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InSights - Evaluating your Principal Preparation Programs - Research Report

or strategic approach to effectively preparing Australia’s school leaders. Forty-five per cent of Australian principals report receiving average or weak leadership training as part of their formal, , the evaluation framework does not use a one-size-fits-all approach to evaluation. Instead it has, an evaluation framework that program providers, schools and education systems in Australia can use to assess and improve their principal preparation programs. The proposed framework is a practical guide

https://www.aitsl.edu.au/tools-resources/resource/insights-evaluating-your-principal-preparation-programs---research-report

Professional learning courses

The Hub’s free courses provide high quality professional learning to help schools engage positively with current and future challenges. All courses are aligned to the Australian Student Wellbeing Framework and to the Australian Institute for Teaching and School Leadership (AITSL) professional standards at the Proficient level

https://www.aitsl.edu.au/tools-resources/resource/professional-learning-courses

Early career teacher and regional and remote contexts

support network? How will I deal with isolation from friends and family? Am I comfortable being, and remote contexts This fact sheet provides further information for early career teachers about the additional factors they need to consider when working in a regional and/or remote area, - separation from existing friendship groups What do I know about the school, your location/school Applying for a job Consider some of the following

https://www.aitsl.edu.au/lead-develop/induction/early-career-teacher-and-regional-and-remote-contexts

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

Key components of effective professional experience in initial teacher education in Australia

teachers high-level commitment from leaders well-structured integrated initial teacher education, their critics, nor, as shall be shown, are they problem-free

https://www.aitsl.edu.au/tools-resources/resource/key-components-of-effective-professional-experience-in-initial-teacher-education-in-australia

Supporting Students with Disabilities in K-12 Online and Blended Learning

Pedagogical considerations and resources for teaching students with disabilities online and in a blended learning format

https://www.aitsl.edu.au/tools-resources/resource/supporting-students-with-disabilities-in-k-12-online-and-blended-learning

Energy efficiency

A teacher uses a range of investigations to engage students in an exploration of electricity within the context of a strong sustainability framework. The students begin by examining a solar cell and using it to power a small light. They then analyse the energy efficiency of their classroom and develop a campaign to encourage teachers and other students to conserve energy, Coolbinia Primary School is located in the suburbs of Perth, Western Australia. The primary school offers classes from kindergarten to year 7. Within the primary school there are approximately 270 students. In a year 6 science class, the teacher has provided students with activities ranging from the development of electricity safety rules to an investigation of broader issues relating to energy conservation and sustainability. These broader issues have been practically grounded in an analysis

https://www.aitsl.edu.au/tools-resources/resource/energy-efficiency-illustration-of-practice

Outcomes of the 2015 national initial teacher education accreditation panel review

state and territory. The survey was open from 27 May and closed on 10 June 2015. a face-to-face, was agreed in 2011, and implemented from 2012 through the introduction of the Accreditation, by AITSL to facilitate the 2015 national ITE accreditation panel review (the panel review). This is the third review, and its findings are largely consistent with previous reviews. The panel review synthesised the perspectives put forward by stakeholders through: a survey of ITE providers, regulatory

https://www.aitsl.edu.au/tools-resources/resource/outcomes-of-the-2015-national-initial-teacher-education-accreditation-panel-review

Explicit learning goals

At the beginning of the lesson the teacher outlines his plan to consolidate a previously learned technical skill in soccer, and also to introduce two new skills. The teacher aims to scaffold skill development in order to support all students: beginning with simple drills and then adding new physical challenges over time. He intends to embed in the lesson a focus on leadership and self assessment, constructive feedback during the lesson and provides time for them to evaluate their own learning

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

Teachers making a difference

for you. Mrs Sill: At Lourdes Hill, teachers are very open to feedback from the students, : Good Job! She’s really nice. She shows me that working hard pays off. She makes everything fun. I feel, fun. I think I prefer exams over assignments. I find it easier to do an exam in one day. It’s quicker, student. Students in my cohort vary from Year 1 to Year 9. I conduct my lessons via Skype or REACT, fishing community in Newfoundland Canada, I was a painfully shy student. My year 6 teacher was Miss

https://www.aitsl.edu.au/world-teachers-day/2018/teachers-making-a-difference
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