Search Results

You are currently:
  • Home
  • Search Results

898 search results for f

Coping during coronavirus(COVID-19)

ReachOut School's coronavirus classroom activities and wellbeing fives can be taught in the classroom or remotely. This collection has been put together to help teachers support students and the whole school community to cope with the challenges they are currently facing. You can also find tips and ideas in the teacher wellbeing collection

https://www.aitsl.edu.au/tools-resources/resource/coping-during-coronavirus(covid-19)

Coping during coronavirus (COVID-19)

ReachOut Schools’ coronavirus classroom activities and wellbeing fives can be taught in the classroom or remotely. This collection has been put together to help teachers support students and the whole school community to cope with the challenges they are currently facing. You can also find tips and ideas in the teacher wellbeing collection

https://www.aitsl.edu.au/tools-resources/resource/coping-during-coronavirus-(covid-19)

Supporting planning and implementation

Tom Ryan has taught for 15 years and he is Faculty Head of Humanities at Woodleigh School. He has, was commissioned by the AEF to co-lead a Study Program to China – “In the footsteps of Chairman Mao.” And, he, and he furthered his studies in Hutong School in Beijing. Chinese Martial Arts is a passion that Tom practices five times per week. Sharna Carter has taught for six years and is a History, Drama and Legal Studies teacher. This is Sharna’s first year teaching the Engaging Asia elective at Woodleigh

https://www.aitsl.edu.au/tools-resources/resource/supporting-planning-and-implementation-illustration-of-practice

National Trends ITE Pipeline Dec2024

commencements fell from 71% in 2017 to 69% in 2018, following the funding freeze on Commonwealth, in commencements from 2012 to 2017, followed by notable decreases from 2017 to 2022 (Figure 3, competing financial and family responsibilities. Furthermore, nearly two-thirds (65%) of regional, smaller increases in the proportion of part-time ITE students from 2019 to 2022. Figure 8: Full-time, remained fairly stable from 2017 onward (between 52% to 55% of commencements). Figure 11: Proportion

https://www.aitsl.edu.au/research/australian-teacher-workforce-data/atwd-reports/national-trends-ite-pipeline-dec2024

Dreaming stories

A year 4 classroom teacher uses an Aboriginal dreaming story to engage Indigenous and non-Indigenous students in her class. She connects parts of the story through questioning to the students’ world and experiences, and uses the activity as a springboard for an imaginative writing task. The teacher encourages students to share their stories orally in small groups before drafting, writing, rereading and illustrating their final texts. The teacher is supported by a colleague in enabling a group, The school is located on the Innawonga and East Guruma Lands in the mining town of Tom Price, around 1600km from Perth. Twenty per cent of the school’s 330 students are Aboriginal and the school has a diverse student population due to the town’s mining industry. The teacher has worked at the school for four years. She has previously undertaken professional learning to enable her to better meet the needs of Aboriginal students in her class. She believes that the literacy and learning approaches

https://www.aitsl.edu.au/tools-resources/resource/dreaming-stories-illustration-of-practice

My Teaching Advice Professional Learning: becoming a beginning teacher Adviser

MTA is provided free for use and relies upon the voluntary commitment of experienced teachers. Many are Highly Accomplished and Lead Teachers, Assistant Principals, Principals and leaders in their teaching areas. The advice is intended to meet your immediate needs when other resources and colleagues may not be available. My Teaching Advice: invites you to ask questions – about knowledge, interface for your discussion gives you feedback regarding your experience. MyTeachingAdvice, MTA is designed for point-of-need assistance and advice. It does not replace ongoing mentoring or support. MTA is not intended to replace the formal and informal supports provided to beginning teachers through their schools, systems, and colleagues. MTA offers support to beginning teachers in situations where access to supports may be limited. For example: casual relief/replacement teachers teachers in rural and remote areas early childhood teachers. MTA maintains privacy

https://www.aitsl.edu.au/tools-resources/resource/my-teaching-advice--pl

CEO Blog - What 2024 has in store for Australian teachers

for whatever career stage you’re in. I want to offer an especially warm welcome to those finding their feet, teachers and leaders. I love the saying “if you want to go fast, go alone; if you want to go far, the future of Australian education, and we look forward to working with the education community, is facing a teacher shortage. As the federal Education Minister, the Hon Jason Clare MP, recently put it, Blog - What 2024 has in store for Australian teachers From the Acting CEO It’s

https://www.aitsl.edu.au/secondary/news-and-media/ceo-blog/ceo-blog---what-2024-has-in-store-for-australian-teachers

Composite language classes

The teacher caters for students at different year levels and with different abilities and backgrounds. This has implications for her understanding of students and how they learn, as well as for planning and implementation. She provides examples of how she uses her knowledge of other languages to support students from different language backgrounds. She also uses group work and information and communication technologies (ICT) to support particular groups within a class. Within her faculty, she, Established in 2011, Gungahlin College is a senior secondary school for years 10–12 in the ACT. It has over 800 students studying traditional and vocational studies. The school was designed and purpose built to incorporate extensive use of ICT in a wireless networking environment. The teacher co-ordinates the languages program at the school. She is one of four staff, teaching six languages at the school

https://www.aitsl.edu.au/tools-resources/resource/composite-language-classes-illustration-of-practice

How can I build relationships with students who come from different cultural, language and education experiences?

How can I build relationships with students who come from different cultural, language and education experiences?, A high proportion of students may have first languages that are different to the language of instruction. Aboriginal and Torres Strait Islander educators who speak community languages and Standard Australian English can advise and support understandings about students and effective ways to communicate. “Relationships guide the way people interact. Local Aboriginal educators know, respect and use personal and professional relationships to enhance the learning environment. This includes

https://www.aitsl.edu.au/tools-resources/resource/how-can-i-build-relationships-with-students-who-come-from-different-cultural-language-and-educational-backgrounds

Guidelines for the Induction of Early Career Teachers in Australia

, and reflection activities. Formative evaluations prioritise frequent and timely feedback to inform, frameworks that enable early career teachers to move from provisional to full registration. Their policies, standards that form the basis for initial teacher education as well as full and continuing, . Formative processes can be built into induction programs from their implementation. Outcomes from the formative processes can inform the structure, implementation, and evaluation of future induction programs

https://www.aitsl.edu.au/lead-develop/induction/guidelines-for-the-induction-of-early-career-teachers-in-australia
10 of 898 results