Profiling: Information
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Classroom Profiling was created and developed by Mark Davidson, based on a supportive, reflective professional practice relevant to all educators regardless of their years of experience or educational setting.
Classroom Profiling - Level 1
Classroom Profiling is a supportive, reflective professional practice relevant to all educators regardless of their years of experience or educational setting. Classroom Profiling allows teachers to reflect on the effectiveness of the pedagogical practices they currently use in their classroom. This confidential, voluntary and nonjudgmental process allows teachers to reflect on their practice in a safe and supportive collegial environment.
Classroom Profiling links seamlessly to most existing frameworks including Positive Behaviour for Learning (PBL), the Essential Skills for Classroom Management (ESCM) and the Art and Science of Teaching (ASOT) design questions. It works with any pedagogical instructional framework and assists participants to better understand their own practice.
The Classroom Profiling - Level 1 training enables new profilers to explore and become comfortable with the processes, protocols and resources of Classroom Profiling. Those trained will be able to profile and facilitate a professional reflective conversation with colleagues around effective classroom management pedagogy and student engagement.
All participants receive complimentary membership of the Classroom Profiling Association Inc. for 12 months.
Essential Skills for Classroom Management [ESCM]
For over two decades, the Essential Skills for Classroom Management have assisted teachers and their assistants, in Queensland schools, develop effective management strategies which result in more time spent teaching and learning, enhancing student engagement and teacher efficacy.
This one-day professional development opportunity focusses on teacher strategies, planning and actions that develop positive and respectful relationships with students through the establishment of safe and supportive learning environments.
Focusing on clear and explicit expectations and consequences and on a teacher’s deliberate response to student behaviours, both proactively and reactively, this training aims to positively support student learning and wellbeing.
These skills allow for individual teaching styles, within all pedagogical frameworks and across a broad range of contexts, theory and practice while fostering – and embedding - responsible behaviour and improved learning outcomes for students.
The presenters
QuEST home | Terms & conditions & Refund policy | Face-to-face courses | Online live training | On-demand training
Contact: quest@qtu.asn.au Phone: 3512 9000 www.qtu.asn.au/quest