Au.corwin.com November 16 - 17, 2020
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November 16 – 17, 2020 au.corwin.com
TABLE OF CONTENTS
A Message from Chris Devling 1
Schedule at a Glance 2
Pre-Conference Tasters 4
Keynote Sessions 5
Authors in Action 8
Insights into Implementation 9
Living Books 14
Extend learning into your school 19
Professional Learning with Corwin 20
Booktopia-Corwin Discounts 24
Notes 26
#CPLC2020
A Message
FROM CHRIS DEVLING
Welcome to the 2020 Corwin Professional Learning Conference.
It is my great pleasure to welcome you to the this year’s installment of the CPLC. Once again
it promises to be a valuable opportunity to connect with and hear from experts, leaders and
teachers from around the country and across the world. In a disrupted and unusual year we
are thrilled to be able to bring you three days of learning and collaboration with some of the
most renowned thought leaders and practitioners in the field. Our intention during this
conference is to provide opportunities for you to think about and refine the impact you have
every day on every student in your classroom, your school and your community.
Over the course of this three-day event, each of you will take a deep dive into sessions and
implementation approaches that are designed to develop students toward becoming their
own teachers. Topics will include collective expertise, visible learning, school-led-change,
student dialogue, leadership, collective teacher efficacy, examining our impact and the ‘new
grammar of schooling’ in each of which the key goal is to have student learning front and
centre.
The expertise and experience of our speaker line-up will provide an invaluable resource as
you further your own journey into this exciting work. From Australian icons to globally
renowned names as well as practitioners who live and breathe education every day, there
will be a chance to hear from a wide range of perspectives. These sessions will provide you
with practical new take-aways and strategies focused on moving learning forward within your
own school communities. Excitingly, every session will be recorded and available for you to
access for up to a month after the conference concludes, so you won’t miss a single session.
Our hope is that over the course of this conference, you will have your thinking challenged,
your imagination stirred and your sense of mission bolstered by the ideas and stories you
hear. Take time in this virtual space to connect and collaborate with others and celebrate
moving learning forward. As we collectively prepare for school-year 2021, let’s take some
time together to consider the role we will each play in improving education, not by chance,
but by design.
Sincerely,
Chris Devling, Managing Director
Corwin, Australia 1
Schedule at a Glance
Sunday, November 15, 2020
TIME (AEDT) SESSION
10:00 AM – 11:30 AM Pre-Conference Tasters - Round 1
10:00 AM – 11:30 AM A taste of… Visible Learning for Literacy
10:00 AM – 11:30 AM A taste of… Visible Learning+
10:00 AM – 11:30 AM A taste of… Visible Learning for Mathematics
3:00 PM – 4:30 PM Pre-Conference Tasters - Round 2
3:00 PM – 4:30 PM A taste of… Visible Learning for Literacy
3:00 PM – 4:30 PM A taste of… Visible Learning+
3:00 PM – 4:30 PM A taste of… Visible Learning for Mathematics
Monday, November 16, 2020
TIME (AEDT) SESSION
8:30 AM – 9:00 AM Tune into our CPLC2020 DJ
9:00 AM – 9:15 AM Conference Welcome & Acknowledgement of Country
9:15 AM – 10:45 AM Keynote: Douglas Fisher
10:45 AM – 11:15 AM Break - Tune into our CPLC2020 DJ
11:15 AM – 12:15 PM Keynote: Viviane Robinsion
12:15 PM – 1:15 PM Lunch - Tune into our CPLC2020 DJ
12:30 PM – 12:50 PM Living Books: Concurrent Sessions
At 12:30 PM you are invited to join a Living Book to
connect with other educators and hear their stories
about how they moved learning forward through
effective implementation strategies.
1:15 PM – 2:30 PM Insights into Implementation: Concurrent Sessions
2:30 PM – 3:30 PM Keynote: Pasi Sahlberg
3:30 PM – 3:40 PM Afternoon Break
3:40 PM – 4:40 PM Keynote: John Hattie
4:40 PM – 5:15 PM Happy Hour
2
Schedule at a Glance
Tuesday, November 17, 2020
TIME (AEDT) SESSION
8:30 AM – 9:00 AM Tune into our CPLC2020 DJ
9:00 AM – 9:15 AM Conference Recap and Move Forward
9:15 AM – 10:30 AM Authors in Action: Concurrent Sessions
10:30 AM – 11:00 AM Break - Tune into our CPLC2020 DJ
11:00 AM – 12:30 PM Insights into Implementation Sessions - Round 1
11:00 AM – 12:30 PM Insights into Implementation: Concurrent Sessions
12:30 PM – 1:30 PM Lunch - Tune into our CPLC2020 DJ
1 2: 40 PM – 1:00 PM Living Books: Concurrent Sessions
At 12:40 PM you are invited to join a Living Book to
connect with other educators and hear their stories
about how they moved learning forward through
effective implementation strategies.
