From New Zealand, this resource provides practical advice about how to get ready for the return of some students following a major disruption such as that caused by COVID-19
contexts This fact sheet provides information about what schools need to consider when attracting, Fliexibility When developing induction programs for early career teachers who are new to the area, schools can consider the following elements: Community support mentor, of the school council. Start communicating with the early career teacher from when, that early career teachers are aware of the school’s ‘teacher wellbeing’ programs and frameworks
leader’s responsibility to notify Korn Ferry of the change will receive a feedback report detailing, . No individual responses from raters will be identified in the feedback report understand that summary information from feedback reports may be collated into a consolidated report for the educational, (AITSL) 360° Reflection Tool. The 360° Reflection Tool is being conducted by Korn Ferry on behalf of AITSL. The terms and conditions apply to the following processes: Registration for the 360° Reflection
and a scaffold that supports improvement-focused feedback to teachers, understanding of the areas on which feedback will be provided, the format in which the feedback, , from Graduate through to Lead. Download the Classroom, About the Continuum The Continuum was first released in 2014, and has been, of the Continuum will be phased in for use in national teacher certification from 2019. Download 2014
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Stakeholders were asked to provide a comment on the impact of COVID-19 on educators or students in response to the ongoing pandemic. The majority of comments reported a negative impact that was personal in nature on both educators and students, rather than a direct impact on learning or teaching. Across both cohorts, the most commonly reported impacts related to a decrease in wellbeing, specifically concerning fatigue or stress in educators, and anxiety or stress in students
February 2023 We scanned mentoring programs to look for what high-performing systems across the world had in common. We synthesised and analysed programs in 6 high-performing systems, identifying 12 common elements. These elements include training and selecting mentors, the role of expertise, and the use of mentors to improve teaching effectiveness. We then looked for these elements in Australian programs to identify where our mentoring programs can be improved
Here a teacher uses social media platforms as a means of engaging students in a year 7 geography unit about Antarctica. The teacher asks students to create a social media profile for a fictional character, who lives and works in Antarctica. She employs an interactive whiteboard to introduce the lesson and to show stimulus materials. The teacher subsequently supervises her students who are using tablet computers to complete the social media profiles
The teacher regularly uses a range of ICT resources in her class. The kinds of resources used will depend on the topic and its complexity. She encourages students to use plasticine for modelling, which can then be filmed. Students can also create digital posters that they use to demonstrate concepts. For more complex work she encourages students to experiment with computer animations developing their own movies. When sourcing resources for the classroom, she attempts to use educationally valid
MacRobertson Girls’ High School is a select entry government school in Melbourne. In a teaching placement at Year 9, a graduate teacher has observed her supervisor's ability to link the study of a text to other texts that the students have studied, as well as to philosophical ideas. Because the Year 9 learning environment created by her supervisor seems similar to a university tutorial she feels that she can use many of the attributes of the latter in engaging the learners