owning the outcomes - acel

program & event guide

2017 ACEL national disability summit

1 9 t h - 2 0 t h j u n e 2 0 1 7 , a t t h e s y d n e y m a s o n i c C e n t r e

O W N I N G T H E O U T C O M E S

Australian Council for Educational Leaders

ACEL knows what it means to lead in a time of complex change.

ACEL is the independent voice of educational leaders across all sectors and all phases of learning. Our trusted voice is a result of a strong network of 30,000+ practitioners, policy makers and researchers.

As an ACEL member, you will have immediate opportunities to strengthen and develop your leadership capabilities. At ACEL we are committed to bringing resources, professional learning and networking opportunities to you. ACEL membership is a powerful tool for driving leadership change in the educational community.

In each Australian state and territory there is an active branch of ACEL working to ensure local needs are met, regional contexts are represented and significant networking and professional learning opportunities are driven from the grass-roots level.

ACEL gives you, as a leader in schools, ownership of the future direction of Australian education. That feeling of participation allows you to grow your motivation to continue doing what can at times be a very challenging and difficult job.

– Paul Begg, Southern Cross Catholic College

Exclusive Range of ACEL Membership Benefits

Receive discounted membership rates for:

• National Conferences• Seminars and Workshops• Networking Events• ACEL Bookstore

Receive ACEL’s In-House Journals

• The Australian Education Leader (AEL)

• Leading and Managing (L&M)

• Perspectives on Educational Leadership

• ACEL Monograph

Contribution to Journals and Publications

Members who produce academic papers on topics of interest to the educational community, especially around leadership and change management in the school environment, will be considered for publication in widely respected journals such as the ‘Australian Educational Leader’ and ‘Leading and Managing’.

Eligibility for Awards/Recognition at both State and National Levels

Members have the opportunity to use the post-nominal “MACEL”. Outstanding members who become Fellows can also be conferred with the prestigious “FACEL” title.

Members have the opportunity to nominate and be nominated for ACEL awards, presented both at state-level awards ceremonies and the national awards ceremony annually.

Australian Council for Educational Leaders PO Box 876, Strawberry Hills, NSW 2012 | www.acel.org.au [email protected] | Phone: 1800 680 559

The access that ACEL provides to quality literature on educational leadership is invaluable, enabling me to grow the leadership capacity of myself and members of the school leadership team.

– Murray Bruce, Principal, Gordon Primary School

Contents

Welcome 4

About ACEL 5

About the Conference 7

Keynote Speakers 8

Other Speakers 15

Program at a Glance 18

Host City: Sydney 20

Site Map 21

Concurrent Session Timetable 22

Concurrent Sessions 24

Sponsors & Exhibitors 28

Download the App - Search “ACEL 2017 Disability Summit“ or Visit acel.org.au/Summit17App

Dear Colleagues,

Welcome to the ACEL National Disability Leadership Summit for 2017.

This year’s Summit will present an opportunity for leaders to consider, reflect on and discuss the reforms; how to provide a strong foundation of high expectations for students with disability; and better outcomes for children and their families through the three areas of focus:

• curriculum and learning;• wellbeing; and• collaboration.A clear narrative will be expressed throughout the Summit. I encourage all delegates at this event to engage with this narrative, to identify their highlights and to apply to your own context.

The Summit structure is as follows:• Keynotes who are leaders in developing or implementing support for leaders,

schools and students to provide appropriate learning opportunities for students learning while being impacted by a disability

• Keynotes who are highly successful members of the community who have or are themselves impacted by a disability

• Concurrent workshops where delegates are informed of current research, innovations or structures to support successful personalised learning

• Reflection opportunities to discuss developments• Question and answer opportunities in all sessions

StaffThe dedicated team of ACEL staff members will be on hand to assist with any queries. You can identify them by their name tags.

Speaker SupportWe request that all speakers go to their designated rooms at least three hours prior to their sessions to ensure that the technical aspects of their presentations are properly prepared in a timely manner. There will be support staff on hand should you require assistance, and will be available should you need access to computers/the internet to make any final adjustments to your presentation.

Catering and ExhibitionDelegates are welcome to enjoy arrival tea and coffee, morning tea, lunch and afternoon tea in the Banquet Hall. We trust you will enjoy the delightful range of refreshments.

Delegate Name TagsAll registered delegates and registered accompanying persons have received a personalised name tag. For security purposes please wear your name tag to all Summit activities.

We hope you enjoy the ACEL National Disability Leadership Summit – Owning the Outcomes as much as we enjoy delivering it to you. Please immerse yourself in the Summit themes discussed over the next two days.

Ms Aasha MurthyCEO ACEL

WELCOME

5

As Australia’s peak professional organisation, ACEL is a forward thinking, relevant and responsive agent of change and innovation. ACEL is a not-for-profit company and a learning organisation that is continuously improving its practices to harness national and global opportunities. As the premier provider of resources and experiences for educational leaders, ACEL’s membership continues to grow with over 7000 members actively connecting and participating in regular professional learning opportunities

about acel

7

The major reforms introduced to strengthen educational experiences and outcomes for all Australian school students, including those whose learning is impacted by disability, impact the work of every school and every teacher.

These involve learning Australian curriculum content for every student; engaging with the Australian Professional Standards for Teachers; an increased focus on local decision making by professional educators; and collecting nationally consistent data on students with disability.

There is also a growing focus of the role of school education in supporting and developing wellbeing for all students.