1:30 PM – 3:00 PM Insights into Implementation Sessions - Round 2
1:30 PM – 3:00 PM Insights into Implementation: Concurrent Sessions
3:00 PM – 3:10 PM Afternoon Break
3:10 PM – 4:30 PM Keynote: James Nottingham
4:30 PM – 4:45 PM Conference Closing
NESA endorsed PD at CPLC 2020
Corwin is endorsed to provide NSW Education Standards Authority (NESA) Registered Professional Development for
teachers accredited at Proficient Teacher in NSW.
Successfully completing any of the CPLC 2020 sessions listed below will contribute the indicated hours and minutes of
NESA Registered PD addressing the listed Standard Descriptors from the Australian Professional Standards for Teachers
towards maintaining Proficient Teacher Accreditation in NSW.
Participation Requirements for CPLC 2020
In order to be eligible to receive the NESA Registered PD hours and have these recorded with NESA, delegates must
participate in the whole duration of each conference session. Participation will be tracked in the CPLC platform, and
participants will be required to provide their NESA number in a survey at the end of each session to demonstrate their
participation. Failure to complete this survey in each session will result in Corwin being unable to register those
professional learning hours with NESA. Corwin will validate attendance at each conference session, as shown by the
participants completed survey, in eTAMS within 30 days of the session date.
3
Endorsed sessions are listed below and you can – view the full program details here.
Pre-Conference Tasters have been created to inform,
Pre-Conference challenge and inspire you as well as equip you with ideas,
tools and strategies to embed in your practice.
Tasters
We are offering optional, complimentary Pre-Conference
Tasters on Sunday November 15 for CPLC2020 registered
participants. These will be offered at times that allow you
to attend one or more.
The purpose of these Tasters is for you to experience a
Already registered for the conference and want to ‘taste’ of Corwin’s professional learning by participating in a
register for the tasters? Log back into your account
90 minute session with one of our Professional Learning
using your email and confirmation number and
click 'modify registration' and click 'conference Consultants.
registration'. From there, choose your session. • Concurrent Sessions
• All sessions are recorded
• Registration for sessions required
Pre-Conference Tasters
A taste of… Visible Learning for Literacy
Do you know what strategies work best at the surface, deep and transfer phases of
learning? Sample high impact literacy strategies that, when implemented at the right
time during the learning process, can maximise student learning.
Speaker: Sam Rodgers | Professional Learning Consultant, Corwin
Sunday 15 November
• Session 1: 10:00am - 11:30pm AEDT
• Session 2: 3:00pm - 4:30pm AEDT
A taste of… Visible Learning+
To what extent do you make learning visible to your learners? Sample the key
messages of the Visible Learning research and consider the practices that best
support 'teachers to see learning through the eyes of their students, and students
who see themselves as their own teachers.'
Speaker: Vania Tiatto | Director of Professional Learning, Corwin
Sunday 15 November
• Session 1: 10:00am - 11:30pm AEDT
• Session 2: 3:00pm - 4:30pm AEDT
A taste of… Visible Learning for Mathematics
How do you make decisions in mathematics about what learning strategy to implement
when? Sample a selection of key mathematics strategies and consider when these are
best leveraged to maximise impact on EVERY student’s progress.
Speaker: Lyn Coote | Professional Learning Leader, Corwin
Sunday 15 November
• Session 1: 10:00am - 11:30pm AEDT
• Session 2: 3:00pm - 4:30pm AEDT 4
Keynote Sessions
Keynote Speakers' topics support deep implementation of
key ideas and, teacher and leader practices that are essential
for student learning and progress.
Join our internationally renowned keynotes speakers to be
inspired and challenged to move learning forward.
• All sessions are recorded
Keynote Sessions
Moving learning forward: From schools as a path to the
future to the future being in schools now
Speaker: John Hattie
Right now, we have the chance to move learning forward by learning from the
unplanned experiment of virtual learning and integrating the positives into 2021 and
beyond. The forced change of the Old Grammar of Schooling is a unique opportunity
to bring back better into a New Grammar of Schooling.
Yes, teaching in-class is so much richer, creates more possibilities, and seeing in the
eyes of the students is much easier. So what is the learning from the situation when
they are not always in front of us, where we have had to speed up the gradual release
of responsibility, and see some students who do not prosper in class flourish online,
and some in class flounder.
Now is the time to harness these insights, adopt a New Grammar of schooling – and
take the opportunity to consider how the messages from Visible Learning can be
implemented at a faster and deeper way into our schools.
