Professional Development Short Courses
The School of Education offers professional Development short courses lead by academic experts in education. The courses open once enough people indicate their interest, so if you would like to participate in a course please submit an Expression of Interest.
Information on current courses is shown below. If you would like further information, please contact Liz Sozou.
Introduction to Meeting the Educational Needs of Gifted and Talented Students
The School of Education is currently accepting Expressions of Interest from those would like to participate in this two-day professional development course.
This course will introduce teachers and school executives to practical ways of supporting and catering for gifted and talented students in their schools. The course will cover important issues such as Gagné's DMGT, federal and state policy obligations, identification, underachievement, social and emotional issues, preventions and programs, enrichment and extension, grouping options, curriculum design, and effective assessment strategies.
This course consists of two individual whole-day sessions. Participants are required to attend both sessions.
If you are interested in participating in this course, please submit an Expression of Interest.
Dr Michelle Bannister-Tyrrell has been an educator for over three decades, as a classroom teacher working with Kindergarten through to Year 12, holding a number school executive positions including principal. For over 20 years she was involved in coordinating, designing and teaching whole school and individualised differentiated programs for gifted and talented students. At the University of New England Michelle currently coordinates gifted pedagogy units for Masters and undergraduate degrees and supervises higher degree research students focused on gifted education. Her research interests include gifted pedagogy, rural gifted issues, twice exceptionality, eLearning, metacognition and self-regulation. She currently has research projects in gifted pedagogy with the University of Wollongong and Charles Sturt University. Michelle regularly presents at international, national and state level G&T conferences, while working closely with local schools and parent groups focused on the unique needs of these misunderstood students.
Dr Marguerite Jonesis a lecturer in school pedagogy / gifted and talented education in the School of Education, University of New England in Australia. She has over 20 years teaching experience in the primary sector and began work as a teacher educator at UNE in 2005. Her research interests are in the areas of understanding and supporting pre-service teachers' approaches to learning, and gifted education practices in rural contexts. She has published in the former area. Marguerite teaches in pre-service education courses including evidence-based learning and teaching practices, and rural/ remote, multi-stage, casual, and gifted and talented, education.
- Myths and misunderstandings about giftedness
- Gagné's Differentiated Model of Giftedness and Talent
- State and federal policies
- Identification of high potential
- Underachievement: identification, recognition and rescue
- Social and emotional issues
- Provisions, programs and enrichment
- Curriculum models for effective differentiation
- Using learning paradigms to strengthen curriculum planning for high ability
- Academic acceleration
- Grouping options
- Designing learning programs for the highly able
- Effective assessment – evidence-based strategies and practice
Mentoring the Mentor
This course is appropriate for teachers from all school sectors and industry affiliates. It is registered as QTC Professional Learning and addresses the Australian Professional Standards for Teachers 6.1.2; 6.2.2; 6.3.2; 7.4.2.
Teacher mentors will use participatory action research (PAR) cyclical structure to guide the development of their critical reflective practice. Supported by a professional partner, teacher mentors will collaborate face-to-face (or online, if the context permits) in small site-based groups for the purpose of identifying and exploring aspects of their mentoring practice. Mentors will learn how to use the PAR cyclical structure while doing PAR (Kemmis, 2009, 2012) so they can support future teacher mentors.
If you would like further information, contact Dr Elisabeth Betlem.
Dr Elisabeth Betlem is a member of the Professional Classroom Practice group within the school of Education. She has a varied career in education, working in both university and secondary school contexts. Her doctoral research "Mentoring Teachers with a Critical Friend: Transforming Professional Development through Visual Tools" was a participatory action research. She combined her teaching, research and art making practices to develop her practice as a critical friend while engaging teachers that mentored colleagues (beginning or experienced teachers) in a contextualised professional development model to develop their own practice as mentors. Elisabeth worked with mentors, to assist them critically reflect upon and negotiate a new understanding of their practice as part of their identities in their role as mentors.
Dr Marguerite Jones is a lecturer in school pedagogy / gifted and talented education in the School of Education, University of New England in Australia, She has over 20 years teaching experience in the primary sector and began work as a teacher educator at UNE in 2005. Her research interests are in the areas of understanding and supporting pre-service teachers' approaches to learning, and gifted education practices in rural contexts. She has published in the former area. Marguerite teaches in pre-service education courses including evidence-based learning and teaching practices, and rural/ remote, multi-stage, casual, and gifted and talented, education.
Adjunct Dr Deidre Clary is a member of the English, Literacies and Language Education (ELLE) team. Within this group, she specializes in English Education (secondary) and literacy K-12, and is a member of the Centre for Research in English and Multiliteracies Education (CRÈME).
- Unpacking the role of the mentor: distinguishing between mentor and supervisor
- Constructing a philosophy of mentoring through drawing and/or writing a metaphor
- Goal setting with a mentee