Education leaders and practitioners from across Victoria recently came together for the Science of Teaching and Learning Australia (SOTLA) professional learning day in Melbourne.
The event, which was co-hosted by SOTLA and La Trobe’s School of Education, explored the why, the what, and how of evidence-based reading instruction.
Attended by the Hon. Ben Carroll, Deputy Premier and Minister for Education, La Trobe Vice Chancellor, Professor Theo Farrell, and more than 350 educators from around Victoria, attendees were welcomed by Professor Joanna Barbousas, Dean of the School of Education
Professor Barbousas said the School was proud to co-host such an important professional learning event.
“At La Trobe, we are passionate about the importance of providing current and future teachers with evidence-based approaches that improve outcomes for all learners and this is what SOTLA is all about.”
“It was inspiring to see so many dedicated educators coming together to learn more about research-aligned teaching.”
“I’d also like to extend my thanks to the Minister for his ongoing leadership in driving change in reading instruction.”
Keynote speaker Emily Hanford of American Public Media and host of the popular ‘Sold a Story’ podcast, presented on the current state of reading instruction in English-speaking countries such as Australia.
Emily was joined by Professor Pamela Snow and Professor Tanya Serry, Co-Directors of La Trobe’s Science of Language and Reading (SOLAR) Lab, who spoke about the limitations of balanced literacy and need for empirically validated models of reading instruction that are in line with the recommendations of several Australian inquiries.
Professor Snow said the conference presented a great opportunity for educators to connect over a shared passion for improved student outcomes via evidence-based reading instruction.
“It was wonderful to come together to share our insights from La Trobe’s SOLAR Lab and hear from Emily about her ground-breaking work in spreading awareness about the urgent need for evidence-based reading instruction in schools.”