Moving learning forward: From individual to collective
expertise
Speaker: Douglas Fisher
Keeping student learning at the forefront of professional learning communities (PLCs)
requires that we also recognise the vital role that teachers and leaders play in the
equation of teaching and learning. This means that PLCs must take on two additional
challenges: maximising individual expertise, while harnessing the power of
collaborative expertise that can be developed with peers. It is critical that we go
beyond the examination of student learning and examine teacher learning as well.
Building upon prevailing PLC methodology, the session is designed to consider ways
of refreshing current collaborative structures and support teachers’ decision making in
the context of individual and collective efficacy, expectations, equity, and the
activation of own learning.
5
Keynote Sessions
Moving learning forward: Reducing change to increase
improvement
Speaker: Viviane Robinson
Why is it that the change efforts of leaders and teachers too often do not deliver the
intended improvement? In this presentation I discuss and illustrate ways that leaders at
all levels of the system can increase the probability that their change efforts will result in
improved teaching and learning. First, I discuss why it is so important to challenge the
assumption that change and innovation are necessarily desirable. Second, I contrast
what I call the bypass and the engage approach to leading change. In the bypass
approach leaders jump from identifying a problem to suggesting or requesting
strategies for solving it. This is the typical approach to change used by busy educational
leaders and usually does not result in improvement because the solutions do not
address the reasons why the problem persists. In the contrasting engage approach, the
leader collaboratively inquires into and tests the likely causes of the problem, before
coming up with possible solutions.
This presentation will enable you to:
• make a clear distinction between change and improvement
• reflect on the extent to which you lead improvement through the bypass or
engage approach.
• learn some engage strategies so you can undertake change in a way that is likely
to lead to improvement that is embedded and sustained.
• increase the chance that you will build trust with those who are initially reluctant to
seek improvement
Moving learning forward: From policy-driven reforms to
school-led change
Speaker: Pasi Sahlberg
Most education system leaders and school principals are now thinking about what
the future after the pandemic will look like. Schools that feature professionalism and
flexibility and those who regularly engage in creative problem solving seem to find
better ways to navigate through uncertainty than others. Most likely what is ahead for
schools and entire systems can be best described as austerity, downsizing and
alignment to new economic realities.
In this presentation I argue that in the future we should learn to rely less on policy-
driven education reforms and more on successful ideas that have worked in various
cultural settings and powerful networks that are spreading them without the mandate
of the authorities.
This will include practical ideas for schools and evidence-inspired suggestions to
change the policies to lead the change in post-pandemic for more engaged and
authentic learning.
6
Keynote Sessions
Moving learning forward: Through student dialogue
Speaker: James Nottingham
Language is the foundation of learning but too often, interactions– whether online or in
classrooms - are dominated by teacher talk. Indeed, Gad Yair found that teachers talk
70-80% of lesson time; that the amount they talk increases as the year level rises and
the numbers of students in each class decrease! (Yair, 2000)
At its best, high-quality dialogue creates interaction and engagement with learning,
providing opportunities for students to move from surface-level knowledge to deeper
understanding. In the one meta-analysis that looks into classroom talk, the findings
from 42 studies showed that classroom talk leads to significant improvements in text
comprehension, and moderate improvements in students’ inferential comprehension,
critical thinking and reasoning. (Murphy, Wilkinson, Soter & Hennessey, 2009).
In his keynote, James Nottingham will cover:
• How best to use dialogue to engage and motivate learners online as well as in
the classroom
• The differences in quality and impact between cumulative, disputational, and
exploratory talk
• The conditions necessary for exploratory talk to flourish in every classroom
• Strategies for making lessons more active, meaningful, challenging and
collaborative through better use of dialogue
7
Authors in
To move learning forward requires action. Our Authors in Action
are educators who will provide stories, research, practices and
insights which will both inspire and challenge you to take
Action
actions that move learning forward.
Each author, through their work with educators in Australia and
internationally, comes with a wealth of knowledge and range of
experiences in ways of moving learning forward.
Already registered for the conference and want to During this session you will have the option to connect with one
register for Authors in Action sessions?
of our Authors in Action for a 75 minute interactive experience.
Log back into your account using your email and
confirmation number and click 'modify registration' • Concurrent Sessions
and click 'conference registration'. From there, • All sessions are recorded
choose your session. • Registration for sessions required
Authors in Action
Moving learning forward through a model of interdependent
leadership
Speaker: Pam Ryan
We know that school leadership matters, but many of us also know that not all leadership
results in the best outcomes for students or the most harmonious of school cultures.
However, by recognising that leadership operates in complex and interdependent ways,
we can understand where and how to intervene and so create and sustain healthy and
high-functioning schools. The purpose of the presentation will be to share recent research
and a model that facilitates that understanding. In the session we’ll be exploring moving
learning forward through shared and deeply interconnected leadership.
