Webinar
On-Demand
How to Respond to Learner Variability in the Primary Classroom
Watch for free
Meet our speakers
Jacinta Browning, Senior Adviser Curriculum, Assessment & Pedagogy
With 25 years of experience across the Cairns, Tasmanian, and Sale Dioceses, Jacinta is a specialist in Catholic primary education. Holding a Master of Clinical Teaching, she balances deep pedagogical knowledge with a passion for leadership and empowering educators through evidence-based practices.
Judith McMurrich, Instructional Leader, St Andrew's Primary School Marayong (NSW)
Judith has over 25 years of experience in both independent and Catholic primary schools. She has held middle and senior leadership positions, focusing on high-quality learning. Her expertise includes mentoring educators to refine their pedagogy, confidently interpret data, and embed research-based strategies.
Kellie Fletcher, Deputy Principal, Canungra State School (QLD)
Kellie has over 15 years of experience in curriculum, pedagogy, assessment, and data-informed improvement. As a Project Manager for a Griffith University/Queensland Department of Education partnership, Kellie successfully guides schools in using data to focus and target teaching.
About the webinar
In this thought-leadership conversation, classroom teachers reflect on how they begin the year with intention — developing a clear understanding of student learning, unpacking curriculum expectations, and using evidence-informed practices to guide instruction.
We’ll explore:
- How early clarity reduces uncertainty and supports consistency across classrooms
- Enabling purposeful teaching decisions
- How to respond to learner variability through daily review and deliberate instructional adjustment
- Professional judgement: how teachers adjust pace, revisit learning, and extend thinking while maintaining clarity, coherence and consistency
- Explicit instruction as a consistent, evidence-based teaching method across all levels of support for MTSS
This panel is for educators and leaders who want to:
- Start the year grounded in understanding, rather than assumption
- Utilise professional judgement strengthened by evidence
- See how evidence supports adaptive teaching once expectations are clear, and learning is underway
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