1. education

Faculty of Education
Faculty of Education
Professional
Development
Programs
Winter/Spring 2015
AUSTRALIA
CHINA
INDIA
ITALY
MALAYSIA
SOUTH AFRICA
monash.edu/education/shortcourses
Courses offered
Page
Adolescent Counselling 4
Advanced Adolescent Counselling
5
Understanding and Managing Challenging Behaviour
6
Supporting Literacy Strategies in Primary Schools 7
Addressing the Needs of English as an Additional
Language (EAL) Students in Primary Classrooms
8
Addressing the Needs of English as an Additional
Language (EAL) Students in the Secondary Mainstream 9
Working with Primary School Aged Students with Autism
10
Teachers Working Effectively with Education Support
Staff/Teacher Assistants
11
Studying and Writing for Certificate of Education
Support Courses
12
Certificate of Education Support –
Integration Aide/Teacher Aide 14-15
Mindfulness, Voice and Presentation
Techniques for Teachers
16
Brain-based Teaching Strategies –
Re-invigorating your Classes
17
Educational Planning for Students with Special Needs
18
Coaching Skills for Educational Leaders 19
Embedding Cultural Diversity in Secondary School Programs
20
Enhancing Childhood Growth and Development
21
Supporting Children with Additional Needs
in Early Childhood Programs
22
Engaging with the Victorian Early Years Learning
and Development Framework (VEYLDF)
23
Learning through Play Pedagogies
24
Engaging Babies and Toddlers in Everyday Activities
25
Recognition and further study 26
2 Professional Development Programs
Professional Development Programs
Over our 50 year history, we have created new approaches
to teacher and professional education - and developed our
offerings to inspire future growth. We also continually adapt
our curriculums in response to the changing education
landscape.
The Faculty of Education is highly experienced in designing and
delivering professional development programs for early childhood
and school educators, schools leaders and school support staff.
Our courses also provide the opportunity to learn new skills for
individuals looking for a change of career.
Our professional development programs are designed and
delivered by experienced education specialists including faculty
staff and consultants.
Monash’s Faculty of Education also delivers professional
development programs to government bodies and educational
organisations across Australia and internationally. Our expertise
spans all areas of education from leadership, governance and
policy, through to curriculum development, pedagogy and
teaching and assessment skills. We can also tailor our courses
for group delivery.
1%
Monash is in the top one per cent of world
universities – 83rd in the world – according to the
Times Higher Education World University Rankings
(2014 – 2015).
For more information monash.edu/education/shortcourses
Professional Development Programs 3
Adolescent Counselling
This course aims to meet the needs of the community in the area
of adolescent counselling by providing you with the appropriate
knowledge, skills and attitudes required to support and guide
young people.
Helpers who are engaged as counsellors, confidantes and
mentors are not always prepared for the often highly sensitive
nature of information they are confronted with when working with
adolescents. This course has been designed to introduce basic
theory and practical counselling skills that assist helpers to meet
the special needs of young people.
Topics covered include:
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Key factors in Adolescent Counselling
■■
Differences with counselling adults
■■
Adolescent development – biological, psychological and cognitive
■■
Challenges of adolescence – sleep, peer groups, alcohol
and drugs and the internet
■■
Risk factors and protective factors for adolescence
■■
Mental health issues including anxiety, depression and suicide
■■
Microskills of counselling – what to say
■■
Counselling theories
■■
Ethical issues in counselling adolescents
■■
Self care and burnout prevention for counsellors.
Prerequisites
Course length
There are no formal prerequisites
for this course; however, it is
most relevant for people working
in areas such as social work,
nursing, teaching, community
work or who have associated
work experience.
Evening classes of three hours
per week over ten weeks.
Recognition
Clayton
Tuesdays
August
September
October
5.30 – 8.30pm
11, 18, 25
1, 8, 15
6, 13, 20, 27
Ivanhoe
Thursdays
August
September
October
5.30 – 8.30pm
13, 20, 27
3, 10, 17
8, 15, 22, 29
This course is recognised by
the Faculty of Education as
equivalent to one unit (12 credit
points) of postgraduate study.