Moving learning forward by implementing what works best
Speaker: John Almarode
Knowing what works best is only part of the story. Implementation is a critical part of
maximising and accelerating the impact educators have on students’ learning. The
process of implementation involves turning good ideas into high-impact learning
experiences that propel student learning.
The process of implementation involves turning good ideas into high-impact learning
experiences that propel student learning by:
• knowing where our learners are in their learning journey
• knowing what works best in teaching and learning, and
• evaluating our impact on student learning.
This highly-engaging and interactive presentation looks at the essential components of
successful implementation to ensure we engage in great teaching, not by chance, but by
design.
Moving learning forward by fostering Collective Teacher
Efficacy
Speaker: Jenni Donohoo
Collective efficacy is about the overwhelming power that school teams have to impact
change when they join together to solve problems. Collective teacher efficacy results in
the confidence, resiliency, and persistence needed to overcome inequities and
challenges. At a time when efficacy beliefs may be waning, it’s important to consider the
role of collective efficacy in relation to building educator’s capacity to confront and adapt
to the consequences of COVID-19. It’s ever so important to capitalise on the sources of 8
efficacy so that we can shape learning environments in which everyone shares the belief
that individually and collectively they have the capability to impact positive change.Insights into
Join us for Insights into Implementation Sessions.
Informed by Research and Powered by Educators.
Implementation
These sessions focus on celebrating the ways educators use
research to move learning forward. These interactive sessions
are a balance of the why, how and what of implementation and
are rich in practical examples and experiences of school
leaders, teachers and learners.
Already registered for the conference and want Please register for the sessions you would like to attend.
to register for Insights into Implementation
sessions? Monday 16 November
Log back into your account using your email and
Five concurrent sessions: 1:15pm - 2:30pm AEDT
confirmation number and click 'modify
registration' and click 'conference registration'.
From there, choose your session. Tuesday 17 November
• Concurrent Sessions Five concurrent sessions: 11:00am - 12:30pm AEDT and then
• All sessions are recorded REPEATED at 1:40pm - 3:10pm
• Registration for sessions required
Insights into Implementation - Monday, Nov 16
Moving learning forward by listening for impact
Listening to your students: evidence to inform decisions
Speaker: Shane Crawford | St Bernards School, VIC
How do you know what your impact is on student learning? How do you evaluate your
impact on student progress regularly and systematically? How do they know you are
actively listening?
This session aims to amplify the importance of listening to our students as sources of
evidence about our impact. During this session you will hear students talk about their
experiences as Visible Learners throughout their five year journey. Practical evidence
gathering tools that support the collection of student voice about learning, and ways to
analyse and take action as a result, will be shared.
Moving learning forward with learning dispositions
The WILL to learn: developing learning dispositions
Speaker: Ben Walsh | Bankstown Public School, NSW
Learning dispositions are habits of mind or tendencies to behave in a certain way and
can include perseverance and reflection. What learning dispositions do your learners
bring to their learning? How do you know? During this session you will look at ways to
deliberately develop and strengthen shared learning dispositions to move learning
forward.
You will leave this session with an insight into the research connected to learning
dispositions. Tools for determining current learning dispositions of your learner, and
ways to develop a shared language of learning across your school, will also be a key
takeaway.
6 9Insights into Implementation
Moving learning forward by developing assessment capability
Letting our learners in on the secret: Developing Assessment
Capability
Speaker: Jenny Sesta | Professional Learning Consultant, Corwin
Learners who are unaware of their learning goals, how to be successful and their next
steps have not been let into the secret of learning. To what extent can your learners
answer the following three questions in their learning… Where am I going? How am I
doing? Where to next? Students’ capacity to answer these questions is identified in
John Hattie's Visible Learning research as having a powerful impact on their progress
and achievement and is a central characteristic of assessment capability. The ability to
answer these questions is to be in on the secret.
During this session you will experience powerful strategies for developing student
assessment capability including co-constructing success criteria with learners to support
goal setting and making conversations about learning and progress a natural part of
everyday practice.
You will leave this session with highly transferable and practical ideas and strategies to
support the development of your students’ assessment capability.
Moving learning forward with leaders as evaluators
Leaders as Evaluators: Through a microscope and a wide-angle lens
Speakers: Rebecca Clements & Katherine Baird | Immanuel Primary
School, SA
Leaders as Evaluators know their impact. They evaluate the impact that they and
teachers are having on student learning on an ongoing, regular basis, and have the
mindframes to constantly question what needs to be improved and what evidence is
needed. What systems and processes do you have in place to understand your impact
and move learning forward? Are you looking through a microscope and/or a wide angle
lens?
You will leave this session with an understanding of the literature related to mindframes
that leaders need to adopt to move learning forward and know their impact.
