Classroom Profiling was created and developed by Mark Davidson, based on a supportive, reflective professional practice relevant to all educators regardless of their years of experience or educational setting. 

Classroom Profiling - Level 1 

Classroom Profiling is a supportive, reflective professional practice relevant to all educators regardless of their years of experience or educational setting. Classroom Profiling allows teachers to reflect on the effectiveness of the pedagogical practices they currently use in their classroom. This confidential, voluntary and nonjudgmental process allows teachers to reflect on their practice in a safe and supportive collegial environment.

Classroom Profiling links seamlessly to most existing frameworks including Positive Behaviour for Learning (PBL), the Essential Skills for Classroom Management (ESCM) and the Art and Science of Teaching (ASOT) design questions. It works with any pedagogical instructional framework and assists participants to better understand their own practice.

The Classroom Profiling - Level 1 training enables new profilers to explore and become comfortable with the processes, protocols and resources of Classroom Profiling. Those trained will be able to profile and facilitate a professional reflective conversation with colleagues around effective classroom management pedagogy and student engagement.

All participants receive complimentary membership of the Classroom Profiling Association Inc. for 12 months.

Essential Skills for Classroom Management [ESCM]

For over two decades, the Essential Skills for Classroom Management have assisted teachers and their assistants, in Queensland schools, develop effective management strategies which result in more time spent teaching and learning, enhancing student engagement and teacher efficacy.

This one-day professional development opportunity focusses on teacher strategies, planning and actions that develop positive and respectful relationships with students through the establishment of safe and supportive learning environments.

Focusing on clear and explicit expectations and consequences and on a teacher’s deliberate response to student behaviours, both proactively and reactively, this training aims to positively support student learning and wellbeing.
These skills allow for individual teaching styles, within all pedagogical frameworks and across a broad range of contexts, theory and practice while fostering – and embedding - responsible behaviour and improved learning outcomes for students.

The presenters

Janet Thomson is a Level 3 Classroom Profiling Instructor, Secretary and Life member of the Classroom Profiling Association Inc. Janet originally taught in rural and coastal secondary schools. She has also taught in primary and tertiary education contexts and currently works as a Student Engagement / Behaviour Management Coach in the North Coast Region. Over the last 15 years she has trained hundreds of people in all levels of Classroom Profiling.  Janet is a firm advocate of the reflective practice of Classroom Profiling and the impact it can have empowering teachers to confidently create a positive, safe and supportive learning environment for effective curriculum delivery maximising student learning.

Dwayne Rees is a Level 2 Classroom Profiling Instructor and a member of the Classroom Profiling Association Inc. Dwayne started teaching in a P-10 rural school in Mitchell. He has taught in primary and secondary contexts and is currently working at Murrumba State Secondary College in the SEP Department. Over the past 8 years Dwayne has been actively involved in the Classroom Profiling processes within his school setting, training teachers in Level 1 and Level 2. He has been involved with QuEST over the past two years working with teachers across the State. Dwayne is a firm believer in the role Classroom Profiling can play in the development of a positive supportive classroom which leads to better student outcomes for all.

Jenny Ford is a Level 2 classroom profiling instructor and a member of the Classroom Profiling Association Inc. She has more than 20 years’ experience teaching and leading capability programs in primary, secondary, special education, site-specific schools and environmental education centres. Jenny has taught in alternative educational settings for students at risk of disengagement, and tertiary settings to develop effective classroom management practices for pre-service teachers. As an experienced behaviour consultant, Jenny provides expert knowledge in PBL and multi-tiered systems of support, and practical strategies in the areas of classroom management and student engagement. Over the past 8 years, Jenny has trained hundreds of teachers and school leaders in classroom profiling and essential skills for classroom management (ESCM). She is passionate about supporting schools to embed evidence-informed practice to empower educators and leaders to reflect on pedagogical practices to improve outcomes for all students.