CESE recently published a Cognitive load theory classroom practice guide. The publication accompanies our popular paper, 'Cognitive load theory: Research that teachers really need to understand'.
The classroom practice guide:

• explores seven teaching strategies for optimising students’ cognitive load 
• provides practical examples from the NSW syllabuses
• asks teachers to reflect on their own practice.

NSW public school educators who are interested to learn more about the evidence behind cognitive load theory can enrol in our short cognitive load professional learning course. For details, visit CESE’s professional learning library.

We have recently published two audio papers:

1. What works best: Evidence-based practices to help improve NSW student performance

2. How schools can improve literacy and numeracy performance and why it (still) matters

Access these and CESE's other audio papers on CESE's soundcloud. 

In November, we published 5 case studies that highlight effective wellbeing practice, and how it supports learning, in local contexts. These case studies were prepared to assist schools to meet the department's strategic goal of 'Every student is known, valued and cared for in our schools'.

We also published an environmental scan document that describes the structures and approaches that support student wellbeing and improve pastoral care. It includes an assessment of:

• current departmental practices
• departmental data, trends and information
• relevant state, national and international research
• current practices in a number of NSW public, independent and Catholic schools.

Access both the case studies and the environmental scan. 

Sir Joseph Banks High School and Whalan Public School both consistently demonstrate high levels of advocacy at school, as reported by their students in our Tell Them From Me surveys. In our latest podcast, CESE sits down with Murray Kitteringham and Melanie Check from Sir Joseph Banks HS, and Helen Polios from Whalan PS. Murray and Melanie discuss how school equity funding is used to respond to student needs. The school uses data in a positive way to shift perceptions and share student successes with the school community. Helen discusses how Whalan PS has a consultative and inclusive relationship with families. By spending time listening to students, parents and staff, they have built strong relationships with the community. Hear these and many more strategies used by the schools in the Supporting students' learning podcast. 

Related publications 

The podcast is based on two new publications on advocacy and support:

• Insights from students, parents and teachers Learning Curve
• Resources for schools, teachers and parents. 

The Learning Curve investigates what the Tell Them From Me data tells us about advocacy and support. The Resources publication demonstrates this at a local level, with in-depth case studies from Sir Joseph Banks HS and Whalan PS. Read the Supporting Students' Learning publications. 

We have recently published evaluation reports for two major NSW Department of Education reforms:

• Local Schools, Local Decisions (LSLD)
• Great Teaching, Inspired Learning (GTIL)

LSLD aims to give NSW government schools more authority to make local decisions about how best to meet the needs of their students. LSLD focuses on five interrelated areas:

• making decisions
• managing resources
• staffing schools
• working locally
• reducing red tape.

The evaluation of LSLD began in mid-2016 and will conclude in mid-2019. 

We also released a series of thematic evaluation reports as part of the ongoing evaluation of GTIL. GTIL is the NSW government's plan to improve the quality of teaching in NSW schools. We evaluated key reforms under GTIL relating to:

• school leadership initiatives
• cadet and internship programs
• professional experience.

CESE recently developed a series of registered professional learning courses for all public school teachers, school leaders and Directors, Educational Leadership. The purpose of this professional learning is to connect education theory and research with school context. The current courses include:

• Effective reading instruction in the early years of school
• Effective leadership
• 5 essentials for effective evaluation
• Anti-bullying interventions in schools – what works?
• Six effective practices in high growth schools

What's involved? 

There are three activities involved in each course:

• reading or listening to a CESE publication
• responding to a set of reflection questions
• completing a short survey.

When the reflection responses are signed off by a supervisor, or a MyPL line manager, participants will receive 2 hours of accreditation.

If you would like to learn more about these courses, and the other face-to-face workshops that CESE offers, visit CESE’s new professional learning library. Here you will also find a flyer that includes role-based suggestions for undertaking the courses.
To register directly, visit MyPL and search ‘CESE’.