Participants will leave with practical examples, insights and strategies to reflect on and to
use in their own practice.
Moving learning forward with learner feedback
Learner Feedback - Are you hearing it?
Speaker: David Whitehead | Professional Learning Consultant, Corwin
How do you regularly seek feedback from your learners? Is it clear to them how you act
on it?
Feedback is more powerful when it is sought by the teacher about their teaching than by
the students about their learning. This session will provide opportunities to consider your
current feedback culture and strategies to support seeking and receiving student
feedback. It is not only how you are actively seeking and receiving it, but how you are
visibly acting on it.
10
You will leave this session with strategies for student to teacher feedback that moves
learning forward and an insight into John Hattie's Visible Learning research.Insights into Implementation - Tuesday, Nov 17
Moving learning forward with quality implementation
Quality Implementation
Speakers:
• Vania Tiatto | Director of Professional Learning Corwin
• Joanne Doherty | St Bernard’s School, VIC
• Peter Roberts | Quirindi High School, NSW
• Catherine Kimmorley | Toowoomba Catholic Schools, QLD
How do you SCALE up, SUSTAIN and stay SANE when implementing improvement
initiatives?
Outcomes of improvement efforts can be affected by a range of factors and influences.
This has been no less apparent in recent times with changes to how we have known
teaching and learning. Scaling up excellence, sustaining improvement and staying sane
throughout the process of implementation are all core when considering our roles as
educators involved in an improvement initiative.
Join this session and consider what quality implementation entails through the lens of
Visible Learning+. Visible Learning+ is a model of professional learning that takes the
theory of John Hattie’s research and puts it into a practical model of inquiry. Find out how
a teacher, a principal and a system leader have not only successfully shifted to new
paradigms of thinking, doing and being but ultimately improved student learning in their
contexts. The educators will share examples of specific implementation approaches and
describe the key elements of their success; addressing what worked and did not work for
them and what learnings that have emerged as a result.
You will leave this session with practical examples of quality implementation to help move
learning forward.
Moving learning forward with effective classroom discussions
‘Effective talk, not just any talk’: Classroom discussions with impact
Speaker: Sam Rodgers | Professional Learning Consultant, Corwin
Classroom discussions can have a profound effect on shaping and transforming the
understanding of a learner. They are a critical classroom tool with the potential to
considerably accelerate learning. But not all discussions are created equal!
What do discussions look like in your classrooms? How might you move more talk into the
mouths of learners?
During this session you will learn more about the key components of effective discussions
and the role discussion plays in deepening thinking. The focus will be on exploring both
teacher-led and student-led discussions, and equipping you with tools and strategies to
use in your classroom to maximise learning.
You will leave this session with an understanding of the research about effective
discussions and practical ways that these can be implemented in your classroom through
the lens of Visible Learning for Literacy. You will experience the use of some of these tools
and have opportunities to collaborate with others.
11Insights into Implementation
Moving learning forward with teachers who are to
D.I.I.E for
Improve learning for all
Speakers:
• Sue Bryen | Professional Learning Leader, Corwin
• Sarah Bury | Quorn Area School, SA
• Andrew Gilsenan-Reed | Quorn Area School, SA
• Monique Griffiths | Quorn Area School, SA
• Chris Bartlett | Mater Dei Primary School, QLD)
• Angela Martlew | Mater Dei Primary School, QLD
Are you clear about what your learners need to learn next and what strategies will work
best to move learning forward? How do you implement strategies well and know the
teaching practices you are implementing are having the desired impact on learning?
In this session you will learn about the DIIE model, created by Professor John Hattie,
which comprises four main phases to school improvement efforts: diagnosis, intervention,
implementation, and evaluation. These focused and deliberate actions aim to move
learning forward by maximising teacher impact on student learning and teachers' use of
time and energy. You will also hear from guest panelists, educators who are ‘to D.I.I.E.
for’, who will describe and reflect on how they have engaged in this framework.
You will leave this session with a snapshot of the related research, a framework for
reflection and consideration with examples of how this model is supporting educators in
their practice. Practical tools and strategies will also be provided to use back in your
setting to strengthen your practice of diagnosing, intervening, implementing and
evaluating.
Moving learning forward with metacognition in mathematics
Driving your own brain: metacognition in mathematics
Speaker: Lyn Coote | Professional Learning Leader, Corwin
Are your learners in the driver’s seat of their mathematics learning?
When learners are thinking about their thinking they are being metacognitive.
Metacognition enables learners to become aware of how they learn and to evaluate and
adapt these skills to become increasingly effective at learning. How does this look in
mathematics? How can we deliberately and explicitly teach metacognitive strategies?
During this session you will consider when to take your foot off the pedal and hand over
control to your learners, so they can move learning forward.