Students who satisfactorily
complete all assessment tasks
will gain a Certificate of
Completion, and may be eligible
for credit towards further study
at postgraduate level.
For more information:
monash.edu/education/
shortcourses/credit
4 Professional Development Programs
Assessment
Journal
Assignment
Exam
Dates and venues
Advanced Adolescent Counselling
The Advanced Adolescent Counselling course is both theoretical
and practical. It aims to build upon your knowledge of working
with young people to further develop your counselling skills and
confidence to effectively assist young people to manage complex
issues.
The course aims to build on your counselling skills through
role-plays and feedback and also give you the tools to effectively
manage crisis situations that young people often present with.
Topics covered include:
■■
Recent research in brain neuroplasticity and the impact
counselling has on the development of new neural pathways
resulting in behaviour change
■■
Impact of early childhood trauma on attachment and
development
■■
The influence of environmental factors such as diet, exercise
and stress on young people
■■
The use of innovative therapies – Mindfulness and Creative
Therapies
■■
Supporting young people – group programs, school
curriculum and community programs.
Prerequisites
Assessment
You will have completed the
Monash University, Adolescent
Counselling course, or have
relevant counselling
experience.
A variety of practical tasks will
be identified during the course.
Recognition
You will gain a Certificate
of Completion.
Course length
Evening classes of three hours
per week over eight weeks.
Dates and venue
Clayton
Thursdays
August
September
October
5.30 – 8.30pm
13, 20, 27
3, 10, 17
8, 15
Professional Development Programs 5
Understanding and Managing
Challenging Behaviour
This course is designed to help you understand some
of the underlying issues that may lead to students exhibiting
challenging behaviours.
It aims to provide a model for managing students’ challenging
behaviour, along with specific, related strategies designed
to support participants in dealing with these behaviours in
mainstream schools. While aspects of this course are applicable
across all year levels, there is a focus on primary aged students.
Topics covered include:
Resilience and risk factors in children; Understanding behavioural
problems including developmental disorders such as: Autism,
Asperger’s, ADHD, Conduct Disorder; The impact of learning
problems; Mental health issues such as anxiety; Peer and
social issues.
Behaviour Management Models; Proactive versus reactive;
Differentiating between behaviours; Specific strategies; Links
with Restorative Justice; The Behaviour Management Plan;
Whole school approach.
Course length
Assessment
Evening classes of two and
a half hours per week over
six weeks.
A variety of practical tasks will
be identified during the course.
Recognition
Clayton
Wednesdays 5.30 – 8pm
August 12, 19, 26
September 2, 9, 16
You will gain a Certificate
of Completion.
Prerequisites
No prerequisites.
6 Professional Development Programs
Dates and venue
Supporting Literacy Strategies
in Primary Schools
This course aims to provide Education Support Staff, parents
and classroom helpers with practical strategies that support
learning for primary school students who are struggling with
literacy. It is designed to give you an understanding of the literacy
methodologies used in classrooms.
Topics covered include:
■■
Effective evidence-based methodologies
■■
How children learn language and the importance of ‘Talk’
■■
Why children fail to learn to read
■■
Ways to help children with spelling difficulties
■■
How to learn to read effectively
■■
Specific strategies to support the development of comprehension
■■
Specific strategies to support the development of writing
■■
Multi-sensory approaches to literacy education
■■
Hands on, interactive and fun-learning experiences to support
spelling, reading, writing and comprehension development
■■
Useful resources for literacy development.
Recognition
Course length
You will gain a Certificate of
Completion.
Two day classes of six hours
and one evening class of three
hours.
Prerequisites
There are no formal
prerequisites for this course,
however, it is essential that you
possess a satisfactory level of
spoken and written English.
Assessment
Dates and venue
Clayton
2 days and 1 evening
(Wednesdays)
August 26 (9am – 3.30pm)
September 9 (9am – 3.30pm)
September 16 (5.30 – 8.30pm)
Practical tasks will be identified
during the course.
Professional Development Programs 7
Addressing the Needs of English
as an Additional Language (EAL)
Students in Primary Classrooms
One in four learners in Australian schools come from a home where
the main language is not English. This course is designed to
provide mainstream primary school teachers with useful skills that
will help meet the language-related needs of these learners.
