UNF COVID-19 Education Program Completion Instructions

Instructions for employees and students to access and complete COVID-19 trainin

Recognising accomplished teachers in Australia: Where have we been? Where are we heading?

In 2008, the Council of Australian governments (COAG) agreed to a set of reforms focused on teacher quality. These reforms aim to make teaching a more attractive career, lift the quality of teacher training, retain and reward quality teachers, promote effective professional learning and support workforce mobility. Australia has made several attempts to develop a system for identifying and rewarding accomplished teachers, as a means of furthering such reforms. This paper traces efforts from the 1970s to strengthen the role of the profession in developing a system of professional certification and outlines some issues that will need to be dealt with if such a system is to gain professional support and meet the aims of the COAG reforms

Enabling the Exercise of Choice and Control: How early Childhood Intervention Professionals may Support Families and Young Children with a Disability to Exercise Choice and Control in the Context of the National Disability Insurance Scheme

THE NATIONAL DISABILITY INSURANCE Scheme (NDIS) is progressively being implemented across Australia. The Scheme aims to more equitably and sustainably support families and young children with a disability to optimise independence and participation in all aspects of their lives, including early childhood education. A key platform of the NDIS is for people with a disability to have choice and control over decisions about service provision. It is imperative to review the research that investigates what the notion of choice and control over service provision means for families and children with a disability, and how early childhood intervention (ECI) professionals can effectively support this decision making. In this article we argue that to effectively support families and children to experience choice and control, ECI professionals must build and share specialist knowledge and expertise to support informed decision making, engage in positive relationship-building practices and develop a shared approach to accountability with families