New registered professional learning for all NSW public school educators
CESE recently developed a series of registered professional learning courses for all public school teachers, school leaders and Directors, Educational Leadership. The purpose of this professional learning is to connect education theory and research with school context.
There are three activities involved in each course. These include:
Reading or listening to a CESE publication
Responding to a set of reflection questions
Completing a short survey.
When the reflection responses are signed off by a supervisor, or a MyPL line manager, participants will receive 2 hours of accreditation.
If you would like to learn more about these courses, and the other face-to-face workshops that CESE offers, visit CESE’s newprofessional learning library. Here you will also find a flyer that includes role-based suggestions for undertaking the courses.
To register directly, visit MyPLand search ‘CESE’.
If you do not work in a NSW public school, you can find a copy of the above publications on our website. Visit cese.nsw.gov.au and search using the publication title.
Over 1,000 people have already signed up to CESE's new professional learning courses. Here's some of their feedback...
Preparing for Term 3?
CESE has a range of publications and practical resources that can be used to inform staff development activities and professional learning sessions.
Our top five publications are a good place to start:
Reading is a foundational, yet complex cognitive skill upon which other skills are built. Research on the teaching of reading in the early years of school has consistently identified five key components of effective reading programs: phonemic awareness, phonics, fluency, vocabulary, and comprehension. This paper summarises the research regarding why these five elements are important, as well as how they should be taught in the classroom.
This paper describes the research on cognitive load theory and what it means for more effective teaching practice. The first part of the paper explains how human brains learn according to cognitive load theory, and outlines the evidence base for the theory. The second part of the paper examines the implications of cognitive load theory for teaching practice, and describes some recommendations that are directly transferable to the classroom.
This reflection guide is a practical resource for teachers and school executive staff. It gives schools explicit examples of what can be done to improve student engagement and achievement. Teachers can use this guide to reflect on their individual teaching strategies and to evaluate their own practice. The themes discussed can also be implemented through a whole-school approach.
This literacy and numeracy paper provides an overview of the importance of literacy and numeracy skills. It also summarises evidence-based practices for improving student outcomes in literacy and numeracy.
During the school holidays...
Why not listen to CESE's latest audio papers and podcasts?
Ready for your students' NAPLAN results? Teachers can now access Scout.
This year’s NAPLAN results (for both Online and paper tests) will be available for all schools in NSW and ACT in Scout, the department's business intelligence system.
Results will be made available during Term 3. In the meantime, all teachers are encouraged to complete Scout training. For more information on training and gaining access to Scout, visit the Scout website.
We drew on the perspectives of students, teachers and parents to explore how advocacy and support for learning are provided at school and home.
Stay tuned for the release of our Supporting students' learning publications in Term 3!
We’d love to hear back from you about our work, or the way that we share our information. To help us learn more about what you'd like to see from CESE in the future, please get in touch with us.