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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

1d How can leaders use the Standards to support teachers

conversations about teacher practice means developing a familiarity with the Standards. Further, of expertise do in the classroom. Next steps Move forward to: Module 2a How do the national frameworks, capabilities and qualities of leaders. There are three leadership requirements that draw upon five areas, , they are always fully interdependent. ‘Leading teaching and learning’ is identified as one of the professional, that no student can learn unless they feel safe and welcome in their education setting. To lead

https://www.aitsl.edu.au/teach/understand-your-impact/quality-teaching-modules/1d

DSE Principal Standard elaborations

the needs of students, families and carers from communities facing complex challenges, leadership through a framework consisting of five Professional Practices and three Leadership Requirements, accountable to any improvement efforts. They establish clear communication channels to gather feedback from, Where can I find out more? Senior school leaders, including principals, have several key roles, in supporting students with disability in schools, referencing the five Professional Practices

https://www.aitsl.edu.au/teach/supporting-students-with-disability/leaders-supporting-students-with-disability/dse-principal-standard-elaborations

Applying professional learning

on learning? What formal and informal opportunities are there for teachers to provide feedback, your progress. Seek feedback at key points. This might be from learner data, inviting other teachers, inside, outside and across schools’ learning communities is a fundamental feature. This may sound, new. Use failure for learning, so that teachers feel safe to step out of their comfort zones and take, The most beneficial teacher professional learning incorporates the following aspects: Active learning

https://www.aitsl.edu.au/teach/improve-practice/practical-guides/applying-professional-learning

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

Evaluating the impact of professional learning

learning plan in response to findings? How will the final summative evaluations be used to inform future, the effectiveness of professional learning There are four factors to consider when evaluating, . Figure 1: Effective evaluation of professional learning, from the Essential Guide to Professional, , backing and assistance from school leaders needed to put these strategies into practice? Fourth we, of future professional learning and ensure it results in an increased impact on learners’ outcomes

https://www.aitsl.edu.au/teach/improve-practice/practical-guides/evaluating-the-impact-of-professional-learning

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

Let's Go, 2023 | resources for teachers and leaders

-informed factsheets and videos of practitioners. Explore growth-focused, are the future of our profession and that's why it's so important to get them started on the right foot, is a time of excitement, challenges and the promise of a fresh start. We’ve curated some of our evidence, have hundreds of tools & resources – explore the full suite or start with our curated list below, might have – from using social media in professional learning to annotating to using inquiry cycles

https://www.aitsl.edu.au/campaign/lets-go-2023

Ancient Rome

The teacher librarian and her colleague deliver a lesson that forms part of a year 7 unit on Ancient Rome. The librarian brings to the collaboration an understanding of appropriate print and digital curriculum resources suitable to the task. She also recognises the importance of information literacy and how this needs to be taught to students. Following a classroom demonstration, she and her, . The teacher librarian then meets with the teacher to evaluate the lesson and discuss future interventions

https://www.aitsl.edu.au/tools-resources/resource/ancient-rome-illustration-of-practice

Circle time

Ross Park is the oldest government primary school in Alice Springs. It has almost 400 students of which 25 per cent are Indigenous. At the school, a pre-service teacher from Charles Darwin University is in her final round of teaching practice with a year 4/5 composite class. In focusing whole class discussion and small group activities on learning goals, the pre-service teacher aims to develop the students' personal and social skills, which she considers essential for their current stage

https://www.aitsl.edu.au/tools-resources/resource/circle-time-illustration-of-practice
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