The transition to the National Disability Insurance Scheme (NDIS) also brings opportunities as well as challenges for schools, parents and a wide range of professionals to work together to personalise the supports that children need for their learning, development and social participation.

The challenge for education leaders is to embed accountability for outcomes for students with disability within the framework that is now in place.

As stated by the ACEL CEO Aasha Murthy, the 2017 ACEL National Disability Leadership Summit will present an opportunity for leaders to consider, reflect on and discuss the reforms; how to provide a strong foundation of high expectations for students with disability; and better outcomes for children and their families through the three areas of focus:

• curriculum and learning;

• wellbeing; and

• collaboration.

OWNING THE OUTCOMES

8

Keynote Speakers & Abstracts

Bio

Australian athlete Kurt Fearnley is the Marathon Man of wheelchair sports. The two-time Paralympic champion has won all around the world: from New York and Chicago to Seoul, Paris and Sydney, he has conquered the globe. Kurt has raced in 43 marathons with 31 wins and 10 additional podium finishes, including wins in 10 countries on five continents. A three-time Paralympian, he is the winner of nine medals, three of them gold. A six-time World Champion, he was a 2007 and 2009 Laureus World Sports Award Finalist, named Commonwealth Athlete of the Year with a Disability, and 2009 NSW Young Australian of the Year.

Kurt represents a number of organisations and is an ambassador of the Day of Difference Foundation and International Day of People with a Disability, and a board member of Australian Volunteers International. As a qualified Physical Education teacher, he travels throughout NSW teaching high-school children in small and large communities. Kurt’s exploits both in and out of sport saw him recognised as the 2009 New South Wales Young Australian of the Year.

Session Outline:

A Stronger Australia Begins with an Inclusive EducationKurt Fearnley will share his insights on the importance of education and how inclusivity has implications from a personal to societal level. He will reflect on changes over time, the current state of support and where he believes education in Australia should be. His insight into his vision for education in Australia will inspire, provoke and challenge us to consider what is possible for all students.Kurt Fearnley

Three-time Australian Paralympic Gold Medallist

9.35 Monday

AU


9

Bio

Dr. Bree Jimenez is a Special Education and Research Consultant with Mater Dei, Camden and Visiting Scholar in Special Education with the Faculty of Education and Social Work at the University of Sydney. Before coming to Australia, she was an assistant professor at the University of North Carolina at Greensboro. She was a classroom teacher of students with moderate-severe intellectual disability.

Bree’s research focuses on general curriculum access and assessment for students with severe disabilities. She has published several research manuscripts in peer reviewed journals, multiple book chapters, academic programs, and a book on strategies to support academics for students with severe disabilities. She works closely with school systems and state departments of education both nationally and internationally.

Session Outline:

Assuming Competence: The Philosophical Basis for Research and Practice in Access to the CurriculumUsing best-practices and supports that apply the least dangerous assumption (LDA) is a powerful tool for increasing overall student quality of life and keeping alive a vision of high achievement for all students. This presentation will focus on strategies to promote the LDA for students with disabilities.Bree Jimenez

Visiting Scholar in Special Education, Faculty of Education and Social Work, University of Sydney

10.55 Monday

AU

10



Bio

Dr Susan L. Gabel, PhD is Professor of Teacher Education at Wayne State University in Detroit, Michigan, USA, where she teaches graduate courses on inclusive education. Her research focuses on institutional structures and discourses in primary, secondary, and tertiary education that prevent or facilitate inclusion. Her publications have appeared internationally in a variety of peer-reviewed journals such as: Journal of Diversity in Higher Education, Disability & Society, The Review of Disability Studies: An International Journal, Intellectual and Developmental Disability, and International Journal of Inclusive Education.

Dr Gabel is the co-editor of two book series with Peter Lang Publishing: Disability Studies in Education and Inclusion and Teacher Education. She is the editor of three books including Disability and the Politics of Education: An International Reader. Her most recent book, Disability and Teaching, is used in pre-service teacher education to support critically reflective inclusive teaching.

Session Outline:

Landscapes of Inclusion, Exclusion, and BelongingHistorically, students with intellectual disabilities are excluded from regular schools and regular classrooms in the United States. According to some researchers the situation is bleak. Students with intellectual disability do not receive the appropriate education promised by federal law. Instead, their curriculum emphasises functional skills and ignores the general knowledge and skills provided by an academic curriculum. Exclusion persists despite decades of evidence that inclusion is good for students with and without disabilities and despite evidence demonstrating the value of improved student outcomes when academic instruction is provided in inclusive settings.

To understand the persistent exclusion of students with intellectual disability, Dr. Gabel explores the various meanings of belonging and the ways in which belonging is allocated to students through inclusion and exclusion. Dr. Gabel concludes with a proposal for practicing belonging that recognises the landscapes of inclusion and exclusion and encourages educators and families to work for belonging in inclusive spaces.

Susan Gabel

Professor of Teacher Education at Wayne State University in Detroit, Michigan, USA

15.40 Tuesday

US

11

Bio

Chriss Walther-Thomas, Ph.D. is Special Assistant to the Virginia Commonwealth University (VCU) Provost and Chief Academic Officer and she holds the rank of Professor in the Department of Special Education and Disability Policy.

Her work has been instrumental in securing more than $100 million dollars in public and private funding for graduate education, school-based special education and school leadership research, and technical assistance in low-income schools.

