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Preparing future leaders - Effective preparation for aspiring school principals

Preparing future leaders - Effective preparation for aspiring school principals, . The extensive research and consultation undertaken in preparing this report have led to five major

https://www.aitsl.edu.au/tools-resources/resource/preparing-future-leaders-effective-preparation-for-aspiring-school-principals

Strengthening parent engagement to improve student outcomes

attend. Parents from culturally and linguistically diverse backgrounds may feel further welcomed, , such educators can help to build trust, advocate for families and the school, and facilitate further, that prioritise parental engagement can form a positive, collaborative culture that values input from, school staff, found that the vast majority of parents felt supported by the school to help, (adapted from Barker & Harris, 2020, p. 12) shows the shared responsibility between families and schools

https://www.aitsl.edu.au/research/spotlights/strengthening-parent-engagement-to-improve-student-outcomes

Primary Specialisation - Graduate outcomes stimulus paper

The paper identifies possible features of graduates with a primary specialisation. It is not intended as a comprehensive list, and is not binding. In considering the skills and knowledge of graduates with a primary specialisation, it is important to note that graduate teachers are required to meet the Graduate career stage of the Australian Professional Standards for Teachers (APST), and it is not an expectation that graduates with a primary specialisation will surpass this career stage, ). The Guideline: Primary Specialisation further explains the requirements of this Program Standard, specialisation. Providers have flexibility to design the program structure to best suit their context. In the assessment of this Program Standard at accreditation, the focus is on ensuring that graduates

https://www.aitsl.edu.au/tools-resources/resource/primary-specialisation---graduate-outcomes-stimulus-paper

The impact of Aboriginal and Torres Strait Islander educators

principals find it difficult to fill staff vacancies, compared to 39% of principals at metropolitan, Aboriginal and Torres Strait Islander communities, where teachers frequently report feeling, , or post-school follow-up with students enrolled in further education. Aboriginal and Torres Strait, enrolled in their first year of full-time schooling in the Northern Territory have language backgrounds, Australia in 1996. https://www.australiancurriculum.edu.au/f-10-curriculum/languages/framework

https://www.aitsl.edu.au/research/spotlights/the-impact-of-aboriginal-and-torres-strait-islander-educators

How to Do the Feedback Loop in Distance Learning

How to Do the Feedback Loop in Distance Learning, Practical tips on how to give effective feedback to students when teaching online/by distance

https://www.aitsl.edu.au/tools-resources/resource/how-to-do-the-feedback-loop-in-distance-learning

Observation and feedback - Dandenong North Primary School, VIC

Observation and feedback - Dandenong North Primary School, VIC, Dandenong North Primary School use observation and feedback as a central component of their performance and development work

https://www.aitsl.edu.au/tools-resources/resource/observation-and-feedback---dandenong-north-primary-school-vic

Guided professional learning

The teacher describes the contributive leadership model that is used in her school. The staff conduct action research and inquiry as part of their professional learning. They explore innovation and interdisciplinarity in a science and mathematics curriculum. Each staff member has a personal professional learning plan. During a professional learning meeting, a staff member reports on team teaching and the inquiry learning surrounding it. Student feedback is a key part of the evaluations, The Australian Science and Mathematics School has a specific focus on science and mathematics education, while at the same time embedding other curriculum areas such as the humanities into that learning. It is located on the Flinders University campus. The teacher is the Director of Professional Learning

https://www.aitsl.edu.au/tools-resources/resource/guided-professional-learning-illustration-of-practice

Formative assessment and online teaching- three principles and five strategies

Formative assessment and online teaching- three principles and five strategies

https://www.aitsl.edu.au/tools-resources/resource/formative-assessment-and-online-teaching--three-principles-and-five-strategies

Formative assessment and online teaching- three principles and five strategies - Dylan Wiliam

Formative assessment and online teaching- three principles and five strategies - Dylan Wiliam

https://www.aitsl.edu.au/tools-resources/resource/formative-assessment-and-online-teaching--three-principles-and-five-strategies---dylan-wiliam

Achieving learning goals

Following a science lesson by two pre-service teachers on the 'particle model', their supervisor provides them with feedback about their planning and delivery of the content. The teacher emphasises the importance of structuring the lesson to adequately meet the explicit and implicit learning goals, technologies to understand that content. Following a discussion of the lesson, the supervising teacher assists the pre-service teachers to articulate what needs to be incorporated in the follow-up, Golden Square Primary School, located in Bendigo, Victoria, is a government school with over 400 students. The school is partnered with La Trobe University and provides placements for pre-service teachers on their practicum. The school's partnership with La Trobe University extends into a program that is designed to enhance the teaching of science using ICT. The focus teacher in this video is mentoring two of the teacher candidates

https://www.aitsl.edu.au/tools-resources/resource/achieving-learning-goals-illustration-of-practice
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