katherine zagotsis
Highly Accomplished Teacher. AAC Communication Partner & Advocate. Mum of one. Accidental Leader. Reflectionist, Mentor and life-long learner.

Engaging Now! 7.4

@ReneeTreml Hi 🙂 I just wanted to let you know that my husband, myself and my baby sit down together every night to read 'Look, Baby.' It's such a lovely book for the end of the day.

About 5 months ago from Katherine Zagotsis's Twitter via Twitter for Android

Demonstrating 4.5

Focus Area: Prof 6.2

Planning for simultaneous face to face teaching and remote learning during COVID-19


I am teaching a class of highly vulnerable students with various diagnoses that affect them intellectually, physically and have an effect on their sensory processing. Next term (at this stage), 4 of those students will be attending school, the remaining 2 will be at home, learning alongside their families. These guys are also five. Sitting […]

One Plan


On the 18th of November, I attended on-site training about One Plan. Previously known as One Child One Plan and shortened to OCOP, the Department for Education’s aim is to have a One Plan written for every child attending preschool/school by the end of June 2021. The purpose of this project, organised by the Department […]

Aided Language Stimulation: Moving Beyond Receptive Input


Last week, Thursday the 26th of September, myself and Julie, my good friend and co-worker, attended a workshop run by Two Way Street (Thanks for organising!) This year, Julie and I have been working closely with leadership in our role as co-chairs of the newly established communication committee, where we have been talking about best […]

Formative Assessment in a Special Education Setting: What does that look like?


I’ve been involved in the STEM 500 project since 2018, updating my knowledge and practice in the area of STEM each year. One of our requirements in 2019 is to ask a peer to observe us using formative assessment, with the intention of being able to learn from each other and apply constructive feedback given. […]

STEM 500: Days 7 & 8


I’ve spent two days out of the classroom this week, continuing with the STEM 500 project I’ve been involved in since last year.  Like many things, being in a Special Education context has given me a different lens through which to view this learning and I’ve been questioning, considering and making attempts at adaptation.  While I’ve been […]

5 Highlights of 2018


Can I just say that I actually really love this time of year? I like that the end of the teaching year forces me to stop, consider, reflect. Taken from this post, the following, in no particular order is my five highlights of 2018: One: Successfully teaching a class of students with much higher needs than […]

STEM 500 Day 6: Making Spaces


Last Friday I attended Day 6 of the STEM 500 Project at the Adelaide Botanic Gardens, which focused on the food and fiber aspect of the Design and Technologies subject, Learning Design, Maker Spaces and 3D Printing. For me, the most applicable part of the day was the discussion surrounding Makerspaces. Maker Spaces We were […]

STEM 500 Day 5: Design Thinking


On Wednesday the 5th of September, I attended Day 5 of the STEM 500 project, which focused on Design Thinking. This left the Digital Technologies part of the Technology learning area behind, leaving us with more familiar territory, Design and Technology. We were set several learning intentions for the day, but the ones which resonated […]

STEM 500 Day 4: Systems Thinking


On Friday the 17th of August, I attended Day 4 of STEM 500 at the Education Development Centre. Our learning intentions for the day were to: Become familiar with the language of programming Explore user interfaces and digital systems Understand systems thinking All while understanding how the content related to pedagogy and the Digital Technologies Curriculum. We […]

Work Trip: Eastern Ranges School-Structured Teaching (Day 1)


During the Term 2 holidays, I spent two days with my onsite colleagues at Eastern Ranges School in Melbourne.  Eastern Ranges is an Autism-specific school, with a student cohort of 160 and a staff of 100.  Staff consisted of teachers, classroom support, a large leadership team and a Positive Behaviour Support Team.  What myself and […]

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