Microcredentials in Advanced Classroom Management

Key facts

Mode: Online
Duration: 12 months
Start date: Register your interest
Price: Upon enquiry

Acquire the knowledge and skills to better manage potentially stressful and confronting classroom environments and de-escalate critical incidents involving individual students.

Open to group enrolments. Discounts may be available for low SES, Remote, Rural and Regional schools.

Register your interest

What you will learn

These microcredentials can be completed individually or as a cluster.

Module 1: Managing Confronting Behaviours in Educational Settings

The aim of this microcredential is to build your skills and self-efficacy to understand tension and address individual students and stressful classroom environments in ways that are responsive to student wellbeing and safety.

Investigate factors that contribute to challenging and confronting behaviours in classroom and school contexts, including sociocultural and sociohistorical factors, family, community, school, class and teacher factors.
Explore proactive and reactive approaches to classroom management that can best support a positive classroom environment and encourage students to engage in learning.
Develop the knowledge and skills to establish and maintain positive classroom learning conditions including the promotion of student engagement, achievement and wellbeing.

Module 2: Managing Critical Incidents in Educational Settings

In this microcredential, you will examine theories and practical strategies for short-term de-escalation of potentially critical incidents, and long-term approaches for students who regularly display challenging behaviour in the classroom or other educational settings.

Critically appraise a range of philosophies and strategies to de-escalate critical situations with learners who regularly display unproductive, uncooperative and challenging behaviour.
Learn how to ensure an incident is managed and controlled appropriately by building a toolkit of communication strategies that are timely, accurate and targeted during a disruption or following a critical incident.
Explore a range of effective and practical strategies to manage specific teaching-related stressors and triggers in education environments. Learn how to build stronger collegial relationships and promote teacher wellbeing.

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Learning outcomes and assessment

This is a highly flexible course, providing teachers with a robust foundation of evidence-informed knowledge and skills to better harness student outcomes.

To successfully complete each microcredential, students will need to pass a series of multiple-choice assessments and written assignments.

Digital certification

Following the successful completion of each microcredential, you will receive a digitally coded certification badge that can be shared on your professional profiles, including LinkedIn. This badge is proof of your award and can be used to gain credit in relevant courses when pursuing further study.

Pathways to further study

This microcredential has been designed to provide you with a pathway into the Graduate Certificate in Education or the Master of Education at ACU.

Course development and teaching team

Casual Academic, Faculty of Education and Arts

Dr Cath Laws has taught in regular and specialised settings, including juvenile justice schools and schools catering for students with emotional and behavioural disorders. Outside of a school setting, she has also developed state child protection policy, provided professional learning for staff and worked as NSW Statewide Manager of Behaviour Programs. Dr Laws has always been interested in examining the ways children living at the margins are positioned.

Clinical psychologist, Sessional Academic, Faculty of Education and Arts

Dr Ian Jackson has been involved in a range of senior leadership positions with organisations including the NSW Department of Education, Sydney Catholic schools in the Diocese of Parramatta and the Archdiocese of Sydney, Anglicare Sydney and Mission Australia. With a background in education, child psychology and organisational leadership, Dr Jackson has incorporated strategic planning and leadership development in promoting and enhancing the capacity and effectiveness of organisations and teams.

Sessional Academic, Faculty of Education and Arts

Dr Mark Askew completed 20 years as Head of Educational Services in the Diocese of Broken Bay at the end of 2019. During that time, Broken Bay became a high performing Australian school system. He began his career as a teacher of English and history and has worked in curriculum development and program management roles with the Sydney Catholic school system and the NSW Catholic Education Commission. Dr Askew has been a member of several state and national educational committees and supports schools and dioceses as an educational consultant.

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