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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

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

CEO Blog - Term 3

From the CEO Welcome to a new term. Term 3 has arrived (already?!). We know this part of the year can feel full-on – maintaining momentum, building on learning and maybe a few too, foundations and lead our school communities. You'll find resources in this issue to support early childhood, , with families, and with each other that transform lives. It’s in these everyday interactions that the real magic of teaching happens. We've updated our Thrive in 2025: Connect page with a fresh

https://www.aitsl.edu.au/secondary/news-and-media/ceo-blog/ceo-blog---term-3

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

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

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

Meet Ali

not what I excelled at during my own education, so I focussed on literacy and well-being as my, successful, and my love of science grew from there. I became a STEM coordinator and supported colleagues to plan and implement the science and technologies curriculum and found that as my skillset grew, so, . What aspect of being a teacher/ leader do you find most rewarding? I love my current role because I, that the people making decisions for education are active in classrooms and learning spaces. By far, the most

https://www.aitsl.edu.au/campaign/science-week/meet-ali

Managing the classroom

Information and resources about creating a classroom environment focused on learning and teaching

https://www.aitsl.edu.au/tools-resources/resource/managing-the-classroom

Voices of the Profession

Voices of the Profession From Fitzroy Crossing in the far west to Bruny Island way down south, Australia’s more, as mentors, experts and role models for future generations – and are valued by their community, their stories which you can find below, , voices, teaching, profession Meet principals from across Australia and hear their stories. What

https://www.aitsl.edu.au/campaign/voices-of-the-profession

Peer mediation

The teacher is responsible for implementing a Peer Mediator Program at a school with a New Arrivals Program. The program creates and maintains supportive and safe learning environments. Students who are new to the school are introduced to a ‘buddy’ who can help them to find their way around and speak their language. A sense of belonging for the new arrivals is created through language development and support with Bilingual School Services Officers. The curriculum for New Arrivals students, The school is an Adelaide city-based school with a population of approximately 350 students. 100 of those students are newly arrived from overseas. The school has a strong New Arrivals Program. The cultural diversity of the students, teachers and School Services Officers (SSOs)/Bilingual School Services Officers (BSSOs) at the school creates an environment that the teacher describes as ‘Harmony Day every day’. The school community works together to ensure that students are heard

https://www.aitsl.edu.au/tools-resources/resource/peer-mediation-illustration-of-practice
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