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Acquire the knowledge and skills to better manage potentially stressful and confronting classroom environments and de-escalate critical incidents involving individual students.
The Advanced Classroom Management Microcredentials are designed to empower teachers with advanced skills and the confidence needed to create and sustain positive learning environments while responding effectively to critical incidents.
Offered in two complementary units, this series emphasises preventative strategies and proactive responses to challenging behaviour, grounded in the Multi-Tiered System of Supports (MTSS) framework. Over a period of 10 weeks, participants will deepen their understanding of behaviour management through a bioecological lens, explore functional behaviour assessments, and learn restorative and trauma-informed practices. Weekly activities include engaging with contemporary theories, ethical and legal frameworks, and participating in reflective and collaborative discussions. Immersive SimLab sessions will enable participants to apply de-escalation and behavioural strategies in realistic scenarios. Supported by expert coaches, participants will enhance their ability to manage challenging behaviours confidently and create supportive classroom climates.
Delivered through a cohort-based model, you will learn alongside a group of like-minded educators, with the opportunity to share insights and strategies in a collaborative and peer supported environment. This shared learning journey promotes ongoing professional growth and helps build a supportive network of educators committed to managing complex classroom dynamics effectively.
These microcredentials are designed to be completed as a pair.
The aim of this microcredential is to build teachers’ efficacy in proactively developing and managing positive classroom social and learning climates. Focused on preventative strategies within Multi-Tiered System of Supports (MTSS), this microcredential expands on foundational communication, management, and organisational skills essential for creating supportive and emotionally healthy learning environments. It explores contemporary theories, ethical guidelines, and legal frameworks surrounding student well-being and safety, empowering teachers to implement proactive responses to challenging behaviours.
This microcredential emphasises the promotion of positive classroom behaviour climates, equipping teachers with advanced strategies for managing critical incidents. This unit introduces participants to a range of de-escalation techniques aligned with the Behavioural Escalation Continuum and the Collaborative Problem-Solving models. The course covers both short-term strategies for managing critical incidents and long-term approaches for engaging students with persistent challenging behaviour. Through real-world scenarios and hands-on practice, participants will refine their ability to manage potentially stressful classroom situations, increasing their self-efficacy and confidence.
This microcredential builds on the participant’s existing knowledge, skills and self-efficacy in managing potentially stressful and confronting classroom behaviours that were explored in the prerequisite microcredential UNMC501: Proactive Engagement with Confronting Behaviour.
20 NSW Government schools will receive sponsorship to complete the Advanced Classroom Management Microcredentials as a part of a funded study on the efficacy of interactive learning. These participants will engage in 2 x live interactive SimLab sessions where they will have the opportunity to apply classroom management strategies through simulated roleplay.
For more information email: TIES@acu.edu.au
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.
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.
This microcredential has been designed to provide you with a pathway into the Graduate Certificate in Education or the Master of Education at ACU.
Dr Matthew White is a lecturer and researcher in Inclusive Education at Australian Catholic University. An experienced teacher and school system leader, he has held roles guiding inclusive education and school attendance in Australia and the United Kingdom. His research centres on the interconnection of school wellbeing and inclusion, with a strong emphasis on multi-tiered system of supports and supporting students with attendance difficulties. His PhD study "Support for Students with Learning Difficulties Through a Universal Intervention Framework" examined the effectiveness of a systems approach to supporting the academic self-concept of adolescents with learning difficulties". Matthew is particularly passionate about implementation science and the embedding of effective practices across educational settings.
View Dr Matthew White’s profileDr 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.
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.
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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