You will leave this session with information about metacognitive strategies and practical
ways they can be implemented in their mathematics classes as inspired and informed by
Visible Learning for Mathematics. Participants will experience strategies and have
opportunities to collaborate with others.
12Insights into Implementation
Moving learning forward with a focus on progress
Talking Progress - A shared understanding of progress
Speakers:
• Gilbert Halcrow | Professional Learning Leader, Corwin
• Allison Bourke | Tarro Public School, NSW
• Kelly O'Shea | Tarro Public School, NSW
How regularly is student progress, as opposed to achievement, talked about and acted
upon in your practice? How do you understand the progress of your learners? To what
extent is this understanding shared across your school or organisation to support talking
about progress?
We need to think about our impact, not just in terms of achievement but also in terms of
progress. There are many ways we can determine the progress of our students to move
learning forward. One of the most powerful ways to understand progress, and to engage
in talk about individual, group and cohort progress of students, is through developing a
shared understanding of what progress looks like.
Another powerful tool to determine progress is to ask the students and hear what they
have to say.
During this session you will hear from guest educators who will describe and reflect on
how they have developed and implemented tools and resources to establish a shared
understanding of progress.
You will leave this session with practical examples of how to build a shared understanding
of progress. You will also experience tools and strategies to support students talking
about their progress.
13Interactive Audio Book with a Human Attached. You are invited
Living to borrow one or try the whole collection!
The Living Book Bibliotheca is a place where real people are on
Books
loan to participants at the Conference. In the Living Book
Bibliotheca, you will connect with other educators and hear
their stories about how they moved learning forward through
effective implementation strategies.
Use the ideas from the Living Books to reflect on implications
for your own practice and context. All Living Books are happy
to answer questions so you can add new chapters to your own
Already registered for the conference and want to
register for Living Books?
school’s story.
Log back into your account using your email and
confirmation number and click 'modify registration' The sessions will be approximately 20 minutes in total during
and click 'conference registration'. From there,
choose your session. lunch times on both days of the conference.
• Concurrent Sessions
• All sessions are recorded
• Registration for sessions required
Living Books
Moving learning forward by starting small
Too Big, Too Soon – Learnings of Implementation
The heroes in this story are the students, parents and staff who have embraced the small steps of our
journey to have a big impact.
“
What the authors say:
We started too big, too soon. After re-evaluating our goals as a whole school we created an approach
to collectively build consistency in our Visible Learning implementation. This approach is more
targeted and strategic.
Chapters include:
• Primary School, New South Wales, Sydney
• What did we learn from starting too big?
• Deciding where to start with Visible Learning
• Promoting consistency in Visible Learning
implementation
• Impact so far
Presented By:
• Megan Wan
• Amanda Abeni
• Diane Bambridge
Coogee Public School, NSW
14Living Books
Moving learning forward whilst managing staff turn over
Keeping Course While Navigating Change
The heroes of this story are the Impact Coaches who have successfully navigated the change process and
challenge of high staff turn over to reach collective efficacy and clarity of the type of learners and
teachers we aspire to have in our school.
“
What the authors say:
Staff turn over can be seen as having a negative impact on a change process, such as
our implementation of Visible Learning, however we have found the benefits in it. Our
focus has been on carefully organising whole school practices and processes to
continually develop and review the capacity, skills and knowledge of all staff and
students in their Visible Learning journey.
Chapters include:
• Primary School, NSW
• Creating a Visible Learning culture
Presented By:
• Practice and processes to navigate
change • Lisa Larkin
• Claire Humphries
• Learning from challenges along the way
Paddington Public School,
NSW
Moving learning forward by taking action to move learning forward
Success for every learner
The heroes in this story are the staff, who understand and believe in our ‘Why’
“
What the authors say:
Our Taking Action Model has helped our teachers understand where every learner is at. Through this simple
process, teachers know what each student needs to learn and what effective teaching strategies to use so
that every child experiences success.
Chapters include:
• Primary School, Queensland, Toowoomba
• Learning Impact Cycles using Taking Action
Model
• Operational and strategic planning to
enhance the learning environment
• Extending our Taking Action Model beyond
Presented By:
the classroom
• Chris Bartlett
• Angela Martlew
• Kellie Pritchard
15
Mater Dei Primary School, QLDLiving Books
Moving learning forward through the power of working across schools
Creating an Effective Collective Change
The heroes of this story are the schools working together as a collective to build teacher capacity and student
learning.
“
What the authors say:
Harnessing the power of professionals working together is ambitious and not for the
faint-hearted. It requires capacity building and responsibility for student progress not
only within but across schools. There is much more to be done as we endeavour to
learn and grow together. This is our story so far.
