Government

Education sector professional development topics

Workplace wellness

Participants will connect with three elements pivotal to workplace wellness: the obligations of duty, the humanity of decision makers, and the charisma of leadership. For many, leadership is highly emotional and personal, and based on fundamental values such as service to others, personal credibility, optimism and legitimacy. In its most basic form, action leadership is the ability to positively, ethically and strategically influence rather than control others. The program will therefore aim to establish foundation leadership capabilities fundamental to the education sector to explore how leaders can use legitimate power to get things done without resorting to coercion. Particular questions of interest will be: In education contexts, how does the position of office and the performance of duty impact on the wellbeing of staff? What is the duty of educational leaders in creating and nurturing a culture of workplace wellness, recognising the value and integrity of others, respecting their freedom to communicate, and consolidating their member identity with the school or school district?

Managing self 

All educators have an obligation to take care of themselves, keeping in shape mentally, physically and spiritually. This professional development program will engage participants with an organised series of instructional strategies that are orientated to mental health, bringing together neuroscience, medicine, education and counselling. We will review the importance of participants living with and dealing with stress effectively, including the development and enactment of effective self-help plans to help prevent burnout and to deal with the stressors inherent in the education sector.

Understanding and leading change 

This professional development series provides principals, teachers, support staff and system administrators with advanced knowledge and understandings about authentic educational leadership at all levels within schools and school systems. This program focuses on a critically reflective, ethical and transformative approach to issues and practices of educational leadership. Principals, teachers and system administrators reflect upon, implement, review and evaluate their practice in a changing world.

Aligning ethical practice to educational goals 

Knowledge and understanding of ethical issues in schools are only a starting point. It is essential to keep up to date with the ethical norms, laws, ethical standards, policies and processes that govern professional practice in schools today. Participants in this professional development program will engage with the moral principles and ethical practices foundational to ethical decision making. They will analyse ethical and unethical issues through a disciplined way of thinking, concentrating on the question of why, rather than how and what of human actions.

Creating a culture of inclusion 

Culture gives schools their uniqueness and differentiates them from other schools. Culture strongly influences us, influencing what and whom we value, how we behave, and what we value. Participants in this professional development program will focus on gaining an advanced and integrated understanding of inclusive pedagogical practices that support enhanced learning outcomes for all students and are consistent with current Australian legislation and policy requirements.

Action researched projects

Each of the blended learning programs outlined in this series include Action Researched Projects an individual project that encourages an informed action-oriented approach to the leadership capability under investigation. Participants will work with teaching academics to develop an innovative, research informed, action project.

Additional contextualised professional development 

Topics available include:

• Strategic Conversations with Consultative Listening
• Principle Centred Process Consultancy
• The Reflective Teacher
• Leading Productive and Harmonious Classrooms and Schools
• Organisational Culture
• Cyber Safety
• Negotiation
• Conflict Coaching
• Cross Cultural Conflict Resolution
• Facilitation
• Conflict, Reconciliation and Peace
• CT and Leadership
• Ethics and Blended Learning

Key personnel

Dr Margaret-Anne Carter

Margaret-Anne Carter is a Senior Lecturer Education in the areas of guidance, counselling and career development, and reading difficulties. Course coordinator of the Master of Education and the Graduate Certificate of Education. Prior to joining JCU, Margaret Anne worked in private practice as a behaviour change specialist, working as teacher, consultant, program designer, coach, mentor and, mediator.

Associate Professor Hilary Whitehouse

Hilary Whitehouse is an environmental educator and science educator with a strong commitment to researching and teaching climate change education. She has had a long career in education, working in Australia and overseas.

Associate Professor Paul Pagliano

Paul Pagliano is an Associate Professor in Education. As Director of Academic and Accreditations Paul gained extensive experience in the delivery of JCU courses in initial teacher education, guidance and counselling and career development. He has published widely on the education of children with disabilities. He is a life member of the South Pacific Educators in Vision Impairment and Associate Editor of the International Journal of Disability, Development and Education.

Contact us

Manager, Commercial Development
Brook Orr
industry@jcu.edu.au
+617 4232 1121