ROBYN COLLINS is an educator with over 30 years' experience as a teacher in kindergarten, elementary and secondary education and a variety of leadership roles.
Her expertise is in gifted education and inclusion, school reform and improvement, mentorship of principals and superintendents, literacy and curriculum development and, the development of cohesive practice in teaching and learning.
She has worked in a variety of leadership roles in Australia and in the UAE, New York and currently Saudi Arabia.
Her current focus is on developing relational inclusive practice which addresses the learning needs of all students and teacher professional learning focusing on the characteristics, academic, social and emotional needs of gifted and talented students and translating research into classroom practice.
JILL PAGE is a skilled teaching practitioner with over 40 years’ experience in the field of education. She has worked across a wide range of educational settings and held a number of positions both regionally and nationally enabling her to strategically influence educational focus and direction.
She has worked extensively with teachers and school leaders to develop competencies that promote cohesive learning contexts.
Ms Page is currently working in Saudi Arabia developing a comprehensive approach to meeting the diverse needs of both students and teachers. She is leading the development of a school-wide inclusive model of practice that encompasses all learners (from special to special) focusing on building the capacity of all teachers to support this end.
Developing Inclusive Practice in Your School: A Data-Driven Methodology
Outline: This workshop is designed for school leaders wanting to develop a cohesive approach to inclusion in their schools. Participants will identify how they are using school data, look for key patterns and trends and on that basis, inquire as to how it could transform teaching and learning in their schools.
By examining the data available to them and using it as a point of reference for the ‘why’ and ‘how’ to inclusion in their school, participants will be able to clearly define next steps in teaching practice development.
What are your desired outcomes for all students in your school?
What is your ‘big’ data telling you about student outcomes in your school?
Can you identify sections of your student population who are not reaching their potential?
What are your next questions?
This information will form the basis of an ongoing review cycle using data to inform inclusive practice and subsequently teaching practice.
Outcomes - This innovative approach will enable participants to:
Explore an approach to meet their own unique needs
Develop an organic approach based on an ecological, holistic model
Discover how to bring about strategic change within their own school system
Understand the research behind the relational model of inclusion
Identify contextual considerations of implementation through a case study
Create an evidenced-based, data-driven approach for their school
Understand the advantage of utilizing a programmatic approach that encompasses differentiation, in-class delivery and student-focused instruction
Analyze teacher skills and expertise related to need
Understand how to grow teacher capacity
Develop next steps in implementing their own unique, innovative approach to inclusive practice.