Presented By:
• Andrea Richards
Chapters include:
St Margaret Mary’s School,
• P-6 Primary Schools VIC
• Common professional learning
• Sharing practice and experience • Robyn Kelly
• Collaboratively designing resources Annunciation Catholic
• Openly assessing and exchanging Primary School, VIC
evidence of impact
• Where to next? • Dan Ryan
St Martin de Porres School,
VIC
Moving Learning Forward with Impactful Collaborative Learning
Meeting the Challenge of Changing Practice
The hero of this story is the teacher impact cycle which challenges and guides teachers to be better versions of
themselves so that students can be the best learners that they can be. Using research, data and student voice,
this story is about how impactful learning can be crafted with collaboration.
“
What the authors say:
If you knew that you had the ability to make a difference by changing your
practice, would you take it? Our teachers have taken up this challenge and
as a result are collaboratively improving learner outcomes by crafting
impactful learning. Our teacher impact cycle, fueled by research and
evidence, is the framework supporting this change.
Chapters include:
• P-12 School, Queensland, Stanthorpe
Presented By:
• Our teacher impact cycle
o Acknowledging the Reality • Sarah Yates
o Researching the Intervention • Matthew Brown
o Implementing for Improvement St Joseph’s School, QLD 16
o Evaluating the Impact
• Our Learning - Insights from our experienceLiving Books
Moving learning forward by challenging long standing beliefs and
perceptions about learning
Every Child, Every Class, Every Day
The hero in this story is the staff who have moved past data literacy and into the realm of continuous improvement
cycles - connecting the needs of all individual learners, and site based and regional priorities.
“
What the authors say:
It’s about equipping all members of our school community with the skills and knowledge
to challenge their own and others' beliefs and perceptions about learning. We have
worked to achieve this through a transparent, collaborative process that focuses on
growth for every child, in every class, every day.
Chapters include:
• F-12 Area School, South Australia, Quorn
• Strengthening a learning culture through
collaboration and co-construction
Presented By:
• Data literacy success - When the learner
becomes the teacher
• Sarah Bury
• Monique Griffiths
• Growing the champions amongst both
learners and leaders of learning • Andrew Gilsenan-Reed
Quorn Area School, SA
Moving learning forward by reflecting and acting on evidence
Using Everything We Have
The heroes in this story are teachers and students reflecting and acting on the data, feedback and impact
cycles to drive whole school goals.
“
What the authors say:
We have been on a long journey of professional learning to develop our knowledge and understanding of
Visible Learning. What is so exciting is being at a point of utilising all this information to determine what
works best for us and make informed next steps.
Chapters include:
• 7-12 Rural High School, NSW, Quirindi
• Impact Cycles – Reflecting and Acting on
Evidence
• The Shared Professional Learning Project
• Creating better opportunities for all staff
to lead
Presented By:
• Jennifer Lees
• Andrew Harries
Quirindi High School, NSW 17Living Books
Moving learning forward by building learner capabilities
Cross-School > Collaboration > Capabilities
The hero in this story is the cross-school collaboration to develop clear guidelines for effective implementation of
learner capabilities into the curriculum.
“
What the authors say:
Our challenge was to strengthen the development of learner capabilities and raise their status within
curriculum delivery. To meet this challenge, Elderslie and Blairmont Public Schools have
collaboratively developed a framework, supported by our work with Visible Learning, that provides
clear progressions to support the integration of capabilities into curriculum and build learner
capabilities.
Presented By:
Chapters include: • Melissa Clarke
• K-6 Primary Schools, NSW • Kate Caruana
• Connecting curriculum and Visible Learning Elderslie Public School,
strategies
NSW
• Framework development and
implementation
• Making the integration visible to all • Greg Turnbull
• Rani Fairbairn
Blairmount Public School,
NSW
18Ex tend
Take the knowledge that you’ve gained at the Corwin
Professional Learning Conference and deepen the learning
in your school. Corwin offers many opportunities to engage
your team in learning how to effectively implement what
you’ve learned here to boost your student learning.
learning into
your school Partner with our highly qualified and experienced Corwin
Australia Education Team to begin your journey with us. We
will help design powerful professional learning specifically
for your school or network of schools. Contact us for more
information.
Bring our Corwin
Education Team We look forward to meeting you at the conference and
answering any questions you may have.
to your school!
Vania Tiatto Sue Bryen Gilbert Halcrow Lyn Coote
Director of Professional Professional Learning Professional Learning Professional Learning
Learning, Corwin Australia Leader, Corwin Australia Leader, Corwin Australia Leader, Corwin Australia
David Whitehead Bishri Basheer Claudia Cook Glen Goodhew
National Manager, Education Improvement Education Improvement
Professional Learning
Education Improvement Advisor Advisor
Leader, Corwin Australia
19
17
E-mail: info.australia@corwin.com | au.corwin.comPowerful
PROFESSIONAL LEARNING WITH CORWIN
At Corwin, we believe ALL students learn not by chance, but by design
over
based on
1,600+
comprising
95,000+
involving
300+ million
= 250+
factors that influence
meta-analyses studies students worldwide achievement
Visible Learningplus School Impact Process Outcomes
LEADERS
Leaders have enhanced visibility and capacity to improve school progress
and decision-making based on evidence.
