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Using learner data

About Teaching from the Bill & Melinda Gates Foundation (2012). Consistency and accuracy in learner, privacy are adhered to. References Ronald F. Ferguson with Sarah F. Phillips, Jacob F. S. Rowley, Traditionally, learner data consisted of the final summative marks on an end of unit or semester, Formative assessment, such as pre-tests (comparative assessments), quizzes, exit tickets. Summative assessment, such as end of term or mid-term exams, final projects. Anecdotal records, such as comments

https://www.aitsl.edu.au/teach/improve-practice/practical-guides/using-learner-data

Nationally consistent teacher registration

be flexible to accommodate different contexts and experience. The recommendation for full, for full registration. These arrangements will provide capacity for flexibility in appropriate, on the level, nature, frequency, recency and seriousness of the offence/s. For further information on how, for registration is completion of at least four years of higher education (fulltime or equivalent) study, requiring the same standards and consistent processes to achieve full registration ensuring

https://www.aitsl.edu.au/teach/improve-practice/start-your-career/registration/nationally-consistent-teacher-registration

Nationally consistent teacher registration

apply for full registration. These arrangements will provide capacity for flexibility, forms of registration as a teacher - provisional registration and full registration. Usually, not fulfil the requirements for full registration, or who anticipates that they will not meet, based on the level, nature, frequency, recency and seriousness of the offence/s. For further, for registration is completion of at least four years of higher education (fulltime or equivalent

https://www.aitsl.edu.au/teach/improve-practice/launching-professional-status/registration/nationally-consistent-teacher-registration

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

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

Looking at Classroom Practice

Teachers share a significant responsibility in preparing young people to lead successful and productive lives. The Australian Professional Standards for Teachers reflect and build on national and international evidence that a teacher’s effectiveness has a powerful impact on students, with broad consensus that teacher quality is the single most important in-school factor influencing student, of the Standards. This Domain focuses on professional practices that can be directly observed in the classroom

https://www.aitsl.edu.au/tools-resources/resource/looking-at-classroom-practice

Shifting the balance: Increasing the focus on teaching and learning by reducing the burden of compliance and administration

Shifting the balance: Increasing the focus on teaching and learning by reducing the burden of compliance and administration

https://www.aitsl.edu.au/tools-resources/resource/shifting-the-balance-increasing-the-focus-on-teaching-and-learning-by-reducing-the-burden-of-compliance-and-administration

Evaluating professional learning

The teacher is part time at the school, and understands the value of professional learning that is linked to teacher needs and wider school priorities. She offers to a number of her colleagues an intermediate level workshop in the use of interactive whiteboards, which will build on previous whole school professional development sessions, and that can be used to engage students in their learning. In a follow-up interview she reflects on the outcomes of the workshop, Teaching Italian and Japanese part time at Davidson High School, the teacher also works as a consultant in surrounding schools delivering professional learning. It is apparent from her presentation that the school is extending the use of IWBs and that while a number of teachers are advanced users, many are still at the beginner level. The school has clearly attempted to provide whole school professional learning about the value of learning technologies. The teacher attempts to build

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

How will I establish a relationship with the Aboriginal and Torres Strait Islander educators that I will be working with?

first and come with an open mind. If you strongly project an idea, they may feel uncomfortable, It is important to develop shared understandings around teaching and learning, from both, – being open – if you don‘t have that relationship, things might fall apart.” (Aboriginal teacher, NT, educators will not feel comfortable reading and writing, but may have brilliant ideas to integrate culture into learning, so it is important you respect this find out about the professional experiences

https://www.aitsl.edu.au/tools-resources/resource/how-will-i-establish-a-relationship-with-the-aboriginal-and-torres-strait-islander-educators-that-i-will-be-working-with

Professional learning

Here the English teacher identifies her need to update her knowledge of text production. This will enable her to more effectively teach students at a higher year level. She has begun her own professional development by targeting her own writing and has sought personal mentoring online and face-to-face. As she continues her own professional learning she can then transfer those skills to her teaching to improve student learning. This is an area that fits with the school’s curriculum priorities

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