Her work focuses on policy and practice in diverse and economically-challenged schools and the critical role that effective school leadership plays in student outcomes, teacher retention, and inclusive learning community development.

Session Outline:

Creating Better Outcomes for Students with Disabilities: Lessons from Effective U.S. Schools Committed to Quality Education for ALLHow can diverse schools become more effective and more inclusive for all learners? What does it take to ensure high-quality education for all students with disabilities and for many others whose differences (e.g., language, race, ethnicity, family structure, economic resources) impact their learning opportunities? And how do effective, high-need schools recruit and retain the best teachers possible?

In this session, Dr. Walther-Thomas will discuss key principles of effective inclusion based more than 40 years of research in effective, diverse, and inclusive U.S. schools. She will highlight the most effective, evidence-based practices school leaders, teachers, families, and community systems use to ensure effective, high-quality education for all students.

Christine Walther-Thomas

Professor, Special Education and Disability Policy, Virginia Commonwealth University

10.45 Tuesday

US

12



Bio

Alastair McEwin is Australia’s Disability Discrimination Commissioner. He commenced in this role in August 2016.

Alastair’s educational background is in arts, law and business administration. Following his undergraduate studies in Adelaide, he spent time in Vancouver, Canada, pursuing postgraduate studies. Prior to moving to Sydney to commence as a consultant with Accenture, a global management and IT consulting company, he worked as Associate to the Hon. Justice John von Doussa at the Federal Court.

Alastair has a strong background in working with non-profit organisations. He was the Executive Director of Community Legal Centres NSW, the peak body for Community Legal Centres in NSW. Other roles include CEO of People with Disability Australia and Manager of the Australian Centre for Disability Law.

Session Outline:

The Human Rights Case for Inclusive EducationPeople with disability are recognised under international law as rights holders with a claim to the right to education without discrimination and on the basis of equal opportunities. The right to inclusive education is enshrined in the Convention on the Rights of Persons with Disabilities, and is affirmed by Sustainable Development Goal 4. Inclusive education is critical to achieving high-quality education for all learners, including those with disability.

People with disability continue to face many barriers to learning and accessing education opportunities on an equal basis with others. Recently conducted national consultations revealed that there is a systemic culture of low expectations about students with disability succeeding in education, and that policy statements about inclusive education rarely match practice. Without an inclusive education, people with disability are at risk of disadvantage and fewer opportunities for further education, training and economic participation.

This keynote will build the human rights case for inclusive education, drawing on the recent Committee on the Rights of Persons with Disabilities general comment on the right to inclusive education and stories and findings from national consultations.’

Alastair McEwin

Disability Discrimination Commissioner

AU

8.45 Tuesday

13

Bio

Michelle Villeneuve has a PhD in Education, a Master’s in Rehabilitation Science, and a Bachelor’s degree in Occupational Therapy. She is a senior researcher at the Centre for Disability Research and Policy, University of Sydney.

Dr Villeneuve’s research addresses disability inclusive capacity development by engaging with communities to facilitate participatory cross-sector collaborative practices and governance processes required to overcome inequity and enable inclusion of people with disability in all aspects of everyday living.

Dr Villeneuve’s program of research: Collaborating 4 Inclusion, focuses on the integration of allied health services in education and early learning contexts and collaboration with families. She has extensive background in international community development with current projects supporting collaborative actions for inclusive education in Indonesia.

Session Outline:

Collaborating 4 Learning: Educational Decision-making to Impact Quality Inclusion at SchoolIntegrating therapy services at school presents a complex challenge for educators and therapists. Too often, these ad hoc teams perform their individual roles and responsibilities, working in parallel or in liaison with families, without addressing issues that prevent better collaborative working. Educators and therapists regularly contend with everyday influences that challenge their capacity to design and implement personalised learning supports.

These challenges are well documented. We know that developing quality inclusion and learning opportunities for students with disabilities results from optimising joint effort among adults. But how can we achieve this in practice? Working together with families to develop a shared focus for joint effort and sustain interactions provides collaborators with the time and opportunity to develop mutual understanding, foster creativity, and reconfigure knowledge to solve complex social problems such as enabling the rights of all children to be educated in mainstream classrooms.

Michelle Villeneuve

Senior researcher at the Centre for Disability Research and Policy, University of Sydney

13.45 Monday

AU

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Bio

Natalie is a Clinical Associate Professor in the Discipline of Paediatrics and Child Health, University of Sydney and Senior Lecturer (Conjoint) at the School of Psychiatry (UNSW). She is also the Head of Child Development Services; Senior Staff Specialist, Child Development Unit at The Children’s Hospital Westmead.

Natalie has over 20 year’s experience working with children and young adults with special needs, their families and schools. Her research career has focused on autism spectrum disorders, ADHD and Fragile X, but she has numerous journal and book chapter publications in many areas of developmental disorders. She is a strong advocate for collaboration on an individual and organizational level and focuses on making intervention and supports meaningful and evidence based. To this end Natalie is on the executive committee of many leading organizations integral to maximizing the potential of individuals living with a disability including the Agency for Clinical Innovation (ACI).

Natalie Silove

Clinical Associate Professor, University of Sydney

AU

9.30 Tuesday

Session Outline:

Biological heterogeneity: An opportunity or a barrier?In this presentation the basis for biological heterogeneity and the impact it may have on educational interventions and outcomes will be discussed. A case will be made supporting the role of multidisciplinary diagnosis and assessment to inform intervention, for those students who do not respond to ‘intervention as usual’. An example of an excellent evidence based, collaborative model between health and education addressing the needs of rural and remote, primary school students with literacy difficulties will be presented.