Upon successful completion of this course, you will have an
increased awareness of the needs of EAL students and how to use
the students’ home language(s) as a resource. You will also have
an increased repertoire of strategies which take into account the
EAL students’ diverse linguistic and cultural backgrounds and
experiences.
Topics covered include:
■■
Diversity, literacies, and the primary classroom
■■
Using EAL learners’ home language(s) and experiences
as a resource for learning
■■
Speaking, listening and group work
■■
Issues and strategies in reading
■■
Issues and strategies in writing.
Recognition
Assessment
You will gain a Certificate of
Completion.
Practical tasks will be identified
during the course.
Prerequisites
Course length
This course is designed for all
mainstream primary teachers
who have EAL students in their
classes.
Two day classes of six hours.
8 Professional Development Programs
Dates and venue
Clayton
2 Fridays
9am – 3.30pm
October 30
November 6
Addressing the Needs of English
as an Additional Language (EAL)
Students in the Secondary Mainstream
Maximinse the engagement and learning of EAL students
in content areas of the secondary mainstream.
This course is designed for secondary teachers and subject
area leaders looking for practical understanding and strategies
to support their EAL learners.
The aims of the course are to:
Understand the principles underlying learning content in a new
language; Analyse the language and literacy demands of content
area texts; Investigate a pedagogical framework which integrates
curriculum content and language for EAL learners; Explore and
develop resources that maximise student participation and
learning; Develop a repertoire of strategies for engaging and
extending learners across the curriculum; Establish networks
and strategies to share targeted resources for EAL learners.
Topics covered include:
■■
Challenges faced by EAL students in the mainstream
■■
Principles of integrating language and content
■■
The language demands of mainstream texts (text analysis)
■■
Metalanguage for talking about texts
■■
An integrated model of pedagogy for scaffolding learning
■■
Locating and modifying (as needed) accessible texts
■■
Creating activities which engage and extend EAL learners
■■
Developing units of work that support learners.
Prerequisites
Course Length
This program is designed for
all mainstream secondary
teachers who have EAL
students in their classes.
Two day classes of six hours.
Assessment
A variety of practical tasks will
be identified during the course.
Dates and venue
Clayton
2 Fridays
9am – 3.30pm
August 28
September 4
Recognition
You will gain a Certificate
of Completion.
Professional Development Programs 9
Working with Primary School Aged
Students with Autism
This short course is designed for teacher aides working with
primary school aged students with autism in a school setting.
The course aims to develop your skills and strategies to fulfil this
role based on a sound knowledge of the features of autism that
impact on student learning.
Topics covered include:
■■
Definitions and characteristics of autism
■■
Impact on families
■■
The child with autism in the classroom
■■
Communication
■■
Social skills
■■
Understanding and addressing behavioural difficulties
■■
Working to develop positive strategies
■■
Behavioural intervention framework.
Prerequisites
Course length
No prerequisites.
Evening classes of three hours
per week over three weeks.
Assessment
A variety of practical tasks will
be identified during the course.
Recognition
You will gain a Certificate
of Completion.
10 Professional Development Programs
Dates and venue
Clayton
3 Wednesday evenings
5.30 – 8.30pm
October 7, 14, 21
Teachers Working Effectively with
Education Support Staff/Teacher
Assistants
This one day course aims to equip teachers with the skills and
knowledge to work positively and effectively with support staff
(aides), to assist students with additional needs in their class.
This course is relevant to all teachers working in primary and
secondary school settings.
Course outcomes:
Develop positive working relationships, define the roles of
teacher/teacher aide, empower teachers’ and aides to better
fulfil the needs of the student in accessing the curriculum.
Topics covered include:
■■
Understanding the ‘Victorian Program for Students with a
Disability’ which includes Student Support Groups (SSGs)
and Individual Learning Plans (ILPs)
■■
Legal obligations under the Discrimination Act 2005
■■
The role of the Education Support Staff
■■
Working collaboratively:
–Communication
–Planning
– Understandings and expectations
– Modifying the curriculum and tasks
■■
Fulfilling the needs of the student using the Education
Support Staff
– Behaviours and strategies – true ‘Inclusion’
– Required resources
– Work Tasks and Time Frames (focus times)
–Communicating with parents and carers –
a legal requirement.
