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CSA’s Executive Officer, Andrew Taylor, has developed a five-step approach for schools that they can voluntarily undertake to assist them in maturing and improving school-based practices.
5 Steps to Moving Forward and Improving Schools
3/06/2020 12:00:00 AM5 Steps to Moving Forward and Improving Schools
PDF
This document provides a guide and checklists in relation to Staff Induction.
A Guide to Staff Induction & Checklist
26/11/2019 12:00:00 AMA Guide to Staff Induction & Checklist
PDF
This document is a review of the ACNC legislation in relation to the Review Terms of Reference.
ACNC Review Terms of Reference
20/12/2017 12:00:00 AMACNC Review Terms of Reference
PDF
This download provides an overview of the instrument design and data analysis, the FSCM, the 2021 Australia pilot results, and understanding how the FSCI can be used in leading school-level change. In late 2020, seven Australian Christian schools, from diverse locations and states across the country, were recruited by Christian Schools Australia (CSA) to participate in an Australian pilot of the FSCI. Qualitative follow-up surveys enabled Australian school leaders to provide feedback on the usefulness of FSCI insights in real-time. The qualitative data was positive and showed that leaders are already using FSCI results in their school improvement plans and overall strategic planning. For each of the seven schools participating in the Australia pilot, the FSCI identified a set of five top strength areas and five major areas for growth (based on each school’s individual construct scores). This information is valuable not only for the participating schools themselves but also for the Christian school sector, as it provides a snapshot of the key strengths and areas for improvement for a sample of schools in CSA membership. The resulting research is groundbreaking both in terms of its scope and findings and provides the basis for the first-ever empirically validated model of flourishing in Christian schools.
ACSI - Flourishing Schools FSCI Australia Pilot Report
11/08/2021 12:00:00 AMACSI - Flourishing Schools FSCI Australia Pilot Report
Vimeo
Hear from Dr. Lynn Swaner as she provides an overview and synthesis of the Flourishing Schools Culture Model Australia Pilot, the instrument and the five key domain areas, presented by Dr. Lynn Swaner of ACSI. About the Australia Pilot In 2018, the Association of Christian Schools international (ACSI) sought to explore the following questions: How do Christian schools flourish? What elements of school culture contribute to flourishing, and do some elements matter more than others? Is there a roadmap to school flourishing that can be validated by empirical research in Christian schools? The outcome of their rigorous investigations and testing within over 65 schools and 15000 participants was the development of this exciting new survey research tool—the Flourishing School Culture Instrument (FSCI). The survey clusters a range of validated constructs into five domains of flourishing: Purpose; Relationships; Teaching and Learning; Expertise and Resources; and Well-Being. These domains provide a compelling and comprehensive picture of the areas in which Christian schools can focus their efforts and resources in order to promote a flourishing school culture and community.
ACSI - Flourishing Schools FSCM Australia Pilot Overview
 ACSI - Flourishing Schools FSCM Australia Pilot Overview
PDF
This document provides an overview of ACSI's Flourishing Schools Research by Dr Lynn Swaner & Matthew H. Lee and the use of the FSCI - Flourishing Schools Culture Instrument. It was an article originally published in "Research in Brief" Fall 2020. Volume 2. Issue 1.
ACSI - Flourishing Schools Research - an overview
11/08/2021 12:00:00 AMACSI - Flourishing Schools Research - an overview
PDF
This fact sheet provides an overview of ACSI's FLourishing Schools research and also includes an outline of the Flourishing School Culture Model. Validated by research, the Flourishing School Culture Model (FSCM) provides culture-level insight to Christian schools on how their students, educators, and school communities flourish in the domains of Purpose, Relationships, Learning Orientation, Expertise & Resources, and Well-Being. The companion school culture assessment tool, the Flourishing School Culture Instrument (FSCI), offers predictive insights to individual schools regarding their unique strengths and opportunities for growth in these domains.
ACSI - Flourishing Schools Research - Fact Sheet
11/08/2020 12:00:00 AMACSI - Flourishing Schools Research - Fact Sheet
PDF
ACSI has continued to conduct analysis of the FSCI (Flourishing Schools Culture Instrument) data, as well as collect additional qualitative data on leaders’ use of FSCI insights at their schools. This report unpacks leadership constructs that are linked to school flourishing, as well as shares additional findings from ongoing research on how school leaders can develop their own practices that lead to flourishing-related outcomes for their schools. This report provides two sets of self-reflection guides—one for school leaders and one for school boards—with questions that can be used individually and collaboratively to strengthen leaders’ foundational, relational, and strategic practices. The Flourishing School Culture Model (FSCM) provides a research-validated path to flourishing for Christian schools in the domains of Purpose, Relationships, Teaching & Learning, Expertise & Resources, and Well-Being. The Flourishing School Culture Instrument (FSCI) continues to benefit Christian schools by measuring the core components of flourishing for their unique school cultures.