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YOU WILL ALSO HEAR FROM:

Bio

Lisa Rodgers is CEO of the Australian Institute of Teaching and School Leadership (AITSL).

Lisa was appointed following an extensive national and international search and succeeds previous CEO, Margery Evans. Her most recent role was Deputy Secretary, Early Learning and Student Achievement with responsibility for raising achievement and improving system effectiveness with school leaders, across education and wider social sector.

Prior to this, Lisa was the Deputy Secretary Evidence, Data and Knowledge. In that role Lisa focused on using research and analysis to identify where effort and resources can best help children, young people and students achieve. Lisa held several other significant posts at the Ministry and has a strong public sector background in strategic policy, research and insights analysis with the Ministry of Justice, the University of Wales and the British Army.

Discussion: Supporting Students Learning with a Disability – Insight from the CEOs of AITSL and ACARA

Lisa Rodgers

CEO of The Australian Institute for Teaching and School Leadership

16.05 Monday

AU

Bio

Robert Randall has been Chief Executive Officer of the Australian Curriculum, Assessment and Reporting Authority (ACARA) since November 2012.

Robert brings significant experience and success in curriculum, assessment and reporting projects to this role. This experience has been gained at both state and national levels and has ranged from program design through to implementation.

He has worked at ACARA since 2009 and was previously Deputy CEO and General Manager, Curriculum, of ACARA. In the lead-up to the establishment of ACARA, Robert was General Manager of the Interim National Curriculum Board.

Robert began his career as a teacher of mathematics in Perth before holding a range of positions within and beyond schools in Western Australia. In 1996 Robert was appointed Director, Curriculum, with the NSW Board of Studies, and in 2001 took up the position of Director of Curriculum K–12 with the NSW Department of Education and Training.

Discussion: Supporting Students Learning with a Disability – Insight from the CEOs of AITSL and ACARA

Robert Randall

CEO of the Australian Curriculum, Assessment and Reporting Authority (ACARA)

16.05 Monday

AU

16

Bio

Georgina has 15 years’ experience in public policy across three jurisdictions, in both central and line agencies and is passionate about translating policy into action and impact for the community.

Prior to her appointment at the Department of Education, Georgina was the Deputy Secretary, Corporate Services and prior to that, Deputy Secretary, Strategic Reform and Policy at the NSW Department of Family and Community Services.

Georgina Harrisson

Deputy Secretary, Educational Services at the NSW Department of Education

8.15 Tuesday

AU

YOU WILL ALSO HEAR FROM:

Bio

Mark Scott AO is the Secretary of the NSW Department of Education and has a distinguished record in public service, education and the media. The department is the largest education system in Australia, operating 2,200 public schools for almost 800,000 students.

Mark’s career began as a teacher in Sydney. He built on his interest in education with senior policy and leadership positions with two NSW education ministers, Terry Metherell and Virginia Chadwick.

Mark held a number of senior editorial roles at Fairfax, including Education Editor of The Sydney Morning Herald and Editor-in-Chief of metropolitan, regional and community newspapers.

From 2006 to 2016, Mark was Managing Director of the ABC, overseeing the creation of new services like iview, News 24, ABC3 and digital radio and the expansion of online and mobile services, such as the ABC News site and podcasting.

He led a shift within the organisation from a process-based culture to one that emphasises the values of respect, integrity, collegiality and innovation.

Mark was named an Officer of the Order of Australia in 2011 for distinguished service to media and communications, and to the community through advisory and governance roles with a range of social justice and educational bodies.

Mark Scott AO

Secretary of the NSW Department of Education

9.15 Monday

AU

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Bio

Aasha is the CEO of the Australian Council for Educational Leaders (ACEL). She is an Indian by birth, a New Zealander by nationality, an Australian by domicile and a world citizen by choice. She has lived and worked in several countries including the USA, Europe, UK, and the Middle East. She has been the Executive in Residence for the Business School in Auckland University and visiting faculty at the Waikato Management School, Waikato University. She lectures on Leadership, Strategic Planning, Strategic Innovation, and Reaching Global Markets. She is an active Council Member on the GLG Research Management Platform and a member of the Stanford’s Who’s Who list of key influencers in Australia.

Aasha has a passion for leadership and developing early career and mature professionals by providing them with exciting learning opportunities through formal education as well as experiential learning. She delivers the suite of ACEL Executive Leadership programs aimed at high-performing school and system leaders. She regularly speaks at conferences and seminars across the Asia-Pacific on topics that include leveraging diversity, challenges of female leadership and leading multi-cultural teams.

Aasha Murthy

ACEL CEO

8.45 Monday

AU

host

Bio

With a professional background in social work, Carolyn worked for 12 years in community education roles for the state government including the NSW Ombudsman and Public Guardian. Carolyn has taught disability studies at TAFE and Western Sydney University and worked for the University of NSW as a research associate on the first evaluation of individualised funding in NSW in 2008.

Since then Carolyn has been supporting people with disability and the sector to prepare for change in her roles as a Living Life My Way Champion, Senior Facilitator at My Choice Matters’ leadership program and as a Client Services Coordinator at Muscular Dystrophy NSW. Now a consultant trainer for a range of clients including the Physical Disability Council of NSW, Carolyn is well known for her peer support, networking and ability to relate to any audience.

