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How can I initiate ongoing formal and informal feedback?

How can I initiate ongoing formal and informal feedback?

https://www.aitsl.edu.au/tools-resources/resource/how-can-i-initiate-ongoing-formal-and-informal-feedback

Early Childhood Teachers

to schools, and the early years of formal schooling including Foundation (the first year of formal schooling, Copy citation In Focus FACEBOOK LINKEDIN X EMAIL REDDIT PINTEREST, ), to their experiences in the teacher workforce, and their future career intentions. This is the first time, foundational gains in a child’s development, which lead to positive future learning, health, setting, early childhood setting or both (Figure 2).[23] A smaller proportion were on leave from either

https://www.aitsl.edu.au/atwd/in-focus/early-childhood-teachers

Ongoing informal assessment

families or carers. This Illustration was produced through a partnership between the Victorian, Selandra Kindergarten is located in the suburb of Clyde North, south-east of Melbourne. The kindergarten is managed by the local council, the City of Casey and currently caters for five groups of children who attend for 15 hours each week. The children come from a wide variety of cultural backgrounds and the staff of early childhood teachers and educators at the kindergarten focus on holistic teaching and learning, as well as connecting with the local community

https://www.aitsl.edu.au/tools-resources/resource/ongoing-informal-assessment-illustration-of-practice

National Trends Teacher Workforce

slightly decreased from 2020 to 2022, but rates of long-fixed term contracts (> 1 year) and permanent, rates) than is available from separate data sources. Click here to find out more about the data, , further detail can be accessed through the hover text function, which provide (i) definitions, teachers who deployed in schools and have formal leadership responsibilities. These can be further, -fifths of all registered teachers held full registration in 2022. Provisional registration, which

https://www.aitsl.edu.au/research/australian-teacher-workforce-data/atwd-reports/national-trends-teacher-workforce

Unpacking the metalanguage

In teaching students from a very diverse range of cultural backgrounds in an Alice Springs senior college, the teacher understands how intercultural understanding is a key to unlocking knowledge and understanding to which many of her students have previously not had access. She describes two of the key tools used in her class to redress this imbalance: a highly visual 'wiki' and an ever-present, providing feedback, is key to how she sees her role in catering for students with different characteristics, Centralian Senior College is the largest senior secondary education provider in Alice Springs. The school was established in 2005 and has approximately 600 students in years 10, 11 and 12. Almost 50 percent of the student population has an Indigenous background with English being in some cases a second, third or fourth language. The teacher believes that different teaching methods and materials are required in order to engage students from such culturally diverse backgrounds but resists any

https://www.aitsl.edu.au/tools-resources/resource/unpacking-the-metalanguage-illustration-of-practice

A contextual approach to science

This teacher articulates how he employs a contextual approach to the teaching of science and uses a number of resources outside the school to enrich the students’ learning. Scientific method and inquiry are modelled in the primary school and are continued into secondary school. The students are encouraged to deliver presentations of their scientific investigations to large student forums such as school assemblies, Ryan Catholic College was established in 1979 to serve the rapidly developing areas on the outskirts of Townsville and the corridor development of the Upper Ross area. The College was planned as a co-educational institution from its inception for children from Preschool to Year 12. The curriculum in Years 5 to 9 has been designed to expose students to a diverse range of disciplines that will enable them to explore where their talents and interests lie

https://www.aitsl.edu.au/tools-resources/resource/a-contextual-approach-to-science-illustration-of-practice

National Trends ITE Pipeline - March 2023

of ITE commencements fell by 19% from 2017 to 2018 and did not bounce back in 2019, falling a further 1, first-year attrition rate is likely to further strain teacher supply from 2020 onwards. Figure 8, from 2014 to 2019. Figure 3: Part-time commencements, average annual growth. (b) Full-time, in 2018 (See Figure 8). Any increase in first-year attrition will negatively impact future, decline First-year attrition rates reached their highest levels in 2018 While many factors may also

https://www.aitsl.edu.au/research/australian-teacher-workforce-data/atwd-reports/national-trends-ite-pipeline-mar2023

Programming using robots

A teaching assistant principal promotes independent learning in a primary school robotics class. The learning outcome is articulated to stimulate students’ engagement. The students are required to program, test and then re-program robots to meet the learning intention. The lesson challenge draws on their prior knowledge and is further connected to real world scenarios to deepen the learning. The lesson concludes with a discussion about possible future learning, Located along the North West Coast of Tasmania in the township of Wynyard, Table Cape Primary caters to students from Kindergarten to Grade 6. Science, along with robotics, is taught by a specialist teacher to all students during the week, working alongside the teacher’s classroom program. During, , including individualised inquiry-based projects drawing on the local community. All students from, in their Foundation year develop programming and problem-solving skills through Lego WeDo. At Table

https://www.aitsl.edu.au/tools-resources/resource/programming-using-robots-illustration-of-practice

Engaging parents in student learning

As part of a year 9 'Horizon Program' a co-ordinator organises a session where a student will present an inquiry-based learning task completed over a term. The session will be an opportunity for the parents/carers to share in the child's learning. It is also an opportunity for the co-ordinator to gather feedback from parents/carers on all aspects of the program. This enables the co-ordinator to continually review and grow the program, Our Lady of Mercy College is a Catholic school for girls in the inner northern metropolitan area of Melbourne. It has a school population of approximately 1,100 students in years 7–12. Based on research findings, the school identified the need to offer an alternative learning program at year 9. Students completed an inquiry-based research project during a term, which requires them to interact with the school's community. At the end of the project they are required to present their findings

https://www.aitsl.edu.au/tools-resources/resource/engaging-parents-in-student-learning-illustration-of-practice

Covid-19 resources

The Australian Student Wellbeing Framework provides a sound foundation on which to plan wellbeing strategies and initiatives to support the physical and mental wellbeing of educators, students and families. Here you'll find a list of resources for educators, families and students, to help support learning communities to keep safe, resilient and well in this of crisis

https://www.aitsl.edu.au/tools-resources/resource/covid-19-resources
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