Prerequisites
Recognition
This course is relevant to
teachers who are currently
working, or have worked in
a Victorian school. It would
be advantageous if you have
worked with a student with
special needs.
You will gain a Certificate
of Completion.
Assessment
Clayton
Friday 9am – 4pm
July 31
A variety of practical tasks will
be identified during the course.
Course length
One day of six and
a half hours.
Date and venue
Professional Development Programs 11
Studying and Writing for Certificate
of Education Support Courses
This course is for participants who are about to embark on study
in the Certificate of Education Support course, but are unfamiliar
with studying at tertiary level.
This course will boost your confidence and skills – it will focus
on strategies for developing study skills, use of resources and
academic reading and writing.
Topics covered include:
Understanding what teachers want and what learners need
to do at university
■■
Time management and study strategies
■■
Accessing and using technology and libraries
■■
Understanding assignment tasks
■■
Strategies for effective reading
■■
Writing assignments (processes involved in doing
assignments; features of academic and professional writing;
referencing; grammatical issues).
Prerequisites
Recognition
This course has no formal
prerequisites; however, you
are expected to have basic
computer skills to support
your learning.
You will gain a Certificate
of Completion.
Assessment
Dates and venues
A variety of tasks analysing
and practising academic
writing will be completed
during the day.
9am – 4pm
Caulfield
Course 1: July 18 (Saturday)
Clayton
Course 2: October 9 (Friday)
12 Professional Development Programs
Course length
Day class of six hours.
“I thoroughly enjoyed this
course and found the
topics that were covered
were very informative,
and applicable to
working as an Integration
Aide in the classroom
environment. This course
has equipped me with
the skills, knowledge and
confidence to support
children with disabilities
in an educational setting.”
Gillian Rhodes
“I am very glad I chose
to do this course – it
was comprehensive
and the lecturer was
fantastic. It gave me
immense knowledge
in supporting children,
which not only will
help me in a job as an
Integration Aide, but
also in my role as a
volunteer.”
Sujith Gunawardana
Professional Development Programs 13
Certificate of Education Support
Integration Aide/Teacher Aide
Supporting students with additional learning needs
in primary, secondary and specialist settings.
This course will give you the skills and knowledge to support
students who have additional learning needs, to access the
curriculum.
Topics covered include:
■■
■■
■■
■■
■■
■■
■■
■■
■■
■■
Historical and current perspectives on educating students
with additional learning needs
The roles, responsibilities and work conditions of Education
Support Staff – integration aides/teacher aides and an
understanding of the process of seeking and applying for
employment in schools
Understanding individual learning styles
Working as part of a team with students, families and staff
members
Understanding and supporting the learning needs of students
with: intellectual disabilities; learning disabilities; autism
spectrum disorder; physical disabilities; communication
difficulties; sensory impairment; challenging behaviours
Teaching and learning – literacy and numeracy
Engaging students in learning; stages of learning
Curriculum and the development of individual learning plans.
Course length
Day classes are six hours per day over eight days (9am – 3.30pm).
Evening classes are two three-hour sessions per week over eight
weeks (5.30 – 8.30pm).
Recognition
This course is recognised by the Faculty of Education as
equivalent to one unit (6 credit points) of undergraduate study.
Students who satisfactorily complete all assessment tasks will
gain a Certificate of Completion, and may be eligible for credit
towards further study at undergraduate level.
For more information: monash.edu/education/shortcourses/credit
Assessment
Journal, class participation, two written assignments and
minimum class attendance required (14 out of the 16 sessions).
Prerequisites
There are no formal prerequisites for this course, however, it is
essential that you possess a satisfactory level of spoken and
written English so you are able to complete the assessment
tasks. You are also expected to have basic computer skills to
support your learning.