ACSI - FSCI Leadership Report, 2021. Leadership for Flourishing Schools: From Research to Practice
30/07/2021 12:00:00 AMACSI - FSCI Leadership Report, 2021. Leadership for Flourishing Schools: From Research to Practice
PDF
How do Christian schools flourish? What elements of school culture contribute to flourishing, and do some elements matter more than others? Is there a roadmap to school flourishing that can be validated by empirical research in Christian schools? In 2018, ACSI Research sought to answer these questions through rigorous research on Christian school cultures, by using a new research tool—the Flourishing School Culture Instrument (FSCI). This report provides detailed information about instrument design and fielding, as well as unpacks FSCI findings and the FSCM model for Christian educators which, when taken together, provide measurable signposts on a roadmap toward flourishing Christian schools. The Flourishing School Culture Model (FSCM) provides a research-validated path to flourishing for Christian schools in the domains of Purpose, Relationships, Teaching & Learning, Expertise & Resources, and Well-Being. The Flourishing School Culture Instrument (FSCI) continues to benefit Christian schools by measuring the core components of flourishing for their unique school cultures.
ACSI - FSCI Research Report, 2019. Flourishing Schools: Research on Christian School Culture and Community
2/06/2020 12:00:00 AMACSI - FSCI Research Report, 2019. Flourishing Schools: Research on Christian School Culture and Community
PDF
Reflections on lessons learned during 8 weeks of online learning. An interview with Brian Van Tassel, Dean of Co-curricular Education and Pastoral Care, Interim Head of Schools, at the International Christian School (ICS), Hong Kong.
ACSI - Lessons learned during 8 weeks of online learning, an interview
23/03/2020 12:00:00 AMACSI - Lessons learned during 8 weeks of online learning, an interview
PDF
ACSI Global Network of Christian Schools - Contact List
ACSI Global Network of Christian Schools - Contact List
31/08/2021 12:00:00 AMACSI Global Network of Christian Schools - Contact List
PDF
This document provides ACT Christian School General Staff MEA (Multi Enterprise Agreement) 2019 Salary Rates
ACT Christian School General Staff MEA -  2019 Salary Rates
3/07/2019 12:00:00 AMACT Christian School General Staff MEA - 2019 Salary Rates
PDF
This document provides a summary of payments that attract superannuation under the ACT Christian School General Staff (Multi-Enterprise Agreement)
ACT Christian School General Staff Superannuation Payments Reference Sheet 2018-2021
18/01/2021 12:00:00 AMACT Christian School General Staff Superannuation Payments Reference Sheet 2018-2021
PDF
ACT Christian Schools General Staff MEA (Multi Enterprise Agreement) 2018-2021.
ACT Christian Schools General Staff MEA 2018-2021
25/11/2019 12:00:00 AMACT Christian Schools General Staff MEA 2018-2021
Excel
ACT Christian Schools General Staff MEA (Multi-Enterprise Agreement) 2018-2021 - Averaging Formula
ACT Christian Schools General Staff MEA 2018-2021 - Averaging Formula
10/12/2019 12:00:00 AMACT Christian Schools General Staff MEA 2018-2021 - Averaging Formula
PDF
ACT Christian Schools Teaching Staff MEA (Multi Enterprise Agreement) 2020
ACT Christian Schools Teaching Staff MEA 2020
22/10/2020 12:00:00 AMACT Christian Schools Teaching Staff MEA 2020
PDF
The scant 776 word 'Factsheet" which underpins the clandestine "consultation" process undertaken by the ACT Government.
ACT Conversion Practices Ban - Factsheet
14/07/2020 12:00:00 AMACT Conversion Practices Ban - Factsheet
PDF
Joint submission on the proposed ACT "conversion practices" ban by Christian Schools Australia Adventist Schools Australia Australian Association of Christian Schools Islamic School of Canberra
ACT Conversion Practices Ban - Joint Submission
3/07/2020 12:00:00 AMACT Conversion Practices Ban - Joint Submission
PDF
ACT General Staff MEA (Multi Enterprise Agreement) 2013 – 2017 – no longer in force
ACT General Staff MEA 2013 - 2017
22/01/2019 12:00:00 AMACT General Staff MEA 2013 - 2017
PDF
ACT General Staff Salaries July 2020.
ACT General Staff Salaries - July 2020
10/06/2020 12:00:00 AMACT General Staff Salaries - July 2020

Find a resource

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URL Page (blogs, briefing, news)
Amongst other purposes, Christian schools aim to equip students to embrace biblical truth, strive for academic excellence and model Christ-like leadership to influence their homes, churches and communities for Christ. These aims require consistent development of key characteristics of Christian education; that it is biblically-based, Christocentric, incarnational, service-oriented, and redemptive. CSA has developed PeRL resources focused on the theories and practices of pedagogies enabling redemptive learning. On this page, you will find tools and resources to equip you in your role as you seek to carry out the mission and aim of your Christian school. Some of these resources were released at the 2021 CSA State Conferences and we hope you enjoy exploring the specific approaches: Connection, Inclusion, Justice and Voice of PeRL: Pedagogies enabling Redemptive Learning.
