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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

Teacher Education Expert Standing Committee

Shore Professor Charles Darwin University Professor Tania Aspland (Former) Executive Dean, Faculty of Education and Arts Australian Catholic University Mr Tom Alegounarias (Former) President NSW, of Australia (AHISA) Dr Jennifer Buckingham Director, Strategy and Senior Research Fellow MultiLit Pty Ltd Mr, Fishburn Director Queensland College of Teachers Professor Deborah Heck Associate Professor, Trobe University Professor John Williamson (Former) Professor University of Tasmania Ms Shirley Gilbert

https://www.aitsl.edu.au/about-aitsl/how-we-work/teacher-education-expert-standing-committee

Submission to the Review to Achieve Educational Excellence in Australian Schools

all school related factors on student learning; an effect which is magnified in schools facing, to collectively consider how school funding can be targeted to achieve educational excellence in Australian, . Our recommendations clearly and unambiguously place student learning ‘front and centre’, guided, for success. Our approach is focused on what can be done at a national, system and sector level to improve, and school leaders. Further improvement requires an investment of teacher and school leader time

https://www.aitsl.edu.au/submission-to-the-review-to-achieve-educational-excellence-in-australian-schools

Supporting your casual relief teachers to learn

of one full year being taught by casual relief teachers (CRTs) over the duration of their education. In this time, they can have a significant impact on improving learning outcomes. Seventy-five, (2018) found that they are undertaking less professional learning and at a lower quality. Offering, collectively towards common goals help build collective familiarity with programs in their setting help build relationships with staff help make CRTs feel more engaged with staff and learners

https://www.aitsl.edu.au/teach/improve-practice/how-to-guides/supporting-your-casual-relief-teachers-to-learn

2024 for you | Curated resources for teachers and leaders

for you to learn from, however we recommend some of the following: Communication strategies Formative, with feedback from her supervising teacher. Watch a pre-service teacher, . Receive free personalised feedback and tailored insights to support your professional growth, our research-informed fact sheets and case study videos for a richer understanding of growth-focused, and that's why it's so important to get them started on the right foot. Find case studies, induction materials

https://www.aitsl.edu.au/campaign/2024-for-you

Terms and Conditions

found on any AITSL Website. "Feedback" refers to all remarks, data, suggestions, methods, surveys, requirements; do not contain any defects or Viruses; will be error free; contain no defects, faults, of the information found on AITSL Websites. The following provisions apply in relation to the posting, . If the User Generated Content constitutes a video and it is approved, a frame from the video, discretion of AITSL and that AITSL's decision is final and not subject to any form of review

https://www.aitsl.edu.au/general/terms-and-conditions

Accessibility

to achieve AA compliance, we have a number of documents that cannot be provided in HTML format and instead use the Portable Document Format (PDF) format or other varied formats. We aim to reduce our dependency on PDF files and we encourage our audience to contact us if alternative document types are required. We want your feedback We value inclusivity and strive for continuous, with disabilities and user friendly for everyone. The guidelines have three levels of accessibility (A, AA

https://www.aitsl.edu.au/general/accessibility

Team teaching

the other teacher works with individual learners or small groups. While these formats, and flag problems early Discuss roles before each lesson Set a time to reflect on lessons after, learnings that may have arisen from your team teaching. Team teaching pairings Sometimes, experienced teachers formed by teachers through shared interests, collegial relationships (note that approval from school/setting leadership may be required) year level groupings, cross-age groupings

https://www.aitsl.edu.au/teach/improve-practice/how-to-guides/collaborating-and-team-teaching

Improving Teacher Professional Learning

inferences about the impact of your professional learning. Seek feedback from colleagues, learners, more about how to implement PLCs in your school. Formative assessment Find out about, examples of others’ work. Our feedback case study from Clancy Catholic College looks at how work, . The flipped classroom model Find out more about using technology to enable a flipped classroom, , collaborative and future-focused. Teachers should be reminded to consider this when selecting

https://www.aitsl.edu.au/teach/improve-practice/improving-teacher-professional-learning

Student wellbeing hub

The Australian Student Wellbeing Framework supports schools to give every student a strong foundation so that they can reach their aspirations in learning and in life. The hub is packed with wellbeing resources for primary and secondary students

https://www.aitsl.edu.au/tools-resources/resource/student-wellbeing-hub
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