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Course Description

Supporting a student is rarely the work of one person. This course explores how teachers can contribute effectively to the wider team around a student, working with colleagues, support staff, families and other professionals. Teachers will learn how to bring useful classroom observations to support discussions, translate recommendations into practical strategies, and review agreed supports so that collaboration leads to meaningful action for the student. 



Audience

Primary and Secondary Teachers


Teaching Standards

4.4.2 Proficient Level - Create and maintain supportive and safe learning environments - Maintain student safety:  Ensure students’ wellbeing and safety within school by implementing school and/ or system, curriculum and legislative requirements

7.3.2 Proficient Level - Engage professionally with colleagues, parents/carers and the community -  Engage with the parents/carers:  Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing

6.3.2 Proficient Level - Engage in Professional Learning - Engage with colleagues and improve practice:  Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice


Course curriculum

  • 1

    Introduction

    • Welcome

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards

  • 2

    Module 1 – Who Is Around the Student

    • Introduction

    • Start With a Student, Not a Structure

    • Different Perspectives Build the Picture

    • Who Might Contribute — and Why?

    • What the Teacher Brings

    • Look for Patterns, Not Just Problems

    • Professional Boundaries Without Handover

    • Student and Family Perspectives Matter

    • Return to the Student

    • Resource: Mapping the Team Around the Student

    • Reflection Question

  • 3

    Module 2 – Bringing Useful Information to the Team

    • Introduction

    • A Concern Is the Beginning, Not the Evidence

    • Describe What Is Happening Before Explaining Why

    • Context Changes the Meaning of an Observation

    • Look for the Pattern Across Time and Situations

    • Bring Strengths Into the Evidence

    • What Has Already Been Tried?

    • Avoid Turning Observation Into Surveillance

    • Activity: Make the Observation Useful

    • From Concern to Useful Evidence

    • Asking for Support or Making a Referral

    • Resource: From Concern to Classroom Evidence
  • 4

    Module 3 – Collaborative Conversations That Lead Somewhere

    • Introduction

    • Collaboration Is Not a Handover

    • Begin With What Is Already Working

    • Move From Information to a Shared Picture

    • Give the Conversation a Structure

    • Ask Questions That Clarify the Recommendation

    • What Collaborative Problem-Solving Can Sound Like

    • Keep the Student in the Conversation

    • Treat Families as Contributors, Not Recipients

    • Finish With Something That Can Actually Happen

    • Activity: From Discussion to Direction

    • Resource: Preparing for a Collaborative Support Conversation

    • Reflection Question
  • 5

    Module 4 – From Recommendation to Classroom Practice

    • Introduction

    • A Recommendation Is Not Yet a Strategy

    • Move From Purpose to Practice

    • The Same Recommendation Can Look Different

    • Reasonable Adjustments Are Contextual

    • Build Support Into Teaching Where Possible

    • Avoid Strategy Overload

    • Maintain the Learning Intention

    • Resource: Making a Recommendation Work in Your Classroom

    • Activity: Translate the Recommendation

    • Return to Maya

    • Reflection Question
  • 6

    Module 5 – Plan, Act, Review

    • Introduction

    • A Plan Needs More Than a Strategy

    • Decide What You Need to Know

    • Keep the Evidence Proportionate

    • Review More Than Whether It “Worked”

    • When a Strategy Does Not Help

    • Decide What Happens Next

    • Be Clear About Roles and Follow-Up

    • Share the Right Information in the Right Setting

    • Return to Maya: Completing the Cycle

    • Resource: Plan, Act, Review

    • Reflection Question

    • Reference List
  • 7

    Course Feedback

    • Course Feedback

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