Meet Donna
Continuing Professional Development
CPD supports ongoing growth, reflection and responsiveness within an evolving educational landscape. The professional learning completed here, encompasses university-based study, specialist programmes and targeted courses across areas including inclusive education, student wellbeing, learning support, curriculum, pedagogy and professional practice, with an emphasis on connecting evidence-informed knowledge with contemporary educational practice.
- Accommodations: Instructional & testing supports for students with disabilities
- Addressing challenging behaviors (Part 1, Elementary): Understanding the acting-out cycle
- Addressing challenging behaviors (Part 1, Secondary): Understanding the acting-out cycle
- Addressing challenging behaviors (Part 2, Elementary): Behavioral strategies
- Addressing challenging behaviors (Part 2, Secondary): Behavioral strategies
- Autism spectrum disorder (Part 1): An overview for educators
- Autism spectrum disorder (Part 2): Evidence-based practices
- Classroom behavior management (Part 1): Key concepts & foundational practices
- Classroom behavior management (Part 2, Elementary): Developing a behavior management plan
- Classroom behavior management (Part 2, Secondary): Developing a behavior management plan
- Classroom diversity: An introduction to student differences
- CSR: A reading comprehension strategy
- Cultural & linguistic differences: What Ts should know
- Differentiated instruction: Maximizing the learning of all students
- Dual language learners with disabilities: Supporting young children in the classroom
- Early childhood environments: Designing effective classrooms
- EYs behavior management: Developing & teaching rules
- Family engagement: Collaborating with families of students with disabilities
- FBA: Identifying the reasons for problem behavior & developing a behavior plan
- High-quality mathematics instruction: What teachers should know
- IEPs: Developing high-quality individualised ed. programs
- IEPs: How administrators can support development & implementation of high-quality IEPs
- Inclusion of students with significant cognitive disabilities: Supports in the general classroom
- MTSS/RTI: Mathematics
- Pre-referral process: Procedures for supporting students with academic & behavioral concerns
- Progress monitoring: Mathematics
- Progress monitoring: Reading
- Related services: Common supports for students with disabilities
- Response to intervention (RTI) Part 1: An overview
- Response to intervention (RTI) Part 2: Assessment
- Response to intervention (RTI) Part 3: Putting it all together
- Secondary reading instruction (Part 1): Teaching vocabulary & comprehension in the content areas
- Secondary reading instruction (Part 2): Deepening MS learning with vocabulary & comprehension
- Secondary transition: Helping students with disabilities plan for post-high school settings
- Secondary transition: Interagency collaboration
- Secondary transition: Student-centered transition planning
- SOS: Helping students become independent learners
- SRSD: Using learning strategies to enhance student learning
- Teaching ELL: Effective instructional practices
- UDL: Designing learning experiences that engage & challenge all students
- Deakin University — Professional resilience: Building skills to thrive at work
- Deakin University — Transforming digital learning: Learning design meets service design
- Deakin University — What is leadership?
- Deakin University & Coventry University — Investigating innovation
- Deakin University & Coventry University — How to lead with purpose
- Deakin University & Deakin Business School — Leading culturally diverse teams in the workplace
- Griffith University — Supporting adolescent learners: Social & emotional wellbeing
- Monash University — Introduction to psychology: Biological psychology
- Monash University — Introduction to psychology: Developmental psychology
- Monash University — Introduction to psychology: The history & science of psychology
- Monash University — Introduction to psychology: The psychology of learning
- Queensland University of Technology — Bullying in schools: How should teachers respond?
- Queensland University of Technology — Inclusive education: Essential knowledge for success
- Queensland University of Technology — Teaching phonics in early childhood
- Queensland University of Technology — Teaching students who have suffered complex trauma
- The University of Adelaide — Professional & Continuing Education: Doing Business in Japan
- The University of Adelaide — Professional & Continuing Education: 4th-Year Japanese Refresher
- The University of Melbourne — Clinical ethics & COVID-19
- The University of Melbourne — Compassion fatigue: The cost of caring
- University of Southampton — ICAA Teacher Cert. in Information Communications Technology
- University of Southern Queensland — Mentoring for effective teaching (MET)
- University of Wollongong — The power of podcasting for storytelling
- Early support module 1: Notice
- Early support module 2: Inquire
- Early support module 3: Provide
- Family partnerships module 1: Partner
- Family partnerships module 2: Assist
- Learning resilience module 1: Affirm
- Learning resilience module 2: Embed
- Learning resilience module 3: Empower
- Mentally healthy communities module 1: Understand
- Mentally healthy communities module 2: Connect
- Mentally healthy communities module 3: Include
- Responding together module 1: Recognize
- Responding together module 2: Respond
- Diversity education in the classroom
- Introducing diversity education
- Whole-school approaches to diversity education
- An introduction to family partnerships for educators
- Building blocks for children’s social & emotional wellbeing
- Child aware practice
- Child aware supervision
- Child/family-focused practice with children with disability
- Engaging children: Creative conclusions
- Engaging children: Good beginnings
- Engaging children: Ideas that stick
- Engaging children: Paving the way with parents
- Engaging children: Rich pictures
- Engaging children: Shrinking problems
- Engaging with children
- Engaging with parents
- Family & domestic violence & child-aware practice
- Healing through voice, culture & country
- Intergenerational mental health
- Keeping the infant & toddler in mind
- Practice strategies for childhood bullying
- Supervision for children’s wellbeing
- Supporting children & families in general practice after disaster
- Supporting children who have experienced trauma
