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Middle leadership in Australian schools

Figure 1) (de Nobile, 2018). The model identifies five factors or inputs that are required, , and school communities more broadly will all benefit from an integrated middle leadership framework, transparency, accuracy, confidentiality, fidelity and inclusion in reporting Managing and facilitating, these factors can help to facilitate success for middle leaders, and, conversely, middle leaders may, from a survey of educators holding formal middle leadership roles in New South Wales government

https://www.aitsl.edu.au/research/spotlights/middle-leadership-in-australian-schools

Establishing a program inclusive of children with disability

In this Illustration, four year old kindergarten teacher Mel, works closely with one child with a hearing device to support her literacy achievement. Mel describes her approach to support the success of children with disability in her program and shares examples of strategies to establish a work space in which the children with disability can be successful. She also describes how she works with the parents of children with disability to ensure their well-being and development, Clarendon Children's Centre is an inner city long day care centre and kindergarten situated in South Melbourne. In this kindergarten classroom, there are three early childhood teachers. The children come from a variety of backgrounds and the teachers focus on the children's voice playing an important role in the classroom. The four year old kindergarten room serves 17 children daily, two of whom have a hearing disability

https://www.aitsl.edu.au/tools-resources/resource/establishing-a-program-inclusive-of-children-with-disability-illustration-of-practice

Faculty of Education: A 2020 'Going Online' Guide

Faculty of Education: A 2020 'Going Online' Guide

https://www.aitsl.edu.au/tools-resources/resource/faculty-of-education-a-2020-'going-online'-guide

Ethical Information Use

The professional learning contextualises student learning by demonstrating delivery through a virtual learning environment. It employs the use of internet resources, video, learning objects and online tools including surveys, quizzes, a referencing generator, pre and post-test assessments and an online forum. Teachers interrogate the content and personalize the unit within their own virtual, surveys, quizzes and a referencing generator. Pre and post-test assessments and an online forum, A teacher librarian responding to the identified needs of middle school teachers in regard to the ethical use of information by students. She designed a unit of work on copyright and presents it in a newly adopted system-wide virtual learning environment. Teachers explore the unit, undertake some of the tasks and consider strategies for delivery. Teachers have had incidental exposure to some of the tools incorporated in the learning sequence. This is their first experience with the virtual

https://www.aitsl.edu.au/tools-resources/resource/ethical-information-use-illustration-of-practice

Student engagement

The teacher has created a range of opportunities for his students to engage with classroom activities, and understands the importance of catering for the diverse needs and learning needs of students from a transient remote community in South Australia. The teacher modifies tasks to allow students with English as an additional language or dialect (EAL/D) to access the lesson, and is assisted by an Aboriginal Education Worker (AEW) in ensuring that these students are supported and able to fully, The school is located on the Anangu, Pitjantjatjara & Yankunytjatjara (APY) Lands in the remote north of South Australia. It caters for all levels of schooling from Reception to Year 12. The teacher is an ICT focus teacher at the school and has been at the school for just under three years. The teacher encouraged his students to teach him their culture and language, and models the characteristics of being a learner

https://www.aitsl.edu.au/tools-resources/resource/student-engagement-illustration-of-practice

1c How and why does the language of the Standards change across the career stages

career continuum in the Standards. Becoming more familiar with the lexical fingerprint will help, . Further reading Working with the Standards workbook Terminology of the Standards The following video, up in the Standards. Fairly equal frequency across the career stages: parents, assessment, are constructed by looking at the frequency of words. A large font size signifies high frequency, a small, , the word ‘support’ can be found in all four career stages, however, it is how the word is used

https://www.aitsl.edu.au/teach/understand-your-impact/quality-teaching-modules/1c

Teaching to the point of need

The teacher describes how she collaborated with a colleague to determine the differences between their classes and trial new approaches. They develop tasks appropriate to a range of ability levels to meet the learning needs of all their students. Students are supported to choose the task that is most appropriate for their level. Questioning plays a key role in determining students "point of need," when the teacher will provide further scaffolding. The teachers use data such as NAPLAN to track, approaches to teaching and learning. These innovations are based on or derived from the understanding, innovation and creativity but is underpinned across all domains by five core instructional practice, individual success, quality Feedback, and reflection. The performance and development culture is based

https://www.aitsl.edu.au/tools-resources/resource/teaching-to-the-point-of-need-illustration-of-practice

Investigating compost

In this lesson, students learn to make scientific observations to determine what can and cannot be used as compost. The teacher uses targeted questioning to determine students' knowledge and thought processes and to facilitate reflection and deeper understanding. He sets explicit learning goals and refers back to these in a discussion at the end of the lesson, Balnarring Primary School is located 70 km south-east of Melbourne. The school’s mission statement is to develop competent, curious learners who strive to do their best and both respect and care for themselves, others and the environment. The school employs a specialist science teacher to devise and deliver a science program in a dedicated science room from Foundation to Year 6. The school community highly values its wetlands and sustainability area. These provide rich contexts for students

https://www.aitsl.edu.au/tools-resources/resource/investigating-compost-illustration-of-practice

Focus areas in action

Focus areas in action

https://www.aitsl.edu.au/standards/focus-areas-in-action

Shifting Sands - what can we learn from the educational response to COVID-19

Shifting Sands - what can we learn from the educational response to COVID-19, In this article, Steve Laing, a Maths and Science teacher at Clarkson Community High School in Western Australia, draws on research on organisational change and professional communities, to suggest how recent experiences from COVID-19 have prompted increased collaboration among teachers within the school

https://www.aitsl.edu.au/tools-resources/resource/shifting-sands---what-can-we-learn-from-the-educational-response-to-covid-19
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