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Frequently asked questions

Frequently asked questions, is free to access for the first two requests from each provider. Subsequent advice incurs a fee. Further details are available from the expert advisory group page. Does AITSL, to open the expandable area Prior to 30 June 2017 funding agreements were finalised with both, . Unsuccessful applicants were offered an opportunity to receive feedback from AITSL, Frequently

https://www.aitsl.edu.au/deliver-ite-programs/teaching-performance-assessment/teaching-performance-assessment-grant-program/frequently-asked-questions

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

Family Digital Technologies

Family Digital Technologies, The following collection of activities have been designed for you to complete in your home or around your local community to assist in building your child's knowledge of the Digital Technologies curriculum, These activities require minimal preparation from you and the knowledge required to enable you to complete the tasks with your children has been included filter activities by age

https://www.aitsl.edu.au/tools-resources/resource/family-digital-technologies

Formative assessment and online teaching

Formative assessment and online teaching, to make decisions about what to do this week. We could of course, try to use research findings from, , but the track record of applying findings from one kind of teaching to a different kind of teaching, judgment about the best things to do with their students with some fundamental findings about how learning, , and online teaching in particular, I think the following three findings are the most important, Educator, 36(1), 12-19, 39. Retrieved from https://www.aft.org/sites/default/files/periodicals

https://www.aitsl.edu.au/secondary/comms/australianteacherresponse/formative-assessment-and-online-teaching

2D shapes and their features

2D shapes and their features, A grade one and two teacher explores the language of 2D shapes and their features with her students. The teacher aims to build the student's vocabulary around shapes and their features and also the location of objects. The lesson is adapted from an approach outlined by a maths consultant and included in the curriculum document developed by three local schools in their professional learning community. The teacher has adapted the lesson for her class, making it more kinesthetic and including

https://www.aitsl.edu.au/tools-resources/resource/2d-shapes-and-their-features-illustration-of-practice

Formative Assessment in Distance Learning

Formative Assessment in Distance Learning, Ideas on how to check for understanding and provide meaningful feedback on formative assessments

https://www.aitsl.edu.au/tools-resources/resource/formative-assessment-in-distance-learning

Frequently asked questions

Frequently asked questions, format. The Applicant portal can accept PDF, PNG and JPEG file formats. How do I, downloadable fact sheets to support your application process. Can I get advice from AITSL, Frequently asked questions You are currently: Home Migrate to Australia Frequently asked questions, Getting your application ready Does AITSL offer a fast-track assessment service

https://www.aitsl.edu.au/migrate-to-australia/frequently-asked-questions

Literature review - Professional Conversations and Improvement-Focused Feedback

Literature review - Professional Conversations and Improvement-Focused Feedback, AITSL commissioned Professor Helen Timperley, University of Auckland, to undertake the Professional Conversations and Improvement-Focused Feedback literature review to draw together national and international research in relation to conversations that support professional growth. The purpose of the review was to examine the characteristics and impact of these conversations, synthesise the common themes and identify the enablers and barriers to effective professional conversations. The review

https://www.aitsl.edu.au/tools-resources/resource/literature-review---professional-conversations-and-improvement-focused-feedback

Building the Right Foundation - Improving Teacher Induction in Australian Schools

Building the Right Foundation - Improving Teacher Induction in Australian Schools, . Section four looks to the future and considers where to from here for Australian schools. School, the graduates of other professions, new teachers are required from day one to assume the full responsibility, discuss induction in the education context, focusing on its role as a formal program for beginning, and resources in induction. Finally, section five recognises that in seeking to implement change, The focus of this paper is to provide an analysis into the key research in the area of new teacher

https://www.aitsl.edu.au/tools-resources/resource/building-the-right-foundation---improving-teacher-induction-in-australian-schools

Developing formal partnerships (Program Standard 5.1): Guidelines

Developing formal partnerships (Program Standard 5.1): Guidelines, , of course, develop partnerships in an alternative format. The accompanying template is to enable partners to formalise partnerships to facilitate the delivery of programs, particularly professional experience

https://www.aitsl.edu.au/tools-resources/resource/guidelines-for-developing-formal-partnerships-that-meet-the-requirements-of-program-standard-5.1-illustration-of-practice
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