PeRL | Pedagogies enabling Redemptive Learning
PeRL | Pedagogies enabling Redemptive Learning
PDF
Effective teaching and learning practices within Christian education are established on solid pedagogical foundations. Consequently, Tabor College, in partnership with CSA, have developed PeRL (Pedagogies enabling Redemptive Learning). PeRL is a Christian Pedagogy Resource document and Field Guide that aligns with CSA architecture, God’s Big Story and other key CSA resource documentation. The resource aims to be a useful and stimulating reference guide for teachers to use in Christian schools and incorporates four pedagogical approaches to cultivate and promote redemptive learning
PeRL Document
PeRL Document
PDF
The PeRL Playbook is to be used as a guide in conjunction with the video resources. It is an interactive PDF that allows inclusion for note-taking and is a great tool that provides a compact guide to facilitating the PeRL: Pedagogies enabling Redemptive Learning resource in your school.
PeRL Playbook
PeRL Playbook
Vimeo
This is a Q&A session held with Dr. Brian Harris and Jon Bergmann at the 2021 WA State Conference, where the theme was around Pedagogy: The leadership of learning.
Q&A Session with Dr. Brian Harris & Jon Bermann
Q&A Session with Dr. Brian Harris & Jon Bermann
Vimeo
Community of Practice – Distance Education looks at bringing education to different, and remote, contexts, and the heart behind why. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - Distance Education
Series: Community of Practice - Distance Education
Vimeo
Community of Practice – ELC/Lower Primary looks at the God-given natural curiosity that children have about their world and to link their desire to make sense of the world with their Creator. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - ELC/Lower Primary
Series: Community of Practice - ELC/Lower Primary
Vimeo
Community of Practice – English looks at helping students to listen to, read, view, speak, write, create and reflect on increasingly complex and sophisticated spoken, written and multimodal texts across a growing range of contexts with accuracy, fluency and purpose. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - English
Series: Community of Practice - English
Vimeo
Community of Practice – HASS (Humanities) looks at helping student develop a sense of wonder, curiosity and respect about places, people, cultures and systems throughout the world, past and present, bringing glory to God, and an interest in and enjoyment of the study of these phenomena. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - HASS (Humanities)
Series: Community of Practice - HASS (Humanities)
Vimeo
Community of Practice - Health & PE looks at the enabling of students to access, evaluate and synthesise information to take positive action to protect, enhance and advocate for their own and others’ health, wellbeing, safety and physical activity participation across their lifespan. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - Health & PE
Series: Community of Practice - Health & PE
Vimeo
Community of Practice – Teaching and Learning looks at bringing together heads of teaching and learning/curriculum, specifically in NSW, to provide opportunities to collaborate and share ideas and resources. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - Health and PE
Series: Community of Practice - Health and PE
Vimeo
Community of Practice - Mathematics looks at the proficiency strands of understanding, fluency, problem-solving and reasoning. It seeks to understand God's ordered world through the mathematical lenses. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - Mathematics
Series: Community of Practice - Mathematics
Vimeo
Community of Practice – Science looks at bringing to life an interest in science as a means of understanding creation and expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - Science
Series: Community of Practice - Science
Vimeo
Community of Practice – Special Assistance Schools looks at bringing together a passion for God, as well as a passion for at-risk students, and find new ways to create accessible curriculum. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - Special Assistance Schools
Series: Community of Practice - Special Assistance Schools
Vimeo
Community of Practice – Specialist Indoor looks at connecting with students to allow them to express themselves through the various specialists subject areas in our schools. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - Specialist Indoor
Series: Community of Practice - Specialist Indoor
Vimeo
Community of Practice – Upper Primary looks at the development of the students' ability to take positive action for well-being; relate and communicate well with others; pose questions and solve problems; make informed decisions and act responsibly. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - Upper Primary
Series: Community of Practice - Upper Primary
Vimeo
Community of Practice – Wellbeing looks at the idea of wellbeing being embedded throughout a school's curriculum and culture, for the sake of the students and the community. ABOUT COMMUNITIES OF PRACTICE Communities of practice (COP) are co-created opportunities for individual and organisational professional development. Collectively, CSA seeks to devise and direct a coherent, school-led approach to staff development, share material and human resources and encourage active participation at a member and organisational level. At the 2021 State Conference, an opportunity to lay foundations for future state, and countrywide collaboration opportunities between schools and the professionals within them were presented. The afternoon programme was designed to allow for school-school specialist subject dialogue. The premise of each session was quite simple: we begin with a provocation which will come in the form of short film – shot in Christian schools across the country – and featuring practitioners reflecting on four key framing questions based upon CSA’s PeRL pedagogical approach: 1. How do you develop relationship and community in your classroom? (Connection) 2. How do you facilitate and ensure that all students participate in the learning process? (Inclusion) 3. How do you support students as they discover their importance and influence in the wider community? (Justice) 4. How do you integrate and support student voice? (Voice) These questions formed the nucleus of the facilitated discussions during the afternoon sessions at the state event. The rationale was to get a cross section of practitioners talking about pedagogy. The main purpose was to enable a connection between the people, such that this was the first of many such gatherings both in person and through our digital connection platform (the CSA Collective).
Series: Community of Practice - Wellbeing
Series: Community of Practice - Wellbeing