14 Professional Development Programs
Dates and venues
Berwick
Day, 4 Fridays and
4 Saturdays
July 24, 25, 31
August 1, 7, 8, 14, 15
Berwick
Day, 4 Fridays and
4 Saturdays
November 6, 7, 13, 14, 20, 21,
27, 28
Clayton
Day, 8 Consecutive Days
January (2016) 12, 13, 14, 15,
18, 19, 20, 21
Doncaster
Day, 8 Thursdays
July 30
August 6, 13, 20, 27
September 3, 10, 17
Broadmeadows
Day, 8 Saturdays
August 1, 8, 15, 22, 29
September 5, 12, 19
Frankston
Evenings, 8 Tuesdays
and 8 Thursdays
August 11, 13, 18, 20, 25, 27
September 1, 3, 8, 10, 15, 17
October 6, 8, 13, 15
Caroline Springs
Day, 8 Thursdays
July 30
August 6, 13, 20, 27
September 3, 10, 17
Frankston
Day, 4 Mondays and
4 Wednesdays
October 26, 28
November 4, 9, 11, 16, 18, 23
Caulfield
Day, 8 Saturdays
July 25
August 8, 15, 22, 29
September 5, 12, 19
Geelong
Day, 8 Saturdays
October 17, 24, 31
November 7, 14, 21, 28
December 5
Caulfield
Day, 8 Saturdays
October 10, 17, 24
November 7, 14, 21, 28
December 5
Mill Park
Day, 5 Thursdays
and 3 Fridays
November 5, 6, 12, 19,
20, 26, 27
December 3
Clayton
Day, 8 Consecutive Days
June 30
July 1, 2, 3, 6, 7, 8, 9
Clayton
Day, 4 Tuesdays & 4
Thursdays
August 18, 20, 25, 27
September 1, 3, 8, 10
Clayton
Day, 4 Tuesdays
and 4 Thursdays
October 27, 29
November 5, 10, 12, 17, 19, 24
Northcote
Day, 8 Consecutive Days
September 22, 23, 24, 25, 28,
29, 30
October 1
Ringwood
Day, 8 Saturdays
August 15, 22, 29
September 5, 12
October 10, 17, 24
Werribee
Day, 8 Wednesdays
July 29
August 5, 12, 19, 26
September 2, 9, 16
Professional Development Programs 15
Mindfulness, Voice and Presentation
Techniques for Teachers
This course is designed for primary and secondary teachers who
wish to learn mindfulness techniques which can assist you in
building resiliency, reducing stress and anxiety and how these
techniques can be applied in your classroom.
In addition, you will develop a range of practical skills and
techniques in the effective use of the voice and the development
of presentation skills for improved classroom delivery.
Topics covered include:
■■
Introduction to mindfulness, the research behind it and its role
in education
■■
How mindfulness can assist teachers in building resiliency
and reducing stress
■■
How mindfulness can be used to facilitate student learning
and wellbeing and ways that mindfulness can be used in
a school environment
■■
Learn techniques for effective voice projection and articulation
■■
Using actor training techniques, learn how to develop your
confident teacher presence.
Prerequisites
Course length
There are no prerequisites for
this course.
Day class of six hours.
Assessment
Clayton
Wednesday
9am – 3.30pm
October 14
A variety of practical tasks will
be identified during the course.
Recognition
You will gain a Certificate
of Completion.
16 Professional Development Programs
Date and venue
Brain-based Teaching Strategies
This course is designed for both primary and secondary teachers
who are interested in brain-based teaching and learning.
You will engage with research-based and classroom proven
strategies to see how, irrespective of disciplines, brain-based
teaching and learning can be used to motivate, engage and
deepen learning, to boost classroom success.
The course is practical and will offer you a repertoire of classroom
based strategies to use immediately with content, activities or
syllabi that you are currently working with.
Topics covered include:
■■
What is brain–based learning? How are brain-based strategies
used in classrooms?
■■
What is Whole Brain Teaching (WBT)?
■■
Role-modelling so you can see, hear and feel HOW the
strategies are used in your classrooms
■■
Learning and engaging with the 12 brain-based principles
■■
Gaining practical tools of engagement for more active
classrooms
■■
Discovering (and remembering) the secrets to accurate
memory and recall
■■
Getting the inside secrets of how to influence your student’s
brain chemistry
■■
Brain-Friendly tools and strategies for literacy instruction
across all disciplines.
Prerequisites
Course length
There are no formal
prerequisites for this course.
