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Creating routines

The teacher demonstrates how she establishes and maintains orderly routines in the classroom and effectively communicates to support student understanding and participation. Within a class with an English literacy focus, the teacher demonstrates through a series of group activities how effective learning behaviours can be enhanced through positive reinforcement, the use of clear signals to gain students’ attention, the establishment of defined roles and tasks, controlled questioning, 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 during the last four years. At the beginning of each year, she works with other teachers to establish planned, predictable routines that will be implemented within teaching programs across the school

https://www.aitsl.edu.au/tools-resources/resource/creating-routines-illustration-of-practice

Promoting student responsibility

The teacher uses strategies developed from a workshop by boys’ education expert Ian Lilico. He creates a positive learning environment by utilising a 'community circle' where his students take responsibility for their own learning and behavior management by giving each other feedback on their achievements and attitude. Collaboration is encouraged in the students and a strong emphasis is placed on communication. Within the school, the teacher uses his knowledge and experience to lead, Hackham East Primary is a co-educational Government school located in the southern suburbs of Adelaide. The primary school has a strong teaching focus on well-being, literacy, numeracy, and science and information technologies. Despite balanced numbers of boys and girls within the school, the school currently offers a single-sex stream for girls and boys from years 2 to 7. The approach to teaching single-sex classes within the school is informed by current educational research and collaborative

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

Setting expectations for using ICT

The use of Information and Communication Technologies (ICT) requires a well-thought approach and in this Illustration, Mel, the four year old kindergarten teacher, explains how she effectively integrates ICT into her program. Mel demonstrates a practical approach to introduce young learners to using a shared iPad, setting clear and shared expectations that help to manage the children's behaviour. This illustration was produced through a partnership between the Victorian Institute, 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 kindergarten room serves 17 children daily, two of whom have a hearing disability

https://www.aitsl.edu.au/tools-resources/resource/setting-expectations-for-using-ict-illustration-of-practice

Selecting resources

St Francis of Assisi Primary School is located north of Melbourne and has over 900 students enrolled in years 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 one full time teacher librarian, one 0.7 teacher librarian and a full time 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/selecting-resources-illustration-of-practice

Leading mathematics in a rural location

There are a number of initiatives that have been implemented at Parkes High School to foster the engagement of students in mathematics and to improve their knowledge of the content. These include mentoring for mathematics teachers, encouraging the involvement of community experts in mathematics and using technology to allow students in remote locations to contribute to the mathematics program. The program aims to provide pathways in mathematics that are appropriate for all students, Parkes High School is located in western New South Wales and has an enrolment of approximately 700 students. A significant number of students commute by bus from smaller rural communities into Parkes. The school maintains a strong academic emphasis whilst catering for students who may pursue alternative pathways

https://www.aitsl.edu.au/tools-resources/resource/leading-mathematics-in-a-rural-location-illustration-of-practice

Building a culturally responsive Australian teaching workforce - Final Report

Building a culturally responsive Australian teaching workforce - Final Report

https://www.aitsl.edu.au/tools-resources/resource/building-a-culturally-responsive-australian-teaching-workforce---final-report

Moderating worksamples

The teacher works with her colleague to review their students’ achievements in a ‘real world’ numeracy task. She leads a discussion, analysis and interpretation of student work samples, identifying how and why students have or have not been able to grasp the key mathematical concept underpinning the lessons. The moderation enables the teachers to make consistent and comparable judgements of student learning, identify future interventions and evaluate their teaching practice, future teaching interventions

https://www.aitsl.edu.au/tools-resources/resource/moderating-worksamples-illustration-of-practice

Consolidating learning goals

Here the teacher builds in time for self-evaluation to consolidate students’ learning and to establish what is required for future progress. He asks students to reflect on what they have done well and to provide examples to illustrate this success. He elaborates upon the students’ responses, constantly reinforcing the skills that have been learnt and applied, and uses technical language to describe these. The teacher also provides the students with his evaluation of the successful outcomes, This teacher is responsible for teaching physical education to students at upper primary levels. At the end of a lesson where students have acquired and practised new game skills in soccer, the teacher provides extended time for students to evaluate what they have learnt and to reflect on future learning goals. Noteworthy in this session is the teacher’s use of the technical language associated with the skills he has introduced. This technical terminology helps to reinforce each skill

https://www.aitsl.edu.au/tools-resources/resource/consolidating-learning-goals-illustration-of-practice

The ABCs of EAL/D

be at the forefront of any support strategy. It is vital that as teachers we ensure that students feel welcomed, are learning English as a third or fourth language (hence the move away from the term ESL). They bring, students may not be familiar with common nursery rhymes, which children from the dominant culture, is not their first language or dialect. In this piece, I will outline what I deem to be the foundational knowledge required to cater for the needs of EAL/D students – English as an Additional Language

https://www.aitsl.edu.au/secondary/comms/aitsl-mail/abcs

Lockdown learning... a teacher's tale

First and foremost comes your wellbeing! You cannot pour from an empty cup! Take positive steps, or pre-recorded, SHOW YOUR FACE! There is no need for fancy apps when pre-recording any instructional, , promotion of actions moving forward and its fostering of self-reflection) is even more pertinent than, become buzz words in this new COVID world that we have found ourselves in. The terms ‘life-long learning’ and professional development have never meant so much, as teachers from across the spectrum

https://www.aitsl.edu.au/secondary/comms/aitsl-mail/lockdown-learning
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