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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

National Trends Teacher Workforce

from 2020 to 2022, but rates of long-fixed term contracts (> 1 year) and permanent/ongoing employment, is available from separate data sources. Click here to find out more about the data model for the ATWD, by increasing awareness and understanding of notable national trends from the data. For further, in schools and have formal leadership responsibilities. These can be further separated, Technical Working Group and is recorded in the ATWD metadata. Over four-fifths of all

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

5 tips to help parents navigate the unique needs of children with autism learning from home

5 tips to help parents navigate the unique needs of children with autism learning from home, Practical tips to share with parents / carers of children with autism learning from home

https://www.aitsl.edu.au/tools-resources/resource/5-tips-to-help-parents-navigate-the-unique-needs-of-children-with-autism-learning-from-home

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

Rich conversations in mobile settings

A teacher drives a mobile preschool van to a school site, where her colleagues assist in setting up play-based learning opportunities. In this learning environment, the teacher scaffolds mathematics learning as children use coloured tiles to sort, create patterns and begin to match numerals to their collections of objects. She provides modelling and mentoring to her assistants, reviewing the teaching and learning program to identify children’s interests that can act as a springboard for further, The mobile preschool provides services within rural New South Wales, drawing families from a wide geographic radius. The teacher and the service value 'rich conversations' for learning and apply sociocultural theories to their interactions with children, scaffolding their learning from their Zone of Proximal Development (ZPD) to higher-level thinking. The team identify children’s interests, discussions about what they might focus on with their children. Parents are also encouraged

https://www.aitsl.edu.au/tools-resources/resource/rich-conversations-in-mobile-settings-illustration-of-practice

Early Childhood Teachers

, and the early years of formal schooling including Foundation (the first year of formal schooling prior to Year 1, aged 3-4 years. The foundation learner level encompasses students in their first year of formal, In Focus FACEBOOK LINKEDIN X EMAIL REDDIT PINTEREST DONE, in the teacher workforce, and their future career intentions. This is the first time, workforce. All findings presented in this section, except for demographics,[22] use data from the Teacher

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

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

Reflections on teaching and learning

to the stage of development of individual students. With an educational leader from her local government area she discusses how she might further develop her teaching skills. She outlines the value, Atherton Gardens Preschool is located in the City of Yarra in inner-suburban Melbourne. At the preschool, the teacher who graduated from her course in the previous year teaches a part-time program for four-year-olds in a prior-to-school setting. The preschool is linked to other preschools and kindergartens in the local government area. In addition to gaining professional support from her colleagues, the teacher is able to gain support from a local government appointed educational leader

https://www.aitsl.edu.au/tools-resources/resource/reflections-on-teaching-and-learning-illustration-of-practice

Leading professional learning in Asia literacy

In this illustration the focus teacher, Lynn Jennison, delivers a Professional Learning workshop at Melbourne Zoo for primary teachers. The teacher demonstrates creating art works with an Asia focus and shows teachers how to incorporate Asia into their Arts programs. She discusses her experiences of Asia including travel, study programs and work done at school. The teacher is a Primary Arts coordinator and studies of Asia Arts specialist. She has travelled extensively throughout Asia, Dingley Village Primary School is in the southeast of Melbourne. The school is using the Australian Professional Standards for Teachers and has aligned its Teacher Performance and Development Process to align with the AITSL framework. Teachers at this school observe each other’s lessons and work collaboratively towards achieving student change. Teachers are encouraged and supported by school leadership to extend their knowledge and skills. The focus teacher is a lead teacher in the school

https://www.aitsl.edu.au/tools-resources/resource/leading-professional-learning-in-asia-literacy-illustration-of-practice

The Framework animation

The Framework animation

https://www.aitsl.edu.au/tools-resources/resource/the-framework-animation
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