We commissioned a number of research pieces to uncover current induction practices occurring nationally and internationally in both education and non-education settings.
The Annotated Bibliography focuses on induction policies and practices, mainly in education settings.
The Hay Group were commissioned to provide a report into best practices in education relating to induction of beginning teachers.
Chair of the National Review of Teacher Registration, Chris Wardlaw, discusses the Expert Panel.
Chair of the National Review of Teacher Registration discusses the review
This guide provides information to help principals and their delegates (herein referred to as ‘school leaders’) to understand and support national teacher certification.
Principals can receive feedback from colleagues, peers, mentors and coaches as an important way of identifying their leadership strengths and areas for development. Leadership reflection and feedback tools and relevant professional learning are also sources of learning that can inform personal and professional developmental goals. In order to change or improve leadership behaviours leaders must be prepared to act strategically on the feedback they receive.
Leading for impact: Australian guidelines for school leadership development, sets out evidence-based guidance to support a nationally coherent and standards-based approach to leadership development in all jurisdictions and schools.
This document sets out the requirements and guidelines for accreditation stage two under the Accreditation of initial teacher education programs in Australia: Standards and Procedures (2015) (Standards and Procedures).
This evaluation explores key participants’ experiences in the establishment phase of reform.
All the practical guides for the Leadership Scenarios video series.
Understand how to establish a learning culture and support the professional growth of staff in your school
Understand how to work with families and respond positively when issues arise.
Understand how to manage your time successfully and focus energy on getting the best outcomes for students.
Understand how to handle difficult conversations and establish a feedback culture.
Understand how to build relationships and communicate effectively with your team.
Understand how to collaborate to review your school vision and values and identify when to redevelop or refresh.
The essential guide to professional learning series unpacks the research behind key themes of the Professional Learning Charter. School leaders and teachers can use this series to reflect on and inform professional learning in their school.
In order to prompt thinking about the outcomes that graduates with a primary specialisation may achieve, this stimulus paper has been developed to identify possible features of graduates with a primary specialisation.
Activity: Self-reflection - SWOT stimulus questions
Research indicates that effective leadership requires a move away from a top-down approach to one that is distributed and collaborative. This reading list presents a number of examples and case studies of schools in which the staff and other stakeholders have worked together to accomplish the vision and aims of the school.
It is expected that principals will play an important role in developing capacity in the people they lead. This may take the form of feedback, evaluation, goal-setting, adjusting roles and responsibilities and providing the right people with the right opportunities to develop new skills.
This document provides examples of evidence that may be used to provide insight into the effectiveness of teacher practice and inform growth. The examples are grouped into common evidence types. This list is not exhaustive and other categories and evidence types may be used to demonstrate the achievement of the Standards.