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DSE Teacher Standards elaborations

Standard Focus Area 1.6: Strategies to support full participation of students with disability, Standard 1: Know students and how they learn Focus area 1.6: Strategies to support full participation, setting; the student’s transition is evaluated after the first, third and fifth, in the cycle of check in at first, third and fifth week of attendance, to freedom from discrimination, explicitly stating everyone’s

https://www.aitsl.edu.au/teach/supporting-students-with-disability/teachers-supporting-students-with-disability/dse-teacher-standards-elaborations

Te Rito Toi website

From New Zealand, this resource provides practical advice and resources to teachers work with children when they first return to school following major traumatic or life changing events

https://www.aitsl.edu.au/tools-resources/resource/te-rito-toi-website

Supporting students with disability

/files/2023_NCCD_Guidelines.pdf Using FISO 2.0 to Plan School Improvement https, Act 1992 to ensure students with disability have fair and equal access to a quality, the teaching practices required to support full participation of students with disability. The DSE specify how education is to be made accessible to students with disability, covering the following, making a decision. Under the DSE, students with disability and their families/associates have the right

https://www.aitsl.edu.au/teach/supporting-students-with-disability

Connecting early childhood teachers to high quality professional learning

, there are common features that early childhood teachers and leaders can engage with to further support children’s learning, development and wellbeing. Some of the common professional learning features, and/or receiving feedback from an expert teacher Difficulty sourcing professional learning relevant, their needs. Consider accessing support from family or community members who have relevant, specialist, Observation of practice and feedback Online forums Professional collaboration based on the assessment

https://www.aitsl.edu.au/teach/improve-practice/how-to-guides/connecting-early-childhood-teachers-to-high-quality-professional-learning

InSights: Literature review: A culture of trust enhances performance

The discussion draws on the work of the Australian Institute for Teaching and School Leadership in school leadership and research by Caldwell and Harris (2008) to consider ways in which trust is linked to performance in schools and organisations. It explores the concept of trust as a form, by Bryk and Schneider in their influential study of trust in school reform in Chicago is used to frame this aspect of the review. The authors identify four essential categories of relationships that enable

https://www.aitsl.edu.au/tools-resources/resource/insights-literature-review-a-culture-of-trust-enhances-performance

'We're exhausted': teachers overwhelmed by online transition

Summarises the challenges teachers face during this time and how to harness technology appropriately

https://www.aitsl.edu.au/tools-resources/resource/'we're-exhausted'-teachers-overwhelmed-by-online-transition

CEO Blog - Supporting middle leaders for school success

middle leaders for school success From the CEO I have seen first-hand that middle, and form a developmental bridge from the leadership identified in the Australian Professional Standards, teaching practices and improved learning outcomes. As a former principal, I know how critical, are often at the forefront of change, taking the initiative to drive positive developments within, ; collaborating and communicating with the school community; and managing and facilitating work within

https://www.aitsl.edu.au/secondary/news-and-media/ceo-blog/ceo-blog---supporting-middle-leaders-for-school-success

Creating wikis

The professional learning package used by the graduate teacher was funded by the Australian Government as part of the Teaching Teachers for the Future program. This particular package examines how history pedagogy and the use of powerful technology intersect in the content of the Australian Curriculum. In this lesson, which is part of a larger unit of work teaching year 10 students about the modern world, students were able to act as historians investigating the impact of post-Vietnam War

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

Inquiry cycles

. The stages of an inquiry cycle The stages of the cycle are shown in Figure 1 below. The first two, phases focus on building capacity and applying learning and the final stage is examining the impact, , and quality teaching[4]. Focusing on skills alone will not provide you with the flexibility to meet, on learner outcomes. This can be through formal or informal methods and the frequency, teachers and education setting leaders to focus on a shared problem they wish to further understand

https://www.aitsl.edu.au/teach/improve-practice/practical-guides/inquiry-cycles

High expectations

The teachers work collaboratively to research and plan child specific goals for students with disabilities. They lead colleagues’ training, at the school and across the State, with a focus on understanding the importance of setting challenging learning goals for students. Both teachers demonstrate exemplary practice and knowledge of techniques and skills necessary to help students grow and develop, The school is a special school in a metropolitan area. Teachers have small class sizes because their students have multiple disabilities. Many of the students are visually reliant and have sensory integration issues. The two teachers work collaboratively to provide the best education for their students. They create individualised goal banks or sets of goals with the parents and focus on both physical and intellectual skill development

https://www.aitsl.edu.au/tools-resources/resource/high-expectations-illustration-of-practice
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