Term 2 Strengthening Practice and Professional Identity – 8 May 2026
This full-day professional development session, is designed to strengthen early career teacher’s professional identity, understanding of professional ethics and teaching responsibilities, gain practical strategies for classroom practice, and support well-being as a first-year teacher. Key areas will include understanding Catholic identity in teaching, creating positive classroom environments with clear expectations and routines, and preparing for the first reporting cycle. The day will also introduce the teacher registration requirements.
(AITSL Standards: 3.7, 4.1, 4.2, 5.3, 5.5, 6.1, 6.2, 6.3, 7.1, 7.4)
Term 3 Inclusive and Data-Informed Practice and Professional Strengths – 28 August, 2026
This day will focus on creating inclusive, well-managed learning environments while strengthening professional practice. Participants will gain practical strategies to support all learners, interpret student data, and collaborate with colleagues and parents to foster student success. Key areas include effective classroom engagement and behaviour management; promoting inclusion by supporting students with disabilities; and using data to inform teaching and improve outcomes. The day will explore High-Impact Teaching Strategies and the selection of effective effective resources.
(AITSL Standards: 1.6, 3.1, 3.3, 3.4, 4.1, 4.2, 4.3, 7.3, 7.4)
Term 4 Classroom Management for Student Engagement – 3 November, 2026
The final session of the First Year programme, provides an opportunity to spend a whole day focusing on Classroom Management for Student Engagement and as such will be delivered by the Student Engagement Team. The session introduces a range of evidence‑based strategies that support teachers to create positive, predictable classroom environments. These practices are designed to increase expected behaviour, reduce problem behaviour, and ultimately maximise focused learning time for all students. The content in these modules is grounded in the most current Australian research and the evidence‑based practices that underpin effective classroom management, ensuring teachers are equipped with approaches that are both practical and proven.
(AITSL Standards: 1.4, 2.4, 3.3, 3.5, 3.6, 5.2, 6.1)
