Talking Teaching

Episode 1, Season 10 of Talking Teaching begins with a powerful conversation about one of education's most important challenges: creating schools where every student feels safe, connected, valued, and ready to learn. Host of Talking Teaching, Sophie Specjal PhD is joined by Tom Brunzell, PhD (University of Melbourne) and Bryan Field (Principal, Monterey Secondary College) to explore how schools can move beyond reactive approaches to behaviour and towards relationship-centred practices that strengthen belonging, engagement, wellbeing, and achievement through Trauma-Informed Strengths-Based Education.Drawing on decades of research, leadership experience, and whole-school transformation, Tom and Bryan unpack what trauma-informed education really means, why belonging matters so deeply for learning, and how educators can create environments where both students and staff flourish.This episode highlights how schools can create the conditions for students to feel seen, supported, challenged, and capable, while building cultures that can transform school engagement.Whether you're a teacher, school leader, system leader, researcher, parent, or policymaker, this conversation offers practical insights and hopeful possibilities for the future of education. Access more resources and show notes and show notes on the Faculty Wepage: https://education.unimelb.edu.au/talking-teachingOur Guests: Associate Professor Tom Brunzell, PhDAssociate Professor Tom Brunzell is an educator, researcher, and educational leader in the Faculty of Education at the University of Melbourne. His work focuses on trauma-informed education, wellbeing sciences, educational leadership, equity, belonging, engagement, and strengths-based approaches to teaching and learning.Tom has worked extensively with schools, education systems, and community organisations across Australia and internationally to support evidence-informed approaches that improve student wellbeing, engagement, belonging, and learning outcomes. He created the Berry Street Education Model and has contributed significantly to the development of trauma-informed educational practices in schools across Australia and internationally.His current research explores trauma-informed educational leadership, culturally responsive education, inclusion and disability-informed practice, educational equity, teacher wellbeing, and school transformation.Bryan FieldBryan Field is the Principal of Monterey Secondary College and a recognised educational leader in trauma-informed school improvement, educational equity, and school culture transformation and a Faculty of Education Alumni. With more than fifteen years of experience across youth work, social care, intervention services, and education, Bryan has led significant whole-school improvement initiatives focused on belonging, relational safety, engagement, attendance, wellbeing, and achievement.Through the Frankston North Education Plan and the implementation of trauma-informed educational practices, Monterey Secondary College and its feeder primary schools have become recognised as a leading example of how research-informed approaches can be translated into sustainable school improvement and positive outcomes for students, staff, and communities.ADDITIONAL RESOURCESUniversity of Melbourne Faculty of Educationhttps://education.unimelb.edu.auBerry Street Education Modelhttps://www.berrystreet.org.au/learning-and-resources/berry-street-education-modelFrankston North Education Planhttps://www.vic.gov.au/frankston-north-education-planMaster of Instructional Leadershiphttps://study.unimelb.edu.au/find/courses/graduate/master-of-instructional-leadership/Special thanks to the Faculty of Education and Professor Marek Tesar for their support of thought leadership and for shaping these essential discussions and leadership of impactful work at University of Melbourne . Thank you to the UoM Law Faculty for our new studio & Greta Robenstone & John McCarthy.

In this episode of Talking Teaching, our host Sophie Specjal sits down with Dr Jennifer Buckingham Dr Jennifer Buckingham to explore the critical intersection of reading, reasoning, and artificial intelligence in contemporary education.Drawing on decades of research and policy experience, Dr Buckingham explains why reading is far more than decoding words; it is foundational to comprehension, critical thinking, and lifelong learning. The discussion traces the evolution of reading instruction in Australia, highlighting the importance of systematic phonics and evidence-based practice in improving literacy outcomes.The conversation also turns to the challenges faced in secondary schooling when reading difficulties persist, the impact of screen-based reading on comprehension, and what the rise of AI means for literacy, learning, and thinking. Throughout, Sophie and Jennifer discuss the enduring importance of fostering a love of reading, building strong teacher knowledge, and ensuring all students have the opportunity to become confident, capable readers, now and into the future. More information and useful links are available via this ⁠⁠⁠⁠link⁠⁠⁠⁠. Talking Teaching is available on ⁠Apple Podcasts⁠, ⁠Spotify⁠, or wherever you get your podcasts. We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to ⁠foe-news@unimelb.edu.au⁠ or contact host ⁠⁠Dr Sophie Specjal⁠⁠ sspecjal@unimelb.edu.au. Sophie would love to hear from you. This podcast is produced by the ⁠Faculty of Education⁠, University of Melbourne