TEACHERS
Teachers are adaptive learning experts who teach based on a clear
understanding of what works best for raising student progress
and achievement.
STUDENTS
STUDENTS
Students demonstrate increased attendance, engagement, retention,
progress, and achievement.
20
Scan QR
code to
Contact our Education Improvement
know more Advisors at info.australia@corwin.comProfessional Learning
THROUGH BLENDED LEARNING
Synchronous live virtual
workshop with consultant
Asynchronous 6-hour self-paced
online course with consultant
support
Face to face workshop with
consultant
Created in Partnership with
Professor John Hattie
Visible Learning+™ translates the research of Professor John Hattie into a practical roadmap for
implementation in the classroom and schoolwide. Rather than a one-day workshop or a one-size-fits-all
solution, the School Impact Process is a three-year evidence-based system/school wide improvement
process. Through ongoing cycles of evidence-gathering and knowledge-building, educators can focus on
the practices that maximise their time, energy, resources, and impact.
We are pleased to offer online self-paced courses for all staff as well as live virtual leadership sessions to
suit your school’s needs. The highlight of these professional learning courses is the learning content in all
staff courses and the leadership sessions is identical to a full day face to face professional learning course
with a consultant in your school.
Engage in face-to-face (F2F) one day workshops, select from our Synchronous Video Conferencing (SVC) 21
options or engage in Asynchronous, consultant facilitated 2-6 week 6-hour online courses (A6C).
Learn more at au.corwin.comDelivery Options for Blended Learning
There are multiple professional learning options you can choose, which include:
• Face-to-face (F2F) one day workshops – pending Corwin’s ability to travel to you and/or lockdown restrictions
• Synchronous video conferencing (SVC)
• Asynchronous 6-hour self-paced online courses with consultant support (A6C)
Three-Year School Impact Model Instance (can be customised for each school)
YEAR 1 YEAR 2 YEAR 3
Delivery Options Delivery Options Delivery Options
Foundations of Visible Impact Series: e.g. Impact Series or
Learning Making Learning Foundation Series: e.g.
(whole staff) Visible: Learning Visible Learning into
Intentions and Success Action for Teachers
Criteria (VLAT)1
(whole staff) (whole staff) (2-3months
Evidence into Action 1
before VLAT Day 2)
(school leaders)
Impact Coach 2
(impact coaches/ Impact Coach 3
instructional leaders) (impact coaches/
instructional leaders)
Impact Coach 1
(impact coaches/ Evidence into Action 3 Leadership into Action
instructional leaders) (school leaders) (school leaders)
Evidence into Action 2
(school leaders)
Impact Series: e.g. Impact Series or
How Students Learn Foundation Series: e.g.
or SOLO Taxonomy or Visible Learning into
Impact Series: e.g.
Feedback That Makes Action for Teachers
Developing Visible
Learning Visible (VLAT) 2
Learners
(whole staff)
(whole staff)
Evaluation:
School Capability
Evaluation: Evaluation:
Assessment- school
School Capability School Capability
visit Time 3
Assessment- school Assessment- school
visit Time 1 visit Time 2
Mindframe Survey Virtual
Mindframe Survey Virtual Mindframe Survey Time 3 link 22
Virtual
Time 1 link Time 2 link
Learn more at au.corwin.comWhat does it take to create schools where all
students are learning—not by chance, but by design?
Professional learning is successful if—and only if—it has a measurable impact on
student learning. Corwin’s Visible Learning+ School Impact Process approaches
professional learning with a focus on evidence-based practices and implementation
support for long-term success for all learners.
Understand what works
Build a common understanding and language
of learning across school around what works
(and what doesn’t) to accelerate learning and
monitor progress.
Develop your PD
plan with experts
Bring in the leading minds to help you formulate
a PD plan for long-term, measurable growth and
collaboration amongst team members.
Collect and analyse
your evidence
Understand where you are now in implementing
high-impact practices so you can chart where
you want to go and how to get there.
Ready to get started?
CLICK HERE and our Education
Improvement Advisors will get in touch
with you.
23
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RECEIVE EXCLUSIVE*
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WITH YOUR
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35 10
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…AND
MUCH
MORE!
For Corwin discounts on these titles, speak to your Corwin
rep or email corwin@booktopia.com.au for specific links
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IN PROUD PARTNERSHIP WITHNotes: 18 26
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