Evening classes of three hours
per week over two weeks.
Assessment
Dates and venue
A variety of practical tasks will
be identified during the course.
Clayton
2 Tuesday evenings
5.30 – 8.30pm
August 18, 25
Recognition
You will gain a Certificate of
Completion
Professional Development Programs 17
Educational Planning for
Students with Special Needs
This course provides you with the skills and knowledge to enable
you to write and implement an individual educational plan for
students with special needs.
Topics covered include:
■■
Eligibility criteria for the ‘Victorian Program for Students with
Disabilities Guidelines’
■■
Aims, responsibilities and membership of the student support
group
■■
The impact of specific disabilities and impairments on learning
■■
Understanding the student
■■
Describing entry skill levels and assessment for learning
■■
Writing long and short term goals
■■
Prioritising what needs to be taught, including AUSVELS
■■
Assessment and evaluation of student progress
■■
Evaluation of an individual learning plan
■■
Implementation of an individual learning plan
■■
Teaching and learning strategies
■■
Identifying learning styles
■■
Behaviour management
■■
Developing behaviour management plans
■■
Connecting students to school.
Assessment is optional and
includes: Individual learning
plan, Literature review.
unit (12 credit points) of
postgraduate study. Students
who satisfactorily complete
all assessment tasks will gain
a Certificate of Completion,
and may be eligible for credit
towards further study at
postgraduate level.
For more information: monash.
edu/education/shortcourses/
credit
Recognition
Course length
Prerequisites
There are no prerequisites
for this course, however the
course is most relevant for
people working with students
with special needs.
Assessment
You can choose to gain a
Certificate of Attendance or a
Certificate of Completion (based
on successful completion of
assessment tasks). This course
is recognised by the Faculty of
Education as equivalent to one
18 Professional Development Programs
Seven hours per day over
three days.
Dates and venue
Clayton
1 Friday and 2 Saturdays
8.45am – 4.30pm
October 16, 17, 24
Coaching Skills for Educational Leaders
An educational coach supports, challenges and empowers
others to develop their capacities as teachers. Coaching is a
force for change and improvement in schools. Research identifies
it as the best form of professional development available:
individualised, responsive and intensive.
This course will give you the opportunity to explore and practise
a repertoire of skills and techniques applicable to the educational
leadership of classroom teachers. Through a series of engaging
and interactive workshop sessions, you will be able to apply what
you learn immediately in your professional role, particularly where
you are engaged in the professional development of others.
The course focuses on the coaching conversation, which is the
means whereby effective coaches build teacher capacity and
enrich classroom practice. It equips you, as an experienced
teacher, with the skills and approaches of the highly effective
coach, to enable you to support the pedagogical development
of your colleagues.
Topics covered include:
■■
The value and function of coaching skills in the development
of teaching practice
■■
Motivating factors in the coaching relationship and the beliefs
that underpin it
■■
Coaching conversation skills – questioning and paraphrasing
according to purpose, active listening, pausing, languages
other than verbal and achieving rapport
■■
The substantive conversation – planning, reflecting and
problem-solving conversations with teachers
■■
Leading data conversations
■■
Skills for purposeful observation of teaching sessions, the
collection of evidence and the presentation of feedback
■■
Effective leadership and facilitation of Professional Learning Teams.
Prerequisites
Assessment
You should be an experienced
teacher who supports the
development of student teachers,
graduate teachers, or other
colleagues. PLT leaders, coaches
and aspirant coaches would
also gain much from this course.
A variety of practical tasks will
be identified during the course.
Course length
Two days of six and a half hours.
Recognition
Dates and venues
Clayton
2 Fridays
9am – 4pm
August 7, 14
Berwick
9am – 4pm
November 6, 13
You will gain a Certificate
of Completion.
Professional Development Programs 19
Embedding Cultural Diversity in
Secondary School Programs
This course will provide the foundation of knowledge, concepts
and skills for school leaders and teachers to develop and embed
effective learning about cultural diversity into the full range of
school programs, academic and pastoral, whether whole school
or faculty-based.
Two modules of professional learning will provide you with
a combination of research knowledge, presenter experience
and practical activities that can be used to construct programs
to reflect the diverse cultural needs and/or characteristics of the
students in your school.
