Master class sessions

Master classes will be held on Monday 22 June 2026 and are only available with the purchase of a 3 day conference registration. Please arrive at BCEC by 11:30am to register and collect your name badge. Afternoon tea is included.

Dr Brandi Simonsen

PBL in the classroom: Integrate positive behavioural and instructional practices to enhance learning

In this master class, we explore an integrated MTSS framework, highlight core classroom PBL and academic instructional practices, and share specific strategies for how to integrate and implement evidence-based PBL practices during Tier 1 instruction. Attendees will have access to resources and supporting research to guide their application of content in their own settings.

Session learning objectives:

As a result of participating in this master class, attendees will be able to:

• Identify key evidence-based behavioural and instructional practices
• Develop examples and action plans to support integrating PBL practices into academic instruction.

Session strand/s: Bringing behaviour, academics and wellbeing together

Dr Lisa McKay-Brown

Contextualising Multi-Tiered Systems of Support frameworks for diverse contexts

Designing equitable and inclusive practices to improve school achievement through Multi-Tiered Systems of Support (MTSS) requires school teams to ensure that the implementation meets the needs of the school community. This workshop explores how context shapes implementation and examines the five-step contextualisation process developed for Pathways2Participation, a multi-dimensional model of MTSS with a focus on school attendance and engagement. Participants will experience a process that uses sector-wide collaboration to understand the current use of MTSS, be involved in collaborative discussions, and learn about the co-creation of measurement and planning tools tailored to the unique needs of schools and their communities. 

Session learning objectives:

As a result of participating in this master class, attendees will be able to:

• Understand the importance of contextualising the implementation of Multi-Tiered Systems of Support (MTSS) to meet the unique needs of a school community

• Learn about the five-step contextualisation process developed for the Pathways2Participation model.

Session strand/s: Designing equitable and inclusive practices to improve school achievement

Dr Hank Bohanon

Secondary schools face unique challenges when implementing Multi-Tiered Systems of Support, including complex timetables, larger student populations, and varied teacher roles. This interactive masterclass provides a practical roadmap for integrating academic, behavioural, and wellbeing strategies across Tier 1, Tier 2, and Tier 3. Participants will explore how secondary teams use implementation science to build staff engagement, strengthen Tier 1 foundations, and make data-driven decisions when moving to additional tiers. Through case examples, planning tools, and collaborative activities, attendees will leave with actionable strategies for designing equitable, schoolwide improvement systems that meet the diverse needs of adolescent learners. 

Session learning objectives:

As a result of participating in this master class, attendees will be able to:

• Apply tiered supports and implementation science principles to strengthen equitable improvement efforts in secondary schools

• Design strategies for overcoming secondary-specific barriers such as master schedules, staffing structures, and student support pathways.

Session strand/s: Designing equitable and inclusive practices to improve school achievement

Dr Russell Fox

Coaching is a powerful professional development tool that can support staff to reach their potential and enhance their ability to positively impact student outcomes. However, it can be challenging to build buy-in with staff and effectively apply evidence-based coaching supports. In this session, participants will reflect on the four stages of learning outlined by the instructional hierarchy, acquisition, fluency, generalisation, and adaptation, and review how staff learning can be understood using this hierarchy. Participants will then use the instructional hierarchy to select and adapt evidence-based coaching supports and professional development practices to maximise both participation and impact of their coaching. 

Session learning objectives:

As a result of participating in this master class, attendees will be able to:

• Explore the instructional hierarchy and apply it to support decision-making in coaching 

• Identify evidence-based coaching practices and explore how to select and adapt practices to more effectively meet teachers at their point of need.

Session strand/s: Building participation using evidence, shared understandings and voice

Dr Steve Goodman

Better together: Integrating academic and behaviour support

There is a close relationship between the academic and behaviour needs of students. Effective instruction reduces the likelihood of problem behaviour and implementation of Positive Behaviour for Learning helps students to better engage in effective instruction. Strategically integrating academics and behaviour supports can produce a more efficient educational system. An integrated multi-tier framework includes components of: (a) team approach, (b) focus on evidence-based practices matched to student need, and (c) using data to improve outcomes. This session describes the logic and process for integration of academics and behaviour in a multi-tiered framework.

Session learning objectives:

As a result of participating in this master class, attendees will be able to:

• Understand the rationale for integrating academic and behaviour practices within a multi-tiered framework
• Learn about key strategies for integrating academic and behaviour practices.

Session strand/s: Bringing behaviour, academics and wellbeing together

Dr Lorna Hepburn

Beliefs, evidence and ownership: What works to get and maintain PBL buy-in

Installing and sustaining PBL requires more than surface-level implementation of core features. PBL requires genuine staff ownership to build a school culture where all students can achieve and flourish. This master class will explore the importance of getting and maintaining staff buy-in, different approaches to achieving buy-in, effective professional development and the tension between research evidence and teachers’ professional experience. The presenter will share practical strategies to address common challenges faced by school leaders and leadership teams. Participants will have the opportunity to develop solutions tailored for their own school context.

Session learning objectives:

As a result of participating in this master class, attendees will be able to:

• Understand the relationship between buy-in and implementation with fidelity
• Learn practical strategies for building staff buy-in in their context.

Session strand/s: Building participation using evidence, shared understandings and voice

Dr Ruthie Payno-Simmons

Amplifying student voice: Empowering agency and belonging in PBL systems

Meaningful student voice is central to fostering true representation, student agency, and belonging in educational settings. Drawing on Toshalis and Nakkula's (2012) Student Voice Continuum, this interactive session explores how elevating authentic student perspectives can support mental health, enhance school safety, strengthen relationships, improve attendance, and increase student and family engagement. Participants will actively engage in discussions, reflections, and collaborative exercises to identify strategies for embedding student voice within a Multi-Tiered Systems of Support (MTSS) framework for Positive Behaviour for Learning (PBL). Educators will leave with actionable strategies and a concrete tool to empower students to meaningfully participate in decision-making and to shape inclusive, connected learning environments at every tier of PBL support.

Session Learning Objectives:

As a result of participating in this master class, attendees will be able to:

• Explain the concept of the Student Voice Continuum and its role in fostering representation, agency and belonging in schools
• Identify how authentic student voice positively impacts mental health, school safely, relationships, attendance, and family engagement within PBL systems
• Apply strategies to embed student voice at each tier of PBL, applying them to real-world scenarios to ensure leaners feel seen, heard, and valued
• Reflect and plan actionable steps to deepen student voice in their own educational contexts.

Session strand/s: Supporting student agency, belonging and connection

Dr Kent McIntosh

Designing equitable and inclusive practices to improve school achievement

Many schools are implementing PBL in efforts to improve outcomes for all students, especially to reduce exclusionary discipline for students from diverse backgrounds and with diverse abilities. Although there is some research showing that schools implementing PBL with fidelity have more equitable school discipline, eliminating disproportionality will likely require a specific equity focus. The presenter will share specific strategies and free resources for enhancing the cultural responsiveness and accessibility of PBL systems. This session is intended for those with intermediate to advanced experience implementing PBL in either primary or secondary schools.

Session learning objectives:

As a result of participating in this master class, attendees will be able to:

• Identify strategies for creating momentum to improve equity and inclusiveness in schools
• Describe the key aspects of culturally responsive systems in PBL
• Re/design PBL Tier 1 systems with attention to equity and inclusiveness embedded in the core practices.

Session strand/s: Designing equitable and inclusive practices to improve school achievement