How do we measure what truly matters in education? Laureate Professor Emeritus John Hattie joins host Dr Sophie Specjal to reflect on five decades of research, leadership and global influence. From his pioneering work on Visible Learning to mentoring over 200 PhD students, Hattie explores the mentors, milestones and moments that defined his career, celebrates teacher expertise, and considers how schools can nurture curiosity and belonging. He also looks ahead to how AI may transform classrooms and learning. More information and useful links are available via this ⁠link⁠. Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts. We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to foe-news@unimelb.edu.au or contact host ⁠Dr Sophie Specjal⁠ sspecjal@unimelb.edu.au. Sophie would love to hear from you. This podcast is produced by the Faculty of Education, University of Melbourne.

How does language shape how we feel, relate, and learn? In this episode, host Dr. Sophie Specjal is joined by Professor Lindsay Oades, Dr Jacqui Francis and Lisa Baker to explore the emerging concept of Wellbeing Literacy; the capability to intentionally use language to foster wellbeing, including educational settings.Together, they unpack how language can be used not just to communicate, but to regulate emotions, build community, and support learning across all stages. From arts-based programs in the Goulburn Valley to play-based learning in early years, this conversation highlights the real-world potential of integrating Wellbeing Literacy into everyday educational practice. Professor Lindsay Oades is the Deputy Dean of the Faculty of Education, Dr Jacqui Francis is a Lecturer at the Centre for Wellbeing Science and Lisa Baker is a Project Officer at the REEaCh Centre. Click the episode link for more information and key resources. Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts. We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to foe-news@unimelb.edu.au. This podcast is produced by the Faculty of Education, University of Melbourne.

As artificial intelligence becomes more integrated into schools, what does it mean for the way we plan lessons, support students, and teach mathematics? Dr Sophie Specjal explores the evolving role of AI in education with Dr Scott Cameron, Dr Carmel Mesiti, and Mr Luke Clift. They discuss the use of tools like ChatGPT in lesson planning, the impact on teacher workload, and how AI might support, or hinder, student engagement. Drawing on research and classroom practice, the guests unpack the variability of AI-generated content, the need for critical reflection, and the ethical considerations of AI in schools.Dr Scott Cameron is a Lecturer in Mathematics Education at the Faculty of Education with an interest in using technology and AI to support teaching and learning.Dr Carmel Mesiti is a Senior Lecturer at the Faculty of Education and expert in mathematics pedagogies for both primary and secondary education.Mr Luke Clift is a practicing teacher at Kardinia International College, trialling AI in lesson planning and its use and impact in the classroom.More information and useful links are available via this ⁠link⁠.Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts. We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to foe-news@unimelb.edu.au. This podcast is produced by the Faculty of Education, University of Melbourne.

What does effective curriculum design look like in today’s classrooms? And how can planning approaches support both student engagement and teacher agency? Dr Sophie Specjal speaks with Auburn South Primary School’s Rhian ap Rees and Darien Hunte, along with Professor John Quay from the University of Melbourne’s Faculty of Education. They explore a framework developed by Professor Quay that combines backward design with inquiry-based learning, and share practical examples of how creative, collaborative planning is making a difference in the classroom. John Quay is a Professor at the University of Melbourne’s Faculty of Education.Rhian ap Rees is Assistant Principal at Auburn South Primary School.Darien Hunte teaches Year 4 at Auburn South Primary School. More information and useful links are available via this ⁠link⁠.Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts. We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to foe-news@unimelb.edu.au. This podcast is produced by the Faculty of Education, University of Melbourne.

In this episode, we speak with Dr. Rachel Colla and Dr. Lara Mossman from the University of Melbourne’s Faculty of Education about teaching for wellbeing. They discuss the difference between teaching wellbeing skills and creating a classroom environment that fosters motivation and wellbeing. They share their "Wellbeing Integrated Learning Design" framework, offering practical tips on incorporating choice, fostering connection, and using theories like flow and achievement goals.Dr Lara Mossman is a Wellbeing science expert and Senior Lecturer at the Centre for Wellbeing ScienceDr Rachel Colla is a Teaching and Learning Innovation Lead and Senior Lecturer at the Centre for Wellbeing ScienceMore information and useful links are available via this ⁠link⁠. Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts. We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to foe-news@unimelb.edu.au. This podcast is produced by the Faculty of Education, University of Melbourne.