- Supporting children’s mental health: Working with separating parents
- Supporting infants & toddlers
- Supporting parents to promote children’s social & emotional learning
- Supporting primary students following a disaster or trauma
- Supporting secondary students following a disaster or trauma
- Supporting the mental health of children with higher weight
- The impact of family & domestic violence on the child
- The impact of parental substance use on the child
- The impact of trauma on the child
- Understanding child mental health
- Understanding child mental health & chronic physical conditions
- Understanding child mental health & disability
- Understanding childhood bullying & mental health
- Understanding children’s mental health in culturally diverse communities
- Using Aboriginal cultural strengths to strengthen families’ resilience
- Becoming an effective leader
- Covid-19: For teachers
- Cyber crime
- Cyber security
- Developing people in the workplace
- Equality in the workplace
- Leading innovation & change
- Office safety
- Remote working
- Safeguarding essentials
- Self-awareness
- Self-development
- STOP Covid-19: Essentials for prevention
- Stress management for everyone
- The recruitment process
- Using teamwork to boost performance
- Addressing bullying behaviour
- Authentic assessment
- Backwards planning a unit
- Building relationships with student
- Causes of misbehaviour
- Creating classroom rules
- Delivering effective feedback
- Helping students believe they ‘can’ achieve
- Helping students ‘want’ to achieve
- How to grade effectively
- How to model effectively
- Linking identity & achievement through cultural competence
- Supporting L1 development through social interaction
- Teaching student empathy
- The physical environment of your classroom
- Understanding consequence
- Using feedback to foster discussion
- Using morphology to support ELL
- Mental health & wellbeing in schools
- Mental health awareness for parents & guardians
- Mental health awareness for primary school
- Mental health program for teachers A (introduction to youth mental health)
- Mental health program for teachers B (whole-school approach)
- One good coach
- One good friend
- One good manager
- Promoting & supporting mental health & wellbeing in schools
- Self-care for teachers
- ADHD: Working from students’ strengths
- An educators guide to managing school bullying
- Anxiety in children & adolescents: An overview
- Anxiety in the classroom
- Anxiety: Overview of advanced topics
- Cannabis: Risk & protection factors
- Cannabis: What is it?
- Classroom wellness 101
- Cultural diversity in the classroom
- Eating disorders: What you need to know
- Fostering resiliency & a growth mindset in students
- Impact of social media on children & adolescents
- Kindness in the classroom
- Managing challenging behaviour
- NSSI protocol: School administrator
- Parents as partners in mental health
- Promoting empathy & social skills with elementary students
- Promoting healthy relationships in junior high
- Promoting self-regulation in the learning environment
- Seeing through the vape
- Selective mutism: More than just shy
- SI protocol: Mental health professional
- Strategies for promoting positive behaviour in classrooms
- Supporting students with autism spectrum disorder
- Talking about sexuality with students
- Teaching respect in the classroom
- Teaching sexuality
- Understanding students’ problematic sexual behaviour
- Wellness: Bio-psycho-social-spiritual
- Wellness: Hitting the happiness button
- What is self-harming: Basics for parents to know
- What is self-harming? (school staff)
- When students are perfectionists
- Delivering instruction: What teachers need to know
- Graphing & analysing academic progress monitoring data
- How do I select an academic progress monitoring measure?
- IDEA & the IEP: From compliance to progress
- IEPs: The what & why of measurable annual goals
- IEPs: The what & why of PLAAFPs
- Intensifying instruction: What teachers need to know
- Introduction to federal & state laws impacting students with disabilities
- Introduction to intensive intervention
- Introduction to special education law: Understanding the sources of the law
- Introduction to the individuals with disabilities education act (IDEA)
- Overview of the taxonomy of intervention intensity
- Path to PROGRESS: Developing & implementing of high-quality educational programs
- Planning for instruction: What teachers need to know
- Putting it all together: Using teaming to implement DBI
- Teaching social behaviours: What teachers need to know
- The five steps of DBI
- The IEP team: Who’s who & other considerations
- The what & why of the statement of services & aids
- What is progress monitoring?
- Child protection
- Complaint handling play by the rules
- Ethics & ethical decision-making in sport
- Harassment & discrimination
- Introduction to the integrity of sport
- Member protection information officer training
- Personal, practice & organisational integrity in sport
- An introduction to ASD modules 1–3
- An introduction to attachment disorder
- An introduction to classroom management
- An introduction to safeguarding young people
- An introduction to teaching phonics
- COVID-19 awareness
- How learning takes place
- Introduction to SEND & the role of the SENCo
- Level 1 safeguarding in education 2023/2024
- Positive behaviour management for teachers
- Safer remote teaching
- Safeguarding in education
- Covid-19: Health & wellbeing
- Covid-19: Infection prevention & control
- Covid-19: Managing remote teams
- Covid-19: Working from home
- Australian student wellbeing framework module 1: Leadership
- Australian student wellbeing framework module 2: Inclusion
- Australian student wellbeing framework module 3: Student voice
- Australian student wellbeing framework module 4: Partnerships
- Australian student wellbeing framework module 5: Support
- Evaluation starter kit module 1: Introduction
- Evaluation starter kit module 2: Evaluation planning
- Evaluation starter kit module 3: Evaluation methods
- Evaluation starter kit module 4: Data & decisions
- Principal & teacher wellbeing
- Professional learning module for alcohol & other drugs
- Professional learning module for online safety
- Professional learning module for resilient/inclusive classroom
- An introduction to infection prevention & control
- Covid-19: Safety at work
- Get moving, get healthy
- Keep them safe: Protecting children
- Keep them safe: Protecting Ss from child sexual exploration
- Sexual exploitation
- Understanding young minds