Carolyn Campbell

Disability Training and Communications Consultant

AU

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PROGRAM AT A GLANCE

10.45

11.35

9.30

12.25

13.25

14.25

15.10

15.40

16.30

16.45

8.45

10.15

Concurrent Sessions

Concurrent Sessions

Collaboration and Reflection Forums

Summary of Conference ThemeAasha Murthy,CEO ACEL

Summit Close

Afternoon Tea

Lunch

Morning Tea

JUN 20 8.15

Keynote 5: Chriss Walther-Thomas Professor, Special Education and Disability Policy, Virginia Commonwealth University

Keynote 6: Susan Gabel Professor of Teacher Education at Wayne State University in Detroit, Michigan, USA

DAY 2

Keynote 3:Alastair McEwin Disability Discrimination Commissioner

Welcome to Summit & Introduction to Conference ThemeAasha Murthy, CEO ACEL

Welcome to Day 2 Georgina HarrissonDeputy Secretary, Educational Services at the NSW Department of Education.

Concurrent Sessions

Collaboration and Reflection Forums

Afternoon Tea

Day 1 Close

Networking Reception

Lunch

Morning Tea

Welcome to Country & Student Performance

8.45

9.15

11.55

12.45

9.35

10.25

JUN 19 8.30

10.55

13.45

14.45

15.35

16.05

16.50

17.00

Keynote 1:Bree JimenezVisiting Scholar in Special Education, Faculty of Education and Social Work, University of Sydney

DAY 1

Keynote 2:Michelle VilleneuveSenior researcher at the Centre for Disability Research and Policy, University of Sydney

Lived ExperienceKurt FearnleyThree-time Australian Paralympic Gold Medallist

Mark Scott AOSecretary of the NSW Department of Education

Discussion: ACARA and AITSLLisa Rodgers and Rob Randall

Keynote 4: Natalie SiloveClinical Associate Professor, University of Sydney

Register at acel.org.auAustralian Council for Educational Leaders: PO Box 876, Strawberry Hills, NSW 2012

1800 680 559 | F 1800 680 561 | [email protected]

2 n d – 3 r d A U G U S T 2 0 1 7

LEADERSHIP IN THE F IRST 8 YEARSLEADERSHIP IN THE F IRST 8 YEARS

B r i s b a n e C o n v e n t i o n & E x h i b i t i o n C e n t r e

M e r i va l e S t & G l e n e l g S t r e e t

S o u t h B r i s b a n e

DR. MICHAEL MCAFEE

President of PolicyLink

US

MEM FOX

Australian Author

AU

JAMES NOTTINGHAM

Author and Founding Director of Challenging Learning

UK

DEITRE EPPS

Author and Senior Consultant at Clear Impact

US

NATHAN WALLIS

Neuroscience Educator

NZ

2 0 1 7 a c e l E A R LY C H I L D H O O D c o n f e r e n c e

2017

Sydney is iconic for a reason – it’s just beautiful. Start or finish your day on the harbour, one of the world’s most famous; the botanic gardens are good for a meander or to sit and ponder, while adrenaline junkies should enjoy a climb on the Sydney Harbour Bridge. Surrounding the harbour are several popular bars and restaurants, as well as another Sydney icon, the Sydney Opera House, just as beautiful inside as it is outside.

Sydney is the largest and most populated city in Australia and is the state capital of New South Wales. Sydney has a population of over 4.5 million and is also the sixth largest city in the Southern Hemisphere.

HOST CITY: SYDNEY

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SITE MAP

LEVEL 1

GROUND LEVEL

SMC Conference & Function Centre66 Goulburn StreetSydney NSW

CORINTHIANROOM

COMPOSITEROOM

TUSCANROOM

DORIC ROOM

IONIC ROOM

ENTRANCE FOYER

CAFE

STORE

LIFT LIFT LIFT LIFT

BANQUET HALL

LEVEL 1 FOYERGRAND LODGE

GRAND LODGE GALLERY

GROUND FLOOR LEVEL 1 LEVEL 3 LEVEL 4 LEVEL 5

RAWSONROOMREMINGTON

ROOM

CARRUTHERSROOM

NORTHCOTTROOM

STONEHAVENROOM

BOARDROOM

CARRINGTONROOM

DOR

COR

ION

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concurrent session TIMETABLE

Day One 11.55 - 12.45

Ionic RoomTreacy Devlin, Jim Callow & Wendy English

Supporting School Age Children and Young People and Their Families Through the NDIS – Leading the Way

Doric Room Sarah Humphreys & Janice Atkin

UDL - Owning the Outcomes from Curriculum Design to Classroom Practice

Corinthian Room Ian Copland

Does Good Differentiation Negate the Need To Individualise?


Please note: See page 21 for room locations and room key.