This episode explores the power of play in early childhood education. Learn how play supports brain development, enriches learning, and connects generations through new innovative projects. Learn practical strategies to enhance play in the educational setting without disrupting children's motivation, as well as how to navigate the challenges of new policy reforms and the rollout of universal funded three and four-year-old kindergarten in Victoria.Dr Sarah Young is a Senior Lecturer and Research Fellow at the Research in Effective Education in Early Childhood (REEaCh) Centre in the Faculty of Education, University of Melbourne.Nicole Pilsworth is the Executive Manager, Early Learning at Gowrie Victoria and the Chair of the Victorian committee of Early Childhood Australia.More information and useful links are available via this ⁠link⁠.Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts. We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to foe-news@unimelb.edu.au. This podcast is produced by the Faculty of Education, University of Melbourne.

Talking Teaching is joined by distinguished guests Professor Jim Watterston, Dean of the Faculty of Education, and Professor Yong Zhao, Foundation Distinguished Professor at the University of Kansas. Together, they discuss their recent co-authored book, 'Focused: Understanding, Negotiating, and Maximizing Your Influence as a School Leader,' offering a practical guide to educational leadership. From navigating challenges to enhancing student engagement, Watterston and Zhao provide strategic advice grounded in research and experience.Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts. We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to foe-news@unimelb.edu.au. This podcast is produced by the Faculty of Education, University of Melbourne.

Australian schools are recognising the growing importance of fostering inclusive spaces for neurodiverse students. Teachers play a vital role in creating belonging for these students. But how can we support teachers, to support neurodivergent students in the classroom?We speak to experts Jess Rowlings and Dr Matt Harrison, co-directors of Next Level Collaboration and passionate researchers in neurodiversity, about how teachers can support the learning of their neurodivergent students. We explore what neurodiversity is, how it presents in young people and practical strategies teachers can use in their classrooms.Talking Teaching is available on Apple Podcasts, Spotify, or wherever you get your podcasts. We’d love to hear your feedback on the series, send your questions, comments or suggestions for future episodes to foe-news@unimelb.edu.au. This podcast is produced by the Faculty of Education, University of Melbourne.

In this episode, we are joined by two experts, to discuss the Nation School Reform Agreement, currently up for renegotiation. This joint agreement between the Commonwealth, states and territories is designed to lift student outcomes in Australian schools and plays a pivotal role in school funding and addressing equity in education. Prof. Pasi Sahlberg and A/Prof. Glenn Savage, both influential in Australian educational policy, help us explore the future of the Agreement, its implications for teachers, and what we can hope for when deliberation concludes in December 2024.

In this episode, we delve into the future of education in Australia, exploring ideas to reimagine the purpose of schools by shifting the focus from academic achievement to whole-child development, paving the way for healthier, more equitable futures for all students. With insights from experts A/Prof, Jon Quach from the Faculty of Education at the University of Melbourne and Prof. Sharon Goldfeld from Centre for Community Child Health at the Royal Children’s Hospital, along with educators Erin Brass from St. Ambrose Parish School and Karlie Price from St. Peters Primary School, we'll discuss the importance of equally prioritising health and wellbeing with academic achievement within Australian schools.

Artificial Intelligence or AI has well and truly arrived. As ChatGPT and DALL-E become mainstream, warnings in the media about this new technology are growing, including its impact on education and assessment. But AI also offers exciting opportunities to enhance learning, think creatively, alleviate workloads and embrace inclusivity. In this episode we de-mystify the question; is AI in the classroom a friend or a foe? Helping us explore this evolving conundrum and share the inspiring possibilities of new tech and tips on how teachers can start exploring AI in their classrooms is prolific educator and researcher and Foundation Distinguished Professor in the School of Education at the University of Kansas and a professor in Educational Leadership at the Melbourne Graduate School of Education , Professor Yong Zhao, as well as expert in self-regulation and classroom-based assessment and Director of the Assessment and Evaluation Research Centre, Professor Therese Hopfenbeck, and expert in technology in the classroom and Director of Curriculum at the Victorian Curriculum and Assessment Authority, Lauren Sayer.