Topics covered include:
■■
What is culture
■■
Cultural identities
■■
Cultural understandings (including multicultural, intercultural,
and cross-cultural)
■■
Whole School Programs (pastoral and academic)
■■
Teaching and Learning – developing and implementing faculty
curriculum.
Prerequisites
Recognition
This program is open to
all school staff, but is most
relevant to senior school
leaders, faculty coordinators,
curriculum heads, and welfare
coordinators within a
secondary school setting.
You will gain a Certificate
of Completion.
Assessment
Clayton
2 Thursdays
5.30 – 8.30pm
August 20, 27
A variety of practical tasks will
be identified during the course.
20 Professional Development Programs
Course length
Evening classes of three hours
per week over 2 weeks.
Date and venue
Enhancing Childhood Growth
and Development
This course explores a varying range of approaches to educator
partnerships with family and community. You will examine and
reflect on contemporary issues of family qualities and vulnerabilities
to enable meaningful support to support bringing forth children’s
learning and development potential.
You will also explore connections for advocating, supporting and
collaborating to enhance your own participation and contribution
to children’s sense of being, belonging and becoming.
Topics covered include:
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■■
■■
■■
■■
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■■
■■
■■
Establishing educator Self in perspectives of children, families
and community.
Current research perspectives of child development and
educator approaches for family connection
Code of ethics and governed curriculum considerations
(NQF and EYLF)
Documentation and sharing of children’s learning and
Contemporary issues in family
Indigenous families
Exploring children’s interests, abilities, challenges, and needs
in connection with family and community
Child abuse
Connecting with early childhood stakeholders
Advocacy for children and families in the community
Developing and transforming educator philosophy in early
childhood practice.
Prerequisites
Recognition
No formal prerequisites. This
program is designed for all
staff working in the field of
early childhood education,
long day care and anyone
interested in the education of
young children (babies and
toddlers).
You will gain a Certificate
of Completion.
Assessment
Class participation. The
presenter will identify a variety
of practical tasks during the
course. This course meets the
requirements of the National
Quality Framework (NQF) 6.1,
6.2, 6.3.
Course length
Two day classes of six hours.
Dates and venue
Clayton
2 Wednesdays
9am – 4pm
August 5, 12
Professional Development Programs 21
Supporting Children with Additional
Needs in Early Childhood Programs
This course focuses on the inclusion of children with a diverse
range of needs in early childhood programs. It is designed for
qualified and unqualified staff and students as well as others
associated with early childhood education and care.
An increasing number of children with developmental delay,
disabilities and other special needs are participating in community
based early childhood programs.
Topics covered include:
■■
What is inclusion
■■
Working in a team
■■
Strategies for including children with additional needs
■■
Communicating with and supporting parents
■■
Supporting children’s communication competence.
Prerequisites
Course length
No prerequisites.
Day class of seven hours.
Assessment
Date and venue
A variety of practical tasks will
be identified during the course.
Clayton
8.45am – 4.30pm
October 21 (Wednesday)
Recognition
You will gain a Certificate
of Completion.
“The observation part
of the course was
especially useful to me.
It was really valuable
to witness practical
strategies being
implemented”
Jessie Hartwig
22 Professional Development Programs
Engaging with the Victorian Early Years
Learning and Development Framework
(VEYLDF)
For Early Childhood Educators of children from birth to eight
years old. This one day program will provide an opportunity
for you to participate in a number of learning sessions to assist
you in your planning and documentation whilst engaging with
the VEYLDF.
This one day program supports educators of the VEYLDF for
young children and their families. In particular, how you can work
together to achieve common outcomes for all children. The
program is designed for all educators working with young
children as well as students and others considering working
in the field of early childhood education.
Topics covered include:
■■
Documenting children’s learning and family input
■■
The importance of Intentionality in teaching young children
in a play based environment
■■
Respectful relationships and responsive engagement
■■
The reflective practitioner.
Prerequisites
Course length
No prerequisites.
Day class of seven hours.
Assessment
Dates and venue
A variety of practical tasks will
be identified during the course.
