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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

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

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

Building Resilience in Teacher Education

Modules to help pre-service teachers build their awareness of the skills and practices that will help facilitate resilience in their teaching career. Can also be used by practicing teachers. Five online interactive learning modules focused on Building resilience, Relationships, Wellbeing, Taking initiative and Emotions

https://www.aitsl.edu.au/tools-resources/resource/building-resilience-in-teacher-education

Teacher Self-Assessment Tool

The Teacher SAT lends itself to several distinct purposes for teachers: Familiarisation with the Standards – The Teacher SAT assists teachers to locate their practice in the Standards. Self, Stages and Standards Focus Areas. Performance and development - The Teacher SAT highlights areas, certification - The Teacher SAT provides teachers with feedback about where their practice aligns with the Highly Accomplished or Lead Career Stages. Group functionality - The group report provides

https://www.aitsl.edu.au/tools-resources/resource/teacher-self-assessment-tool

Creating solutions

The teacher of a year 9 class promotes critical and creative thinking skills while modelling effective teaching strategies to a colleague. The focus of the lesson on social networking sites is the analysis of images that are projected onto an interactive whiteboard. The images allow students to critically and creatively explore different perspectives about the impact of social networking on young people and on society generally. The mentoring opportunity provided to the ‘beginning teacher, Emmaus College is a co-educational Catholic school located in metropolitan Melbourne with a separate campus and learning program for year 9 students. The year 9 program offers a flexible and alternative teaching program. It is designed to enhance creativity, engagement, thinking skills and deep learning. Creative, critical and metacognitive thinking skills are developed through students’ practical involvement in projects. The pedagogical approach within subjects is deliberately intended

https://www.aitsl.edu.au/tools-resources/resource/creating-solutions-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

Sharing professional knowledge

facilitated workshops for children, St Saviour’s Primary School in Toowoomba, Queensland caters for over 400 students from Prep to year 7. In 2012, the school participated in a trial of a nationally developed ICT toolkit for everyday learning. The school’s success within the trial led to it becoming a model for other schools in the region that want to embed ICT into the curriculum. The assistant principal’s leadership role and the professional learning models that she developed and implemented have contributed to the development

https://www.aitsl.edu.au/tools-resources/resource/sharing-professional-knowledge-illustration-of-practice

Teacher SAT terms and conditions

wishes to publish this feedback to help promote the Application (otherwise than in a de-identified form, time and for any reason. 2.3 The function and features (Services) provided in the Application are evolving and the form and nature of the Services that the Application provides may change from time, via the functions and features available within the Application (Service) and, does not guarantee, , losses, penalties, fines, expenses and costs (including legal costs on a full indemnity basis) (Losses

https://www.aitsl.edu.au/teach/improve-practice/teacher-self-assessment-tool/tsat-terms-and-conditions

A pre-service journey

A pre-service teacher at Darwin High school reflects on a number of the processes that she used to make her 'practicum' at the school personally and professionally fulfilling. She found classroom observation useful because it offered valuable models of how teachers managed classrooms, a range of opportunities to gain and act on written and verbal feedback from her supervisor. She, feedback from mentors

https://www.aitsl.edu.au/tools-resources/resource/a-pre-service-journey-illustration-of-practice
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