INVITED SPEAKERS
Dr Shiralee Poed
Dr Shiralee Poed
Associate Professor Shiralee Poed is from the School of Education at the University of Queensland. She is also Chair of the Association for Positive Behaviour Support Australia and an ex Officio on the International Association for Positive Behaviour Support. Her 35-year career spans working as a teacher/leader in Australian state, Catholic and independent primary, secondary, and special schools. Her research investigates systems change to address inequities in the education of students, particularly where this manifests in behaviour. Her expertise includes: (i) evidence-based interventions, (ii) proactive/positive approaches to behaviour, (iii) reductions in student restraint/seclusion, and (iv) elimination of disability discrimination.
Master class 1
Systems, data, practices: Coaching for excellence and equity
Over the past 20 years of implementing PBL in Australia, we’ve learnt many lessons on the systems, data, and practices needed to achieve excellence and equity. Coaching by both internal and external coaches has played a pivotal role in supporting over one third of Australian schools to understand the PBL framework. In this session, we will discuss how coaching models have evolved, and what a comprehensive coaching model should include at Tiers 1, 2, and 3 if we want to implement PBL with fidelity and for sustainability.
Dr Kent McIntosh
Dr Kent McIntosh
Kent McIntosh, PhD, is the Philip H. Knight Chair of Special Education at the University of Oregon and Director of Educational and Community Supports, a research unit in the College of Education. His research focuses on implementation and sustainability of school interventions, increasing racial equity in school discipline, and integrated academic and behaviour support. He is author of over 100 scholarly journal articles and presenter of over 50 keynote addresses. He is Co-Director of the Centre on Positive Behavioural Interventions and Supports and lead of the Centre’s Equity Workgroup, as well as a founding member of the PBIS-SCP Canada Network.
Master class 2
Co-creating PBL systems with our students
Our school behaviour support systems are stronger and more equitable when we seek voice and meaningful inclusion from our students. This presentation will provide points of entry and specific strategies and tools for doing PBL WITH and not TO students.
Dr Brandi Simonsen
Dr Brandi Simonsen
Dr. Brandi Simonsen is a professor of Special Education at the University of Connecticut. She Co-Directs the National Technical Assistance Centre on Positive Behavioural Interventions and Supports (PBIS; www.pbis.org) and the National Multi-Tiered System of Supports Research Network (MTSS-RN; www.mtss.org). She has published well over 100 articles, chapters, and other publications; and she has written two books on PBIS in the classroom with colleagues. Brandi's scholarship focuses on supporting educators' implementation of PBIS practices. Before joining the faculty at UConn, Brandi directed an alternative school for students with disabilities who had intensive educational and behavioural needs.
Master class 3
Intentionally intensifying classroom practices to support students with disabilities
This master class will highlight core classroom practices, discuss how to design a classroom with PBL principles to be inclusive of all learners, and share specific strategies for how to intentionally intensify evidence-based practices to support students with disabilities during Tier 1 instruction. Attendees will have access to resources and supporting research to guide their application of content in their own settings.
Dr Russell Fox
Dr Russell Fox
Dr Russ Fox is a Lecturer in the Faculty of Education at Monash University. He is a trained primary school teacher with experience teaching and working in mainstream primary schools. Russ has also worked extensively in alternative education settings, specifically supporting primary and secondary students exhibiting behaviours of concern and at risk of school disengagement. Russ also provided in-school behaviour support coaching, consultation, and PBIS implementation support to teachers and school leaders in Government schools in Victoria. His research interests include positive behaviour supports, multi-tiered systems of support, responsive teacher training, implementation science, and sustainability of evidence-based practices in education.
Master class 4
Tiered Responsive Professional Development: Effectively and efficiently meeting teachers at their point of need
Teachers’ professional development needs can vary considerably within a school. Some teachers need minimal support, while others need extensive coaching to support implementation of evidence-based practices in their classrooms. A tiered responsive PD approach uses the tiered logic of a multi-tiered system of support to support the efficient and effective delivery of PD. This workshop will focus on the components and principles of Tiered Responsive PD, allowing participants to design a tiered responsive PD program that considers the unique needs of their context. In addition, participants will engage in implementation planning that optimises existing resources and addresses potential barriers.
Dr Terrance Scott
Dr Terrance Scott
Terrance M. Scott is a Professor and Distinguished University Scholar in the College of Education and Human Development at the University of Louisville. He began his career as a counsellor in residential treatment and has worked with students with challenging behaviours across a variety of settings. Having received his Ph.D. in Special Education at the University of Oregon, he has over 100 publications including 5 books, has conducted over 1200 presentations and training activities throughout the U.S. and across the world, and has successfully competed for more than $27 million in external grant funding. In 2012 he received the Outstanding National Leadership Award from the Council for Children with Behaviour Disorders and was elected President of this organisation in 2013. His research interests focus on school-wide prevention systems, the role of instructional variables in managing student behaviour, functional behaviour assessment/intervention, and scientific research in education.
