Improving learner outcomes

Courses for Northern Territory


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Our Vision: Young Territorians are confident and capable global citizens.
Our Values: Professionalism | Respect | Innovation | Diversity | Excellence

The Department of Education offer a range of free OnLine Training courses for all school based staff across NT Government, Catholic and Independent Schools.

These courses build the capacity of staff to provide for the diverse needs of all students across primary, middle and senior years.

Further information and registration:

For Government staff: Click here...

For Catholic and Independent staff: email SpecEdProject.DET@nt.gov.au


Who can I contact?

Name Email Tel Role Org
Bronwyn Ritchie bronwyn.ritchie@nt.gov.au 08 8951 1655 Consultant Inclusive Practice Alice Springs
Lyndsay Schinkel lyndsay.schinkel@nt.gov.au 08 8944 9304 Consultant Inclusive Practice Darwin

What courses are available?

What is the feedback?

Those who have completed the courses rate them very highly in terms of the impact of the courses on extending knowledge, skills and confidence in supporting students with special needs.

Autism Spectrum Disorder

  1. 1. Early inclusion can help students with ASD improve their social skills.
  2. 2. When I completed the ASD Understanding, Assessment and Intervention Modules it made me realize that all students are unique in every area of learning, as a result of this my teaching has to be specific and suited to every childs' needs.
  3. 3. Mainstreaming helps children in regular classrooms as well. It adopts an environment of tolerance and friendships. It helps students to learn to accept, relate and become friends with those that might be "different" to them.

Class Teacher, urban Special School

This course has been such a fabulous introduction to working with children with ASD. I have been surprised by just how different the behaviours of each child can be. As a teacher this will mean there will never be one strategy that works for everyone, it will always be about finding which strategy will work best for each child. I am so amazed at how many strategies there are out there. Some things I had come across before while many others were new to me. I found writing a profile, goals and interventions so beneficial. It helped me to create a very clear picture of this child and his needs. Putting together the interventions definitely broadened my awareness of the many different ways of supporting children.

Transition Class Teacher, Independent school in a remote community

Dyslexia and Significant Difficulties in Reading

Great to have other people to bounce ideas off and the Tutor explaining, summarising and keeping us on track. Really important in helping to develop a whole school, proactive approach, whilst providing lots of great resources for use in the classroom. I commend you on the professional presentation of this course content.

Teacher Assistant, from a remote school, joined the F2F sessions via LYNC

I remember, albeit a long time ago, feeling overwhelmed as a young teacher about how to teach reading. I felt unprepared by my university studies to help the students in my class. I believe this course should become part of teacher training for neophyte teachers. The first face to face session helped set the pace and gave clear direction for the course. It was also great to meet the other participants and make connections. This helped when contributing to forums. The face - to - face session which scaffolded the writing of SMART goals was very worthwhile. I had felt somewhat bewildered in the past about how to write these goals and the scaffolds helped make the process so much clearer. All in all, I will be recommending this course to other staff members - especially to early career teachers. I am now so much more aware of how people with dyslexia feel and how they are so resourceful in finding ways to overcome their difficulties. This course has been very motivating. I have thoroughly enjoyed this learning journey.

Transition Class Teacher, urban school

Personalised Learning

Participant Feedback is pending completion of the first cohorts.

SEN Introduction

I am new to the position as Special Education teacher. The last eight months has seen me embark on a steep learning curve and this course has definitely helped my journey. Sometimes I feel like I get caught up in all the ‘paper-work’ requirements but the online course has helped me get back in touch with life in the classroom. Having the opportunity to see so many wonderful educators and programs from across the NT has been fantastic. We all lead such busy teaching lives and it is difficult (for a number of reasons) for us to visit other educational settings or even listen to stories from other educators, students and families. Watching videos from a range of settings has provided many reaffirming moments but also provided many new teaching and learning strategies. My aim from the outset was to develop my ability to form SMART Goals to assist the writing of EAP and SSP’s. I’m not quite there yet, but practice and conversations with other participants has helped. It was also reaffirming to hear that 4-5 strategies will support a goal- I had previously been trying to include as many strategies as possible into EAP’s.

Special Education Teacher, urban school

I enjoyed the video link up sessions with the remote school teachers and the tutor as the professional conversations were engaging and we got the chance to swap stories and express concerns around children with additional needs in the classroom. I find the course readings and videos from other schools very helpful in highlighting how important it is for teachers to be well informed around common disabilities that present themselves in the classroom. Having strategies, goals, management plans and knowledge about why children behave the way they do or look the way they do and need special programs to progress allow teachers to be better equipped to cater for the individual children`s need. I have learnt a lot about FASD and ADHD and I now have a positive attitude towards these children and I can develop programs to support their needs with less impact on the rest of the class.

Primary Class Teacher, remote school joined the F2F sessions via LYNC

Speech, Language and Communication Needs

I've really enjoyed the work around the smart goal setting; this will support teachers in their own performance management in defining goals for themselves. We are also using this knowledge as a whole school approach for our learning presentations in term 3. I have also selected one child that I will be working with next term for my goals and a child that I interact with on a regular basis, this way I will be able to monitor their progress and implement the goals and interventions.

Principal, who joined with a large group of staff members from an urban school

Tutor led sessions were enjoyable as well as informative. They contributed to my learning by: -sharing workplace knowledge and practices amongst participants -supporting hands-on practice e.g. writing goals -encouraging interaction between participants through hands-on activities and tutor led discussions -extra/additional information disseminated -emails to clarify course expectations and 'assignments' and keep us on track The course has been very helpful as I am clearer about what speech, language and communication truly means and encompasses. Schools use the term 'speech' which I and others always associated with articulation and sounds. I plan to use the full term at work to ensure everyone registers its full meaning. I am more confident about assessing students based on realistic and practical practices e.g. observations and checklists as opposed to speech screeners. I have already used the intervention suggestions from the course in EAPs and SSPs this term. Yay! OLT courses are directly helpful to our workplace practices.

Special Education Teacher, urban school

Supporting Student Wellbeing and Mental Health

Participant Feedback is pending completion of the first cohorts.

Understanding and Supporting Behaviour

The Tutors were able to address queries and areas that needed more elaboration for understanding. The group work and paired work (hands-on) helps to consolidate the learning too. Because they were right there, they were able to put words and describe specific issues in other ways than in a single format which is always beneficial. Anyway, positively as a result of taking this course, I believe I have grown in several areas:

  • Understanding causes of behaviour
  • How to write Smart goals and implement them
  • The importance of “Knowing Students and How they learn” – is key!
  • Constant reminders that: any behaviour is any individual’s attempt to have their needs met…in addition, many behaviour problems stem from children not knowing what to do…Children need really clear learning intentions.
  • The importance of knowing curriculum content and how to deliver it; furthermore, pitching it at the right level for student success.

Early Years Class Teacher, Independent School

This course has helped me to be even more observant of students in order to understand them better and help them more efficiently. Having already implemented numerous strategies in my classroom, I can say from personal experience that the methods and approach taught in the course content are valid in a modern classroom and effective. The Tutors definitely helped to explain the goals and interventions and how to determine and set realistic clear goals and follow through with well thought out intervention strategies.

SESO, Special School

Understanding Hearing Loss

It has helped in my understanding of the types of hearing loss and the impact if not addressed in the classroom. I have more resources in terms of assessing students’ needs. And I always have the OLT resources to refer back to any time I need further clarification or need other resources to use.

Education Adviser

This is an exceptional course and I went from feeling very inadequate in this area, to feeling capable and actually eager to support students.

Manager

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