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Engaging students in literature

St Francis of Assisi Primary School is located north of Melbourne and has over 900 students enrolled in prep to year 6. Over 50 per cent of students speak English as an additional language or dialect (EAL/D), and 46 countries are represented within the school population. The library is staffed with 1 fulltime teacher librarian, one 0.7 teacher librarian and a fulltime library technician. Volunteer parents are also involved with the day-to-day tasks of borrowing, returns and processing

https://www.aitsl.edu.au/tools-resources/resource/engaging-students-in-literature-illustration-of-practice

2a template

occur in a context of frequent formal and informal feedback. Feedback and review, with feedback being timely, frequent and improvement focused. There should also be a formal annual performance, Teacher Performance and Development Framework and download a FAQ document about the Framework, and constructive feedback throughout their careers Focus all schools, services or settings on continuous teacher, to excellence shared understanding of effective teaching. FURTHER READING Download a two-page Factsheet

https://www.aitsl.edu.au/secondary/comms/teaching-effectiveness/2a-template

Bush Preschool

The teacher takes her preschool class outside the school environment to experience a ‘Bush Preschool’ program. The program is modelled on an exemplary Victorian preschool program. As a preschool educator, she wants her students to take risks, trust themselves and others, to feel success, to be inspired, and to connect with the land and their community within the Rona Glynn Bush Preschool. She leads her students through a diverse range of activities suited to their development characteristics, Rona Glynn Preschool is part of the Ross Park Primary School complex in Alice Springs. It caters for children turning four by June 30th. Two groups attend preschool for 15 hours per week per group. The teacher in charge of the preschool acknowledges the value of site visits to successful programs in other preschools for her own professional learning about ‘bush kinders'. She contends that such programs invite open-ended interactions, spontaneity, risk taking and a connection with nature

https://www.aitsl.edu.au/tools-resources/resource/bush-preschool-illustration-of-practice

Guidelines for the Induction of New School Leaders in Australia

, including the following four focus areas. Professional practices New school leaders require, is where a teacher’s focus shifts from direct classroom responsibilities to a broader focus within, . They start to shift their thinking from a high-level operational approach to a relational focus, changes and ‘feelings of isolation and a need for support, especially in the form of mentorship’ (Bush, 2018; Jensen 2017, Sutcher, 2017). These feelings can stem from responsibilities associated

https://www.aitsl.edu.au/lead-develop/induction/guidelines-for-the-induction-of-new-school-leaders-in-australia

Innovative case studies - Narrative

and performance and development processes, the Innovation Unit found that these features also hold true, AITSL commissioned the Innovation Unit, UK, to develop six case studies of innovative practice in induction. The case studies feature organisations within and external to education, both Australian and international. This work builds on the Global Trends in Professional Learning and Performance, in 2014. The Horizon Scan report drew together sixteen features of innovative professional learning

https://www.aitsl.edu.au/tools-resources/resource/innovative-case-studies---narrative

Early language intervention

A teacher assists two colleagues who are newer to the profession in assessing various aspects of their literacy program. In a review, they focus on the teaching of spelling and phonics, and the resources they use to support this. She leads an analysis of whether their spelling resources are comprehensive, current and appropriate, and whether its implementation is effective. They also discuss the importance of collecting student data, in order to test the effectiveness of the impact, Peel Language Development School opened in 2002 and is a purpose built specialist facility for early language intervention in Western Australia. The main campus is co located with Rockingham Lakes Primary School, with satellite classes co located at Mandurah, Glencoe, Pinjarra and Bungaree Primary Schools. The school places students K–3 who meet the entrance criteria, set by the Department of Education. Teachers participate in on-going professional development to keep abreast of current

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

My Induction app for beginning teachers

The free My Induction mobile app for beginning teachers is now available. Access expert advice and engage in activities to help your development at the start of your teaching career. My Induction: brings together resources and activities to support your development in the first few years of teaching provides tips and solutions to common issues from expert teaching professionals tracks your professional wellbeing to help you maintain your effectiveness as a teacher, and a healthy work

https://www.aitsl.edu.au/tools-resources/resource/my-induction-app

Framework for Teacher Registration in Australia

Framework for Teacher Registration in Australia

https://www.aitsl.edu.au/tools-resources/resource/framework-for-teacher-registration-in-australia

The Framework conversation wheel

The Framework conversation wheel

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

The Framework Activity Cards

The Framework Activity Cards

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