Master class 5
High probability practices for managing classroom behaviour
This workshop provides an overview of effective practices and strategies for managing classrooms during instruction. These practices are known to have large effects and are simple enough to be used by any teacher in the scope of typical classroom instruction. In addition, a set of strategies for preventing and responding to typical escalation in the classroom will be presented with video scenarios used to demonstrate practices.
Dr Marnee Shay
Dr Marnee Shay
Associate Professor Marnee Shay is an Aboriginal researcher at the University of Queensland whose maternal family is from Wagiman Country (Southern Daly River Region in the Northern Territory). She has an extensive externally funded research program and has many publications in the fields of Indigenous education, flexi schooling and Indigenous education policy. Marnee is a Chief Investigator on the first Indigenous-led Australian Research Council Centre of Excellence ‘Indigenous Futures’ (2023-2029). Marnee advocates for strengths-based approaches in Indigenous education and Indigenous-based evidence to inform policy futures.
Master class 6
Identity affirming as an evidence-based approach to supporting and enhancing Indigenous student engagement
The impact of deficit ideologies socially, politically and educationally continues to negatively impact Indigenous student experiences and educational outcomes. This session blends theory, research and practice to understand how educational settings can practice identity affirming to support Indigenous student engagement and well-being. The session will provide educators with practical tools to embed identity-affirming from early childhood to secondary school settings. The session will share practical resources and allow educators to develop ideas for localised approaches in their schools.
Dr Grace Sarra
Dr Grace Sarra
Professor Grace Sarra is an academic and researcher at Queensland University of Technology. She is of Aboriginal heritage (Bindal and Birri clans of the Birrigubba nation) and Torres Strait Islander heritage (Mauar, Stephen and Murray Islands). She has more than 30 years of experience in teaching and leadership roles in schools and universities. Her research is in the area of Aboriginal and Torres Strait Islander education. Professor Sarra’s distinctive contribution as an Indigenous researcher has been in utilising Indigenous knowledge and frameworks with theoretical frameworks to contest prevailing assumptions and stereotypes that contribute to Indigenous students’ lack of success in schools.
Master class 6
Identity affirming as an evidence-based approach to supporting and enhancing Indigenous student engagement
The impact of deficit ideologies socially, politically and educationally continues to negatively impact Indigenous student experiences and educational outcomes. This session blends theory, research and practice to understand how educational settings can practice identity affirming to support Indigenous student engagement and well-being. The session will provide educators with practical tools to embed identity-affirming from early childhood to secondary school settings. The session will share practical resources and allow educators to develop ideas for localised approaches in their schools.
Dr Mary-Louise Hemmeter
Dr Mary-Louise Hemmeter
Dr Mary Louise Hemmeter is professor of Early Childhood Special Education at Vanderbilt University and holds the Nicholas Hobbs Chair in Special Education and Human Development. Her research focuses on supporting social-emotional development addressing challenging behavior, and coaching educators. Dr. Hemmeter conducts workshops throughout the US and abroad. She led the development of the Pyramid Model for Supporting Social Emotional Competence in Young Children and is a developer of Practice Based Coaching Model. She was co-editor of the Journal of Early Intervention and President of CEC’s Division for Early Childhood. She received numerous awards for her contributions to the field.
Master class 7
Creating caring communities in the early years: Promoting engagement, inclusion, and belonging
The Pyramid Model for Promoting Social Competence in Young Children is a tiered framework of practices for promoting social emotional development and preventing and addressing challenging behavior. The goal of this session is to describe how the Pyramid Model is used to support engagement, inclusion and belonging of all children including children with disabilities and children who are at-risk for delays. Specifically, we will discuss practices related to creating a caring community: a) building relationships with families, colleagues and children, b) supporting peer relationships, and c) teaching social emotional competencies. The session will include lecture, video examples, case applications and participant discussion.
Dr Lisa McKay-Brown
Dr Lisa McKay-Brown
Associate Professor Lisa McKay-Brown is the Associate Dean Diversity and Inclusion at the Faculty of Education, University of Melbourne. She has extensive experience as a teacher in a range of education settings with a focus on students with disability. Lisa is known internationally for her work in school attendance and engagement. She leads the MGSE Disability Research Collaboration which supports a range of research projects including the In2School programs for chronic school absenteeism and Pathways2Participation a tiered model for improving school attendance. She is currently involved in the development of MicroCerts to train Positive Behaviour Support practitioners in the NDIS.
Master class 8
Pathways2Participation: An integrated MTSS informed approach to attendance and Positive Behaviour for Learning
Pathways2Participation (P2P) is a promising solution to address school attendance problems that can be integrated with Positive Behaviour for Learning. P2P meets schools and school systems at the point of need by using evidence-based interventions that address school attendance. The program supports school staff to understand the problem, intervene early and work with families and other professionals through a student-centred approach. P2P is a feasible model that can be implemented with fidelity by schools. This workshop will explore P2P, the research underpinning it and how schools are integrating PBL into the model.