Clayton
8.45am – 4.30pm
Course 1: July 17 (Friday)
Course 2: October 22
(Thursday)
Recognition
You will gain a Certificate
of Completion.
Professional Development Programs 23
Learning through Play Pedagogies
Linking in with the Victorian Early Years Learning and
Development Framework, this course will enable you to create
educational play models and demonstrate practical application
within play-based curricula.
You will develop an understanding of new tools and methods
for assessing children’s learning in play, as well as the intentional
use of children’s ideas for extending their learning. Examples of
educational play from birth to eight will be shared to illustrate the
importance of creative, affective and imaginative framing for
learning and development.
Topics covered include:
■■
Examining play from child’s perspective
■■
Sustained shared thinking in pedagogical play
■■
Dimensions of play activity
■■
Imagination in play.
Prerequisites
Course length
No prerequisites.
Two day classes of six hours.
Assessment
Dates and venue
A variety of practical tasks will
be identified during the course.
Clayton
2 Fridays
9.30am – 4pm
October 23
November 6
Recognition
You will gain a Certificate
of Completion.
24 Professional Development Programs
Engaging Babies and Toddlers
in Playful Everyday Activities
This course will assist you to gain expertise in infants and
toddlers’ learning and development. It will explore contemporary
theories of early childhood, with emphasis on young children’s
emotional and cognitive development, to support you to engage
young children in playful daily activities.
This course will develop your skills to identify many small
significant events that usually occur unnoticed in the daily life
experiences of infants. It will also demonstrate how you can
effectively and sensitively communicate with babies, and create
teachable moments to develop intentional teaching.
Topics covered include:
■■
Daily transitions in infancy
■■
Communication and engaging with babies’ experience
■■
Babies’ play and wellbeing in a diverse culture
■■
Feedback for families
Course length
Assessment
Two day classes of six hours.
A variety of practical tasks will
be identified during the course.
Recognition
You will gain a Certificate
of Completion.
Prerequisites
No prerequisites.
Dates and venue
Clayton
1 Thursday and 1 Friday
9.30am – 4pm
October 15, 30
Professional Development Programs 25
Recognition and Further Study Options
The Faculty’s Professional Development Programs provide
practical skills and knowledge which are immediately applicable
to the workplace. Course sessions are often spread out over
a number of weeks so that you can go back to your workplace
to implement your learning and then return to further develop
your skills.
A number of the Faculty’s Professional Development Programs
have credit recognition as a single unit and in some cases may
be used towards further studies at either undergraduate or
postgraduate level. Any credit granted will be in accordance
with University regulations. For more information see:
monash.edu/education/shortcourses/credit
Why further your qualifications in Education?
■■
Advance your professional practice
■■
Extend your skills and gain specialist knowledge
■■
Focus your studies to fit in a specialised industry
■■
Build a new future
■■
Understand current changes in education and training
■■
Potential credit towards undergraduate or postgraduate study
■■
Enhance your career options.
Professional Development Programs
with Credit Point Recognition
Course
Credit Point Recognition
Undergraduate
Adolescent Counselling
Certificate of Education Support
Educational Planning for
Students with Special Needs
26 Professional Development Programs
Postgraduate
12
6
12
Practical training
“The Adolescent
Counselling course is
proving to be very useful
as a newcomer to the
student welfare area in
a school. The course is
well structured and provides
ample time to discuss
aspects of the course
and share experiences.”
Julie Yelland
Creates opportunities
“I have found the
course a wonderful tool
to assist me in my job
as a teacher.”
John Rodgers
Professional Development Programs 27
Fees
Fees vary according to the length of the
course and are payable on application.
Applying and further information
For further information on each of the short courses
offered or an application form, please contact:
Engagement Office
Faculty of Education
29 Ancora Imparo Way
Monash University VIC 3800
Phone: 03 9905 2700
03 9905 2911
Fax: 03 9905 2621
Email:[email protected]
monash.edu/education/shortcourses
Information is correct at the time of printing, but Monash University reserves
the right to alter procedures, fees and regulations should the need arise.
Students should carefully read all official correspondence, and other sources
of information for students (such as the website) to be aware of changes to
information in this document – May 2015
15P-0398
CRICOS provider: Monash University 00008C