4 May 2022 - 7-8pm AEST
Waiting months for NAPLAN results to be delivered offers little opportunity to improve student learning outcomes, however by completing regular emotion check-ins, educators can identify in real-time which students are struggling and provide support accordingly.
Join us on Wednesday 4th May 2022 in conversation with education panellists Marc Pedersen (Assistant Principal - Wollongong Public School), Dianne Giblin (CEO ACSSO), Cheryl Edward (Psychologist), Aimee Murray (Wellbeing & Engagement Support Teacher, St Joseph's School), and Nikki Bonus (Founder & CEO Life Skills Group) as they offer strategies on how to manage anxiety during NAPLAN.
In this webinar, our experts will discuss:
Current research
The common stresses experienced by staff and students during NAPLAN.
How to help teaching staff and leadership manage anxiety around testing.
The role of incorporating emotion check-ins pre, during and post NAPLAN.
How the real-time data collected during these check-ins can help identify which students are struggling with heightened emotions.
The increasing need for social emotional wellbeing as a third pillar of learning for students.
ABOUT OUR EXPERTS
Marc Pedersen is a K-12 qualified educator and has been teaching since 2008 within Primary education. He has been the assistant principal off-class head of Wellbeing at Blaxcell Street Public School since 2019, which involved leading professional learning and initiating wellbeing programs and strategies to support 930 students and a staff of 96. The relentless mindset and focus on safety Marc obtained as an engineer with Qantas he has brought to education, in the form of wellbeing. Marc instils a focus on wellbeing via peer reviewed evidenced-based research and through explicitly taught strategies to support the social and emotional learning of all students. He knows that wellbeing is what underpins the success of the whole child and he looks forward to continuing this mindset as he starts in his new role as an assistant principal at Wollongong Public School in 2022.
Dianne Giblin has worked in education in both paid and unpaid capacity for the past 32 years.
Di has a passion for education, in particular public education, and the opportunities it affords young people. She has led the ACSSO secretariat since 2011 but has been a significant player in parent activism since 1984 when her eldest child commenced school. She is proud of her four children’s achievements – all successes of public education.
She has held various volunteer roles in the parent movement finishing her P&C career as President of the Federation of Parents and Citizens Associations of NSW.
Di was a founding Director of Public Education Foundation whose board position she held for six years; a founding Director of Primary Ethics Board and also a founding Director of The Parenthood board.
She worked in a paid capacity for the NSW education department in a number of roles across a large area of Sydney. Her roles were all in the area of parent engagement and home-school partnerships including school based community officer, across district Community Development Officer and regional Partnership Officer – all through the Priority Schools Program.
Recognition of her work saw her commended for Meritorious Service to Public Education and Training in 2010. In 2012 Dianne was admitted as a Member in the General Division of the Order of Australia for her service to public education and the community.
Di’s greatest love is her family but coming a close second is her love of music. Whilst an amateur guitar player she likes to spend downtime with it, her grandchildren and her playing her vinyl albums on the new turntable.
Cheryl Edward is a psychologist who has worked in the Northern Territory, supporting Inclusion Support Services and Pastoral Care and Wellbeing in Catholic Education, NT. She started as a School Counsellor with Katherine Group School, in the Department of Education, in 2010, working in 8 schools east of Katherine. By the time Cheryl moved to Catholic Education, NT in Term 2, 2017, she was working across what is known as the Big Rivers region, covering 28 schools and 4,000 students across 400,000 square km’s. Throughout her work over the past 12 years, she has seen the most difference when schools work with a trauma-informed lens, incorporating neuroscience with social emotional learning.
Aimee Murray began teaching in 2007 in SE Melbourne. She tells us: "I have taught in a year 3 and year 5 class for most of my teaching career with students participating in NAPLAN. I am currently teaching in a Catholic Primary school in Cairns. I have had many roles over the years that have evolved into what is a very unique role. I have a permanent day in year 3, I cover positions of leadership from P-6. With the demand and increasing needs for wellbeing our principal has appointed a wellbeing and engagement support teacher WEST. I get to work closely with the most amazing school counsellor and have regular time in class as well as time out of the classroom for WEST. I am very passionate about the need to help regulate all students to then be able to see their most potential in learning. I have also begun the journey into getting a therapy dog at the school."