*Session times are subject to change

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Day Two 11.35 - 12.25 Day Two 13.25 - 14.15

Ionic RoomMandy Donley

The Role of the Principal Practice Leader Education, Victoria

Ionic RoomTabatha Kellett & Rowena Van Ballegooyen

Life Transitions for Students with Disability

Doric Room Megan Retallick & Aisling O’Hora

New Pedagogies for Deep Learning at Warringa Park School

Doric Room Sasikala Sivakumar & Cameron Wright

Wellbeing: The Modbury Special School Holistic Experience

Corinthian Room Kari Sutton

Put on Your Oxygen Masks

Corinthian Room Rebecca Wheatley

Students with Disabilities Accessing Assessment: SWESN Adjustment to Assessment Tool

2017

concurrent sessionsDAY 1 11.55 - 12:45

ION

NSW

Treacy Devlin

Co-Presenters:Jim Callow & Wendy English

NDIS and NSW DET

Supporting School Age Children and Young People and Their Families Through the NDIS – Leading the Way

School leaders play a pivotal role in building effective relationships between families, students and the school, including students with disability. The NDIS provides families with choice and control over the specialist disability supports that are needed to support their child. The session will extend the knowledge and understanding of school leaders about the NDIS with insights gained through the rollout in New South Wales. The session will focus on how the NDIA and schools and education systems are working together to support children and their families to achieve optimal outcomes through their planning requirements and processes. Presentations from St Vincent de Paul and the National Disability Insurance Agency will focus on the ways in which they support families of children and young people with disability. Presentations will consider how those organisations can interact with schools to inform planning for children and young people. Department of Education staff will then share experiences of working with schools and education staff more generally to build the professional capacity of teachers and support staff to assist families who are going through this process.

COR

ACT

Mr Ian Copland

The Woden School

Does Good Differentiation Negate the Need to Individualise?

If teaching and learning is based on an evidenced based curriculum and teachers effectively differentiate and personalise their class programs then what is the place for Individual Education Plans (IEPs) in today’s classrooms?IEPs (or ILPs) have been the cornerstone of educational provision for students with disabilities for many, many years. Some countries mandate them by law. This presentation will question the efficacy of IEPs in light of recent developments in curriculum and pedagogy. In particular it will examine the impact of the increasing skills that educators have in differentiating curriculum and teaching on the need to individualise programs. The introduction of the Australian Curriculum (AC) has been a significant driver of new thinking in this area. Using the example of the implementation of the AC into special school participants will learn how decisions are made on what to and how to teach based on a researched based education perspective.

DOR

NSW

Ms Sarah Humphreys

Co-Presenter:Ms Janice Atkin

Education Consultant

UDL - Owning the Outcomes from Curriculum Design to Classroom Practice

Using the principles of Universal Design for Learning (UDL) we plan to engage participants in a discussion of how the Australian Curriculum (AC) was developed for all students and supports teachers to develop and deliver rigorous and meaningful programs with high expectations for all.This workshop will explore the development of the AC Health and Physical Education as a flexible and inclusive curriculum for all students that is underpinned by a strengths-based approach to learning.Through practical activities we will critically examine the evidence base in relation to physical activity participation and disability and challenge some of the assumptions made about how students with disability can participate in PE lessons.Participants will be guided through a structured, collaborative process to illustrate how student data and the UDL framework can be used to create relevant, engaging and inclusive learning programs that achieve quality outcomes for all students.Participants will be encouraged to reflect on the current practises in their schools for identifying student needs and providing support and to reflect on how the knowledge learned from this workshop can be used to inspire change.

25

DAY

2

11.3

5 - 1

2:25

Ms Megan Retallick

Co-Presenter:Ms Aisling O’Hora

Warringa Park School

New Pedagogies for Deep Learning at Warringa Park School

Since 2015 Warringa Park School has been a member of the New Pedagogies for Deep Learning (NPDL) Global Initiative. NPDL provide tools and evidence based strategies for educators to plan, implement and measure authentic deep learning experiences. In partnership with NPDL and iEarn Global Collaboration Centre, students at Warringa Park actively participate in global collaborations which are designed to respond to the prompt “How will this project improve the quality of life on this planet?” Global collaborations create a learning environment that teaches our students that they can make a difference in our world. Explicit instruction in the skills of communication, character and collaboration are critical in order for our students to be able to identify, enact, practice and self-reflect on these skills. The Gradual Release of Responsibility Model informs instruction so students can truly have agency over their learning. We will explore examples of and provide tools and resources to:• Work in a digitally collaborative

learning environment• Build character and resilience• Effective communication • Student testimonials, work samples,

and global projects• Tools to measure student learning

outcomes in the 21st Century, and skills, knowledge, attitude and values

ION

VIC

Ms Mandy Donley

Department of Education and Training Victoria

The Role of the Principal Practice Leader Education, Victoria

As part of the Special Needs Plan for Victorian Schools, the Principal Practice Leader (Education) reporting to the Senior Practitioner (Disability) was appointed to work exclusively with the Department of Education and Training. Recognising young people with disabilities and behaviours of concern may be subject to restrictive practices in all settings, including schools; this presentation describes the historical and political influences on the development of new policy regarding the oversight of restrictive interventions in schools through a collaborative process across service sectors which promoted human rights and contemporary practice.Legislation, the challenge of consistent policy operationalisation and concerns raised by stakeholders, public authorities and research contributed to the development of a collaborative relationship across government departments. This provided the foundation for school policy change and highlighted contextual dissimilarities and commonalities to inform policy implementation.While broad human rights legislation exists, their application is complex there are barriers to practical application, regulatory differences, cultural variances and service delivery models. Exploration of the barriers and facilitators of policy change are necessary for productive regulations of restrictive interventions. How does this apply to your work?

