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Linking scientific concepts

The teacher has designed the lesson to highlight the connections between the constant acceleration formula and Newton's laws. The students form theories and test predictions with a practical activity using carts and ramps. The teacher supports the students to articulate their reasoning to facilitate self-correction. The teacher reflects on the thinking and learning with the students at the end of the lesson, John Monash Science School is the first school of its kind in Victoria and one of only three such specialist science providers in Australia. Opening for the first time in 2010, the facilities and infrastructure are multi-storey and based on a ‘learning commons’ design to facilitate the variety of flexible teaching and learning approaches characteristic of the school. JMSS has formed strong partnerships with researchers and academics in a broad mix of scientific fields at Monash University. JMSS

https://www.aitsl.edu.au/tools-resources/resource/linking-scientific-concepts-illustration-of-practice

Designing Professional Learning report

are developing professional learning from scratch, enhancing an existing program or evaluating, guidance on how to configure and/or evaluate your own context-specific model/s. Following analysis, to provide a framework for understanding the elements of effective professional learning. Each learning design element is framed by a detailed series of questions that challenge users to refine and clarify, AITSL produced this report in partnership with Learning Forward (formerly known as the National Staff Development Council). Learning Forward is an association focused solely on the most critical lever in improving schools - building the knowledge and skills of educators. Through the Standards for Professional Learning and a range of products and services, Learning Forward leads the field in understanding what links professional learning to improved student achievement

https://www.aitsl.edu.au/tools-resources/resource/designing-professional-learning-report

Giving Feedback on a Presentation

Giving Feedback on a Presentation, Here the teacher offers positive feedback to a colleague, who has delivered a presentation to the leadership team. She praises the teacher’s approach to student ownership of their learning. She highlights aspects of the presentation that she feels strongly appealed to the leadership team, particularly those aspects that focus on student independence, , expected to learn from and contribute to a dynamic professional learning culture

https://www.aitsl.edu.au/tools-resources/resource/giving-feedback-on-a-presentation-illustration-of-practice

Teachers Supporting Teachers - Australia Facebook group

Teachers Supporting Teachers - Australia Facebook group, A Facebook group for teachers to ask questions, give advice or share something you've found useful

https://www.aitsl.edu.au/tools-resources/resource/teachers-supporting-teachers---australia-facebook-group

Language development

A deputy principal observes an early career teacher in her language development class. The observation is designed to evaluate how school-wide strategies are being implemented in individual classrooms. Following the observation, she describes how she formed the program and team after attending a range of professional activities. Finally, the teacher and the deputy principal reflect on the skills and knowledge that the former has developed since graduating as a teacher, Peel Language Development School opened in February 2002 and was the first purpose built specialist facility for early language intervention in Western Australia. The school places students K–3 who meet the entrance criteria set by the Department of Education. Staff members are specially trained and work collaboratively with school based speech pathologists. Staff participate in on-going professional learning to keep abreast of current research and educational practice

https://www.aitsl.edu.au/tools-resources/resource/language-development-illustration-of-practice

Sustainable cities

Within a series of lessons that incorporate a key fieldwork trip, the teacher selects and uses teaching strategies that develop students’ knowledge, skills, problem solving and critical and creative thinking. Students make field observations described and recorded in text, numerical and audio-visual format; organise, interpret, present and analyse the data; and evaluate current situations to develop proposals for sustainable futures. The teacher develops strategies that enable students, Bacchus Marsh Grammar School is an independent pre-Prep to year 12 school in outer western Melbourne. The teacher has developed an activity consisting of a series of sequenced lessons with a core geography fieldwork case study used to relate conceptual development to a real world context. Within, during a field trip enables students to reflect on past development, record current patterns and propose changes that support a sustainable future for urban areas

https://www.aitsl.edu.au/tools-resources/resource/sustainable-cities-illustration-of-practice

Feedback

Feedback, These feedback resources were produced through a partnership between Evidence for Learning and AITSL. Resources include: Fact sheets Animations Research Video and written case studies Implementation resources And more

https://www.aitsl.edu.au/tools-resources/resource/feedback

The Home Learning: Resources for Students and Families

The Home Learning: Resources for Students and Families, An online portal to support parents and children learning from home. This online learning resource library is user friendly and suitable for students of all ages with a wide variety of engaging lessons, activities, podcasts, video links and family guides

https://www.aitsl.edu.au/tools-resources/resource/the-home-learning-resources-for-students-and-families

Facebook group

Facebook group, want to share something amazing. That's why we created a Facebook group (Teachers Supporting Teachers) for you to ask questions, give advice or share something you've found useful, speech or bullyin g Make sure everyone feels safe. Bullying of any kind isn't allowed, and degrading, advocacy This keeps the group safe for all and focused on supporting each other. 6 . AITSL does, Online Teacher Community, Online Teacher Group, AITSL Facebook, AITSL Facebook Group, AITSL

https://www.aitsl.edu.au/group

National frameworks

National frameworks, (520 KB) national, frameworks, framework, National frameworks You are currently: Home About AITSL National frameworks> Accreditation, and Development Framework View PDF (1.27 MB) Framework for the Certification of Highly Accomplished and Lead Teachers View online Framework for Teacher

https://www.aitsl.edu.au/about-aitsl/national-frameworks