.

Thursday 24 October 5.30pm – 7.00pm Online via Zoom Members only $11.00

6.1 6.3

Reflection and evaluation is an important element of leadership practice and personal wellbeing. You will have started the year with goals to achieve in your leadership role. Now is the time to reflect on your work during the year and assess your impact. It is the opportunity to celebrate your successes and to consolidate your own learning for the next school year. Reflection time, and especially reflecting in the company of others, helps us to identify how we can improve our own leadership. In this session the presenter will lead you through a series of reflective questions prompting you to reflect on where your wellbeing leadership made a positive difference and how you might keep building on your success.

LEADERSHIP SKILLS: DATA INFORMED CHANGE Thursday 21 November 4.30pm – 7.30pm Online via Zoom Members only $11.00 Schools need high quality leadership to lead teams through the story of the students represented by the data that they are collecting. This leadership workshop will establish the importance of teams using data to analyse the impact of their work on student learning outcomes. The course will explore how to lead a team to identify helpful data and how that data can be used across a cohort of students whether that be an age group or a curriculum area. It is a course designed for leaders but will also benefit classroom teachers who are not yet in leadership roles.

PAGE 17

5.4 5.5 6.3

Union Learning CLICK HERE

Thursday 21 – Friday 22 March 9.15am – 4.00pm both days Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 New Branch Council delegates Free Yes Yes

7.4

Branch Council is the supreme decision-making body of the AEU SA Branch.

All delegates are representatives of the area they work in and are elected from. This position comes with opportunities and responsibilities, including careful consideration of the implications of union decisions for members.

This training will train delegates in the fast-paced nature of decision-making at Branch Council and how to ensure their voice is heard. It also includes the mandatory Union Financial Governance training that is required by the Federal Government for all Branch Council delegates.

TAFE NEW UNION REPRESENTATIVES CLICK HERE

AEU SA BRANCH TRAINING AND PROFESSIONAL LEARNING

NEW COUNCIL DELEGATES TRAINING

Friday 18 April 10.00am – 5.00pm Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 TAFE SA members Free Yes Yes This course is focused on the rights and responsibilities of AEU representatives in TAFE SA workplaces. Learn about the wins that can come from coordinated, strong member action.

Consider what your workplace needs to build the knowledge and confidence of members.

Practice skills to engender positive action at your workplace.

PAGE 18

7.4

UNION LEARNING

7.2 7.4

Monday 22 April – Tuesday 23 April, 9.15am – 3.30pm both days Thursday 9 May – Friday 10 May, 9.15am – 3.30pm both days Thursday 1 August – Friday 2 August, 9.15am – 3.30pm both days Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Elected Sub-branch Secretaries and Reps Free Yes Yes

REGISTER

NEW UNION REPRESENTATIVES TRAINING (LEVEL 1)

This course aims to develop the industrial, practical, and consultative skills of union representatives.

During the two days we will: + Discuss union values at your site and how to ensure these values and seen, heard, and felt + Increase your knowledge of meeting procedure, ethical consultation, and union processes + Identify members at your site and map membership data.

7.2 7.4

Thursday 13 - Friday 14 June 9.15am - 3.30pm both days Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Elected Sub-Branch Secretaries who have completed New Union Representatives training (Level 1) Free No Yes Join us for a special two-day workshop tailored to Sub-Branch Representatives, where you will continue to enhance your skills and expand your knowledge as an elected representative.

Dive into the essential principles of consultative representation - learning effective communication strategies, negotiation techniques, and conflict resolution skills. Explore realworld case studies and engage in interactive workshops to sharpen your ability to navigate complex workplace issues. Network with fellow representatives, share best practices, and leave feeling confident and inspired to make a difference in your school.

This training is only for those elected Sub-Branch Secretaries who have completed New Union Representatives training and are working to build, grow, and lead their sub-branch.

PAGE 19

REGISTER

UNION REPRESENTATIVES TRAINING (LEVEL 2)

UNION LEARNING

SUB-BRANCH SECRETARY SKILLS AND ADVICE HUDDLE CLICK HERE

Ongoing throughout the year, see website Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Members only Free Subbies, Reps, and WOC members, our termly huddles are the best way to stay updated on enterprise agreement implementation and public education news, connect with other union leaders, ask questions, and learn how other sites empower members. Huddles take place on Thursday of week one each term.

WOMEN’S CONTACT OFFICER TRAINING CLICK HERE

AEU SA BRANCH TRAINING AND PROFESSIONAL LEARNING

Additional huddles may be added for important breaking news. Keep an eye on our social for updates.

Friday 8 March, 9.15am - 3.30pm Friday 30 August, 9.15am - 3.30pm Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Women’s Contact Officers Free Yes Yes This course looks at the responsibilities and possibilities of the role of Women’s Contact Officer within your sub-branch.

Women’s Contact Officers who attend this unique training will increase their knowledge of the policies and procedures in place to improve the working lives of womxn* educators. We’ll focus on what it means to be a Women’s Contact Officer at your site; you’ll learn how to act as a general support for women, nonbinary, and gender-diverse members; and we’ll look at the role you play in ensuring the AEU are aware of broader gender-based issues at your site. We’ll also cover: + Discrimination (of opportunities and outcomes) + Lack of flexible work options + Secure employment + Inability to job-share, particularly at leadership levels + Harassment (sexual or otherwise) from students or colleagues + Gendered expectations from colleagues, students, and parents + Lack of support for personal issues + Parental leave inequality + Inability to create a life/work balance. * Womxn: A definition of women that explicitly includes not only cis women but also trans women and femme/feminine-identifying genderqueer, and non-binary folks.

For further information or to discuss potential childcare circumstances please contact WomensOfficer@aeusa.asn.au

PAGE 20

7.2 7.4

UNION LEARNING

7.2

Ongoing throughout the year, see website Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Members only Free

REGISTER

PAC TRAINING

AEU member PAC training is offered to ensure all members with an interest or responsibility in school human resource matters can access, investigate, and discuss elements of the enterprise agreement and other documents relating to PAC decisions.

This knowledge-focused session will assist members in their PAC and sub-branch work during the year. AEU members are encouraged to undertake a PAC refresher course every five years.

Ongoing throughout the year, see website Australian Education Union (SA Branch) 163 Greenhill Road Parkside, SA 5063 Members only Free Have your say in on panels at your site as an AEU Representative! AEU SA Policy requires AEU members to complete Merit Selection training or retraining every five years to be eligible to be an AEU Representative on Merit Selection Panels.

7.2

PAGE 21

REGISTER

MERIT SELECTION TRAINING AND RETRAINING

aeusa.asn.au

aeusa@aeusa.asn.au

08 8172 6300

aeusa

aeunionsa

Authorised by Matthew Cherry, Branch Secretary, Australian Education Union (SA Branch), Kaurna Country, 163 Greenhill Road, Parkside SA 5063.