COR

QLD

Ms Kari Sutton

State Schools Queensland

Put on Your Oxygen Masks

If educational leaders are to build a culture of inclusion and contribute to the wellbeing of all learners, they first must identify strategies and tools they can use to increase their self-awareness and enhance their resilience and well-being.It has been recognised that staff who participate in self-awareness and renewal activities are more likely to engage in reflective practice, viewing themselves both as learners and leaders.This session emphasises the importance of educational leaders “putting on their oxygen masks first”. Participants will learn how to take care of themselves and increase their wellbeing and resilience, so that they can better foster wellbeing within their ‘spheres of influence’.Participants will walk away with a range of fun, practical tools and strategies, as well as easily obtainable resources that will enable them to maintain their own psychological health and wellbeing as well as enhance the wellbeing of members within their educational community.

DOR

VIC

26

concurrent sessions

ION

ACT

Mrs Tabatha Kellett

Co-Presenter:Mrs Rowena Van Ballegooyen

The Woden School

Life Transitions for Students with Disability

The ACT has piloted the NDIS and School Leaver Employment Scheme (SLES) over the past two years. The NDIS has presented a wider range of individual pathways post-school. However, the complexity this presents for school, families and the community requires an on-going process of planning, consultation and communication. At The Woden School 7-12 Special School our Post-School Life Transition Program works closely with the NDIS to engage families, carers, service providers and external stakeholders to facilitate this transition.Identifying the strengths and interests of individual students is an integral part of the educative process. This needs to be considered within the context of the family/carer environment. The NDIS rollout has made navigating this transition increasingly more complex. The role of the Post-School Transition Team matches student and family/carer vision with an available program throughout years 11 and 12 to ensure this time is a young adult’s life is full of possibilities and potential. This presentation will showcase the experiences of teachers, families, students and providers in the ACT over the past two years with practical solutions on how to embrace the opportunities the NDIS provides.

COR

WA

Ms Rebecca Wheatley

Newton Moore Education Support Centre

Students with Disabilities Accessing Assessment: SWESN Adjustment to Assessment Tool

The individualised nature of students with disabilities and specialised education makes the assessment of students’ knowledge, skills, and abilities challenging. National and international research suggests that making adjustment to assessments for students with disabilities and imputed disabilities to be contentious, limited and inconsistent. The variance of individualisation based on the students need for instruction can interact with aspects of assessment and accountability; therefore, impacting the accuracy of the outcome assessment data.Using a universal design for learning against the National Collection of Consistent Data a tool was created to monitor the individualize adjustment using moderated guides to provide educator’s consistency in pre and post assessments ensuring validity of result. Evidence suggests the effectiveness of providing a universal design theory for assessment against the standardised designs of assessments allows for student to access and to demonstrate learning in a comparable method to those students’ meeting a similar achievement standard.

DOR

SA

Dr Sasikala Sivakumar

Co-Presenter:Mr Cameron Wright

Modbury Special School

Wellbeing: The Modbury Special School Holistic Experience

Special Education is complex and diverse, requiring unique teacher qualities to enhance student’s learning and leverage social skills. Central to learning and development is the individual, supported by quality educational programs fostering equitable and effective resourcing, led by research-informed professional practice.Modbury Special School (MSS) recognises that each child has individual needs, abilities and strengths. The learning environment and curriculum are personalised to suit each child. Individualised planning incorporates sensory regulation, communication strategies and curriculum differentiation. A necessary component of the school ethos is student wellbeing. Wellbeing has sustained state of positive emotions, attitude, resilience and relationships in and out of school. Wellbeing is central to MSS, and is focused on providing a nexus between students, their families, teacher professional learning, and quality inputs and extensions from the community and into society.This paper presents the various facets of Wellbeing at MSS, illustrated by exemplars and voices from our community and leadership team. The successful integration of Wellbeing at our school reiterates Shulman’s (2004) argument that classroom “is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity even invented.” The MSS Holistic Experience provides evidence addressing some of these challenges!

DAY 2 13.25 - 14:15

28

sponsor & Exhibitor abstracts

Speech Pathology Australia (the Association) is the national peak body for the speech pathology profession in Australia. Speech pathologists are university trained allied health professionals with expertise in the

assessment and treatment of communication and/or swallowing difficulties.

www.speechpathologyaustralia.org.au

At Autism Spectrum Australia (Aspect), we understand that when it comes to autism, there is no “one size fits all” approach. We celebrate the differences, and value the individual strengths and interests of the people we work with.With over 50 years’ experience, our team of professionals work together to support individuals, parents, carers and families.From diagnosis and assessments, early intervention and therapies, to specialised

schooling, social groups and employment mentoring; we provide advice and support throughout the life stages, from the early years to adulthood.Everything we do is informed by research and evidence, ensuring we offer the best services and supports.Aspect is a registered NDIS service provider.21

www.autismspectrum.org.au

Autism Spectrum Australia (Aspect)

The 2017 ACEL Book Catalogue features over 230 new titles specifically selected to address the unique needs of educational leaders from leading Australian and international authors, researchers, thinkers, educators, parents, school administrators and other professionals in education and allied fields. The ACEL Bookshop contains over 1500 titles with new resources added regularly.

Titles are broken down into 13 categories which includes Assessment & Evaluation, Coaching & Psychology, Curriculum, Early Childhood, Educational Research, Gifted Education, Leadership & Management, Learning Support & Intervention, Teaching & Pedagogy, Technology, Tertiary Education and two newly added themes are Brain Development and School Improvement. Titles cover all the latest research so that you are always equipped with up-to-date information and techniques for daily teaching and management.

