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Evidence of impact of teacher education programs: A focus on classroom observation

Evidence of impact of teacher education programs: A focus on classroom observation, The task set for this stimulus paper was to provide a perspective on evidence of impact within an Initial Teacher Education context, specifically addressing: The principles/framework that might underpin the selection of evidence of impact against the Graduate level of the Australian Professional Standards for Teachers (APST) for the purposes of accreditation of ITE programs The types and/or range of evidence that could be considered to demonstrate evidence of impact against the Graduate

https://www.aitsl.edu.au/tools-resources/resource/evidence-of-impact-of-teacher-education-programs-a-focus-on-classroom-observation

Evaluating the evidence for educational technology - Part 2

& Furlong, 2001). Responses from 1,876 Australian teachers, principals, and other relevant educational, from national and international assessments further refutes Prensky’s suggestion that young people, hovered around 55% throughout this period (Figure 2; ACARA, 2023a). Furthermore, the proportion of Year, ), emphasising its fundamental importance for students’ future lives. The Digital Literacy capability encompasses four elements (Figure 3; ACARA, 2023b), with a greater emphasis on students

https://www.aitsl.edu.au/research/spotlights/evaluating-the-evidence-for-educational-technology-part-2-enabling-learning

Evaluating the evidence for educational technology - Part 1 - the technologies

, many of which feature high-quality learning products. Finally, numerous organisations (see Figure 4, , a study of 4 US schools found that students who received feedback from AWE software either did, , an experimental study of fifteen Year 12 classes from Danish schools found that DPL increased mathematical, aim of education is to prepare learners to fully participate in a rapidly evolving, digital future, workplace performance (Figure 1; Centeno et al., 2022; ECDVT, 2022). An increasingly digital future

https://www.aitsl.edu.au/research/spotlights/evaluating-the-evidence-for-educational-technology-part-1-the-technologies

Improving teacher practice

The teacher, who is the professional learning co-ordinator at his school, describes how professional learning has been determined and prioritised. Staff development is based on an analysis of student learning and welfare needs as well as on the curriculum priorities of the school’s four-year strategic plan. In-school professional learning is consequently delivered through a range of mechanisms, including whole-school training, professional learning teams, and peer tutoring. The teacher, Located close to Lake Wendouree in Ballarat, Pleasant Street Primary School is a P–6 school, catering for approximately 350 students. At the school, the co-ordinator of student learning is responsible for the implementation of professional learning programs that have arisen out of the school’s four-year strategic plan. This includes co-ordination of a number of professional learning teams, including that focused on the use of ICT. A range of targeted formal and informal professional learning

https://www.aitsl.edu.au/tools-resources/resource/improving-teacher-practice-illustration-of-practice

Media Release - Why Australia-s Middle leader educators are so important for the future

Media Release - Why Australia-s Middle leader educators are so important for the future, leader educators are so important for the future You are currently: Home News and media Media Release - Why Australia’s Middle leader educators are so important for the future Media, Institute for Teaching and School Leadership (AITSL), finds that middle leaders are highly experienced, a combination of collaboration, communication, management, and facilitation skills to share, . Why Australia’s Middle leader educators are so important for the future Why Australia’s Middle leader

https://www.aitsl.edu.au/secondary/news-and-media/media-release---why-australia-s-middle-leader-educators-are-so-important-for-the-future

Curriculum and pedagogy in the early years

of Fremantle. The school's curriculum is based on the Australian Curriculum and Western Australian Curriculum Framework, and is rich in first hand, investigative opportunities for children. The school's pedagogical practices are influenced by the elements of the national Early Years Learning Framework (EYLF). At the school, teachers follow lines of inquiry arising from children’s interests and plan flexibly to achieve learning goals while maintaining children’s engagement

https://www.aitsl.edu.au/tools-resources/resource/curriculum-and-pedagogy-in-the-early-years-illustration-of-practice

Energy transfers and transformations

At Greenwood Senior High School, Hannah, a graduate teacher, sets her students the task of measuring the dependent variable in a science experiment. The experiment measures the motion and energy of an object in a virtual environment, where the user modifies the independent variable (ie the nature of the object, or the environment). The teacher instructs students to work in pairs on the task and to record their findings. She then discusses the variables identified by pairs with the class, The class taught by the graduate teacher is an extension group of science students at the year 10 level. At the beginning of the lesson, the teacher locates the activity within the students' broader study of kinetic and potential energy. She reinforces Science Inquiry Skills by allowing students to use simulations to identify the dependent and independent variables, and formulate hypotheses to explain these. When drawing together the findings made by pairs, the teacher exhibits the required

https://www.aitsl.edu.au/tools-resources/resource/energy-transfers-and-transformations-illustration-of-practice

Explicit numeracy experiences

In her first year of teaching, a teacher designs and implements explicit learning experiences for her class comprised of students at a year 3/4 level. She selects and uses content and resources for her numeracy lessons that are appropriate to the strengths and needs of individual students from diverse backgrounds. In the illustration, she develops teaching activities to assist students to understand the mathematical concepts of whole numbers, fractions and decimals. She is also able to use, St Albans East Primary School caters for a culturally diverse student population of approximately 365 students and is located in the City of Brimbank in the western metropolitan region of Melbourne, Victoria. The teachers plan their program together each week, focusing on the development of lessons based on what they consider students need rather than on the delivery of ‘content’. The teacher supports students learning through the selection of ‘concrete’ resources and achievable activities

https://www.aitsl.edu.au/tools-resources/resource/explicit-numeracy-experiences-illustration-of-practice

Working with mathematical word problems

The lesson focuses on reading and decoding mathematical word problems. On the advice of her Assistant Principal, the teacher utilises Newman's Analysis for Error to help her students to work with word problems. The teacher ensures the students understand the problem, then the students independently determine what resources they will use to help them to solve it. The teacher also models problem-solving methods for students who need extra support. The lesson concludes with a reflection, of the surrounding community with a large number of families who speak English as a Second Language. 25% of students identify as Aboriginal and Torres Strait Islander, and a further 30% of the students have Vietnamese, Thai, Filipino, Japanese, Indonesian, Cambodian, Spanish, Dutch or Chinese cultural, with a current focus on literacy improvement and the implementation of Visible Learning approaches

https://www.aitsl.edu.au/tools-resources/resource/working-with-mathematical-word-problems-illustration-of-practice

Giving specific feedback

Giving specific feedback, Here, the teacher uses targeted feedback about how successfully the students are applying the new skills. He acknowledges how they respond to the challenge of applying the 'soccer pass' for defence and to set up a score for goal. He rewards the particular efforts of individuals, and reinforces the importance of teamwork and shared pursuit. At a key point, he withdraws a small group from the game and comments on how well they have applied the skills they have learnt

https://www.aitsl.edu.au/tools-resources/resource/giving-specific-feedback-illustration-of-practice