Tickets to this event can still be purchased until Monday 13th January 5pm as the recordings are available until Wednesday 15th January 9am. This conference will cover topics such as literacy and mental health and effective classroom management to ensure student engagement.
Date and Time
Thursday 14th November 9:30 am to 3 pm AEDT (Melbourne Time) – Live Event
Recordings are available to view until Wednesday 15th January 9am.
Cost
LDA Member: $160
LDA Student Member – $125
Non-Member – $180
Presentations
Using tiered supports to improve school attendance – Dr Lisa Mc-Kay Brown
School attendance has been identified as a national concern since the return to school after Covid-19. A comprehensive and integrated approach is required to address the factors underlying non-attendance. This presentation will discuss a multi-tiered approach to school attendance with relevant examples for implementation within schools.
Supporting mental health in the context of language and literacy difficulties – Prof Mark Boyes & Dr Elizabeth Hill
Children who struggle with language and literacy are at elevated risk of mental health difficulties, yet why this is the case is unclear and current psychological therapies are generally not accessible for this population. Prof Mark Boyes and Dr Elizabeth Hill will provide an overview of the research from Curtin University’s ‘Language and Literacy in Young People’ research group (www.lalyp.com). They will present work investigating risk and protective factors associated with mental health in the context of language and literacy difficulties. They will also discuss ongoing projects aiming to develop accessible interventions and build the capacity of mental health professionals to support mental health needs of these children. Along with other members of ‘Language and Literacy in Young People’, they are keen to explore opportunities for future collaboration.
Creating engaged classrooms through effective classroom management – Cate Whiting
The Australian Education Research Organisation (AERO) is developing practical guidance for teachers and school leaders to create safe and supportive learning environments through effective classroom management. Explore the evidence base and how the resources support teachers to refine their practice and support school leaders to lead a whole school approach to classroom management. Plans for further resources to be released next year will also be shared, including guidance on supporting students with additional learning needs.
Opportunities to Respond (OTRs) and the Instructional Hierarchy (IH) to support student engagement and learning
In this presentation, Karina will discuss the research and logic behind Opportunities to Respond (OTR) and the Instructional Hierarchy (IH). Practical information will be shared on how teachers can increase the rate, and vary the type, of OTR in their classroom. Links will be made between the implementation of high rates of OTR with appropriate behaviour specific praise and effective error correction procedures to support both engagement and learning, in line with understandings from the Instructional Hierarchy.
Speakers
Dr Lisa McKay Brown
Associate Professor Lisa McKay-Brown is the Associate Dean of Diversity and Inclusion at the University of Melbourne’s Faculty of Education. With over 25 years in teaching and leadership, she specialises in the inclusion of students with disability. Recognised internationally for her research on school attendance, she serves on the Executive Board of the International Network for School Attendance. Lisa leads the Faculty of Education Disability Research Collaboration, focusing on projects like In2School and Pathways2Participation, and engages in international inclusive education initiatives in India and Latin America. Her work addresses the marginalisation of students with mental health disorders and other disabilities.
Prof Mark Boyes & Dr Elizabeth (Lizz) Hill
Prof Mark Boyes is a Professor in the School of Population Health at Curtin University, Co-Lead of the Mental Health Research Domain within the Curtin enAble Institute, and an NHMRC Emerging Leadership Fellow. He co-leads Curtin University’s ‘Language and Literacy in Young People’ research group (www.lalyp.com). Dr Elizabeth (Lizz) Hill is a speech pathologist and teaching/research academic at Curtin University. Lizz completed her PhD in September 2020, for which she explored language skills of adolescents with acquired brain injury and links with social and emotional wellbeing. Currently, Lizz’s research explores the intersection of mental health and language, with a particular focus on accessible mental health services for people with language and literacy difficulties. She is passionate about working in collaboration with people with lived experience of language and communication challenges, and their supporters, to co-develop solutions to support social and emotional wellbeing. Lizz has published 15 peer-reviewed journal articles and is a co-or lead investigator on over $1.8 million in research funding.
Cate Whiting
Cate Whiting is an experienced school leader and has led school improvement by applying evidence-based practices in student engagement and behaviour, pedagogy, literacy and multi-tiered systems of support. Cate is currently the Principal Teaching and Learning Specialist leading the Engaged Classrooms Through Effective Classroom Management project at AERO.
Karina Stocker
Karina is an experienced classroom teacher, school leader, and consultant. She is currently working as an instructional coach and head of behaviour support at Docklands Primary School. Karina is passionate about the use of evidence-based literacy instruction and evidence-based behaviour support practices in Australian schools. She has a particular interest in implementing Multi- Tiered Systems of Support (MTSS) to ensure equitable access to effective instruction and intervention in both literacy and behaviour, so all students can succeed. Karina is currently a PhD candidate at Monash University, researching the implementation of learning sciences within an MTSS framework to support improved reading outcomes in Australian schools.