Visit acel.org.au for the new catalogue >>

[email protected] 1800 680 559

Australian Council for Educational Leaders

2017

BOOKCATALOGUE

SPEAKER BIOBen Walden is an international speaker and workshop leader in the realm of education. He has been a keynote speaker at many conferences across the globe. Ben works with many schools, looking at themes of leadership and inspiring communication with both staff and, especially, students.

In the 1990s he played several leading roles in London’s West End theatre and as a member of the inaugural company at the new Shakespeare’s Globe. He has also spoken on leadership and the arts at many business conferences, including at both Harvard and Columbia Business Schools.

BEN WALDEN

ben walden

Australian Council for Educational Leaders PO Box 876, Strawberry Hills, NSW 2012 | [email protected] | Phone: 1800 680 559

LOCATION & DATES

WORKSHOP FOCUS

Henry V – Inspirational Leadership is a course that has received major acclaim with conferences and schools around the world, including at the ACEL conference in Melbourne 2016. It uses Shakespeare’s play to look at major educational leadership themes at every level of school life.

The use of narrative structure is designed to make the learning highly engaging and memorable to all participants. However, no previous knowledge of the play is necessary and while it is interactive, the day contains no acting or role play.

It will tackle head on some of the key themes any school or classroom leader will face in trying to be a real force for lasting inspiration in their learning community.

STANDARDSThis workshop is teacher identified professional learning.

Australian Professional Standards for Teachers: Standards 3.3 and 6.2 – Proficient Level

Australian Professional Standard for Principals: Professional Practices - Developing Self and Others

Sydney - 14th Aug Rydges World Square

Canberra - 16th Aug Canberra Girls Grammar School

Launceston - 28th Aug Hotel Grand Chancellor Launceston

Melbourne - 25th Aug Rydges on Swanston

Brisbane - 30th Aug Rydges Southbank

Adelaide - 18th Aug Hilton Adelaide

Perth - 21st Aug Fraser Suites

Darwin - 23rd Aug DoubleTree by Hilton Esplanade Darwin

NSW

TAS VIC

QLD

ACT

SA

WA

NT

Register at acel.org.au

Weekly management strategies for the classroom

Weekly management strategies for school leadership

Monthly wisdom for successful school leadership and management

Monthly updates on classroom curriculum and school-management technology

Monthly tips and ideas on learning in the early years

Australian Council for Educational Leaders | PO Box 876, Strawberry Hills, NSW 2012 www.acel.org.au | [email protected] | Phone: 1800 680 559 | Fax: 1800 680 561

$65

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$55

$65

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Our e-Publications are tailored to keep educational leaders abreast of the latest trends, techniques and technologies throughout all of 2017. The content included in each of the five e-Publications is concise, providing you with easily-digestible advice that you can apply to optimize your leading, managing and/or teaching journey.

Subscribe today and gain access to current, relevant and thought-provoking content delivered regularly to your inbox.

PUBLICATIONS 2017

A weekly fix of practical and effective strategies for the busy teacher’s immediate use. Spanning the breadth of teaching dilemmas from classroom management to how to write and assess for maximum impact. This feed of ready-to-go techniques will inject inspiration and fun into the modern classroom.

For those emerging school leaders who are dedicated in fostering excellence in their organisation, this weekly feed contains a wide range of management tools to keep the cohesion in your community. Vital management solutions and a step-by-step guide will assist passionate school leaders like you to inspire and maintain innovation for the future.

For school principals, members of the school executive committee and school leaders, this monthly feed uses anecdotes, hints and humour to highlight techniques for effective information transmission to your audience. To accommodate for the busy schedules of those in the executive roles, e-Shortcuts arrive in bite-size monthly chunks.

This e-Publication gives school leaders, classroom teachers and IT managers a hands-on guide on how technologies are being implemented to optimise student learning and achievement. These articles are stimulating, provocative and challenging and will deal with topics that effect the day-to-day learning of students and the functioning of schools.

e-Early Learning provides teachers, educators and leaders in Early Learning with hands-on ideas and practical tips. Researched and written for ACEL by an acknowledged expert in the field, each issue will engage, stimulate and motivate readers to reflect on what they can do and how they can best support children aged 0-7 years to learn and develop.

Topics include:• NAPLAN data understanding and analysis• Behaviour management • Student engagement• Goal setting for teachers• Dealing with Aspergers, Dyslexia, etc

Topics include:• Staff induction• Succession planning• Appraisal & recognition• Difficult employees• Leadership styles• School Governance

Topics include:• Business Continuity Planning• Legal issues• Succession planning• Parent relationships• Marketing your school

Topics include:• Latest Research & Developments• Social Media• Leading & managing technology in a

school• Legal issues

Topics include:• Making observational documentation a

collaborative activity• Respectfully challenging and giving feedback• Maintaining momentum with new practices• Even richer conversations with children

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strategies for the classroom• 40 issues per year• 1 Year Subscription

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leadership• 40 issues per year• 1 Year Subscription

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Register at acel.org.auAustralian Council for Educational Leaders: PO Box 876, Strawberry Hills, NSW 2012

1800 680 559 | F 1800 680 561 | [email protected]

Early bird Pricing Until 30th June 2017

DAVID HOPKINS MARIAM ISSABEN WALDENKIRSTI LONKA

DAVID MARQUET RUSSELL QUAGLIATANIA MAJORPASI SAHLBERGBARBARA BLACKBURN

owning the outcomes - acel

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