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Meet Lisa

Meet Lisa Modd You are currently: Home Science Week Meet Lisa My chosen vocation of teaching Science commenced in the Catholic Secondary sector, 26 years ago. I am currently the Co Director of the Padua Rosebud Campus. I have held various leadership positions from curriculum to wellbeing over, and achieving their personal best. Being part of a student’s learning journey and knowing

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

Using learner data

– such as wellbeing, a particular aspect or style of learning and teaching, or something else they might want, of a teacher’s practice. Care: teachers’ care for learners, and support for the emotional wellbeing, ) Student Engagement: The Key to Improving Survey Response Rates, Quality in Higher Education, 14

https://www.aitsl.edu.au/teach/improve-practice/practical-guides/using-learner-data

Evaluating the evidence for educational technology - Part 1 - the technologies

to improve student outcomes Interactive whiteboards Digital personalised learning Generation 3, that the quality of pedagogy has a more significant impact on student outcomes than edtech usage. There is substantial evidence that, even when edtech is student-centred and well-integrated, teacher input (critical thinking, contextualising feedback, etc.) is essential for student learning, as the ability to critically assess information and safeguard one's own safety and wellbeing when

https://www.aitsl.edu.au/research/spotlights/evaluating-the-evidence-for-educational-technology-part-1-the-technologies

Evaluating the evidence for educational technology - Part 2

safety and wellbeing, investigation, creating and exchanging, and managing and operating content, student cohorts, including those with disabilities, those learning remotely, and students from Aboriginal, of screen time on student learning, as well as indirect effects (such as impacts on anxiety, impact on student outcomes. School-based professional learning (PL), especially PL, spend on tasks that aren’t student-facing, or improving student learning, engagement

https://www.aitsl.edu.au/research/spotlights/evaluating-the-evidence-for-educational-technology-part-2-enabling-learning

Teaching - A valued profession

satisfaction and performance there is a positive correlation between how teachers are perceived and student, on students’ academic outcomes and wellbeing, there may have been a concurrent shift in rhetoric, the importance of strong relationships between schools and families for student outcomes, it, teachers? There is a strong positive correlation between the way teachers are perceived and student, contribute to the wellbeing and success of future generations. As research has shown, the value society

https://www.aitsl.edu.au/research/spotlights/teaching-a-valued-profession

Framework for the Certification of Highly Accomplished and Lead Teachers

. Student-improvement focused: Certification recognises those teachers who are highly effective in improving student outcomes. Evidence of student outcomes is central to certification processes. Student outcomes are broadly deﬁned and include student learning, engagement in learning and wellbeing, ; be derived from a range of sources and must: include evidence of impact on student

https://www.aitsl.edu.au/teach/understand-certification-and-halt-status/framework-for-the-certification-of-highly-accomplished-and-lead-teachers

Building a sustainable teaching workforce

that: To ensure strong student outcomes, we need a sustainable supply of high-quality teachers with the right set, student demand. This is especially true in some geographical locations and subject areas. It, to worsen in the coming years (Department of Education, 2022b). A growing student population combined, in place wellbeing measures. Victoria is focusing on workload issues and has promised 1.5 fewer face, to discern and measure. Using existing data, it is possible to predict national growth in school student

https://www.aitsl.edu.au/research/spotlights/building-a-sustainable-teaching-workforce

3a How to set goals and reflect on your practice

In Module 3a we will look at how reflection and goal setting can lead to improved student outcomes, . The autobiographical The learner Colleagues Theoretical literature Weekly reflection journal Conducting student, . Evaluate formal feedback such as observations, surveys and student achievement results. Reflecting, is developing relationships with students because of the feedback written in student journals. Gian wrote ‘I, the following. What would most impact learning, engagement and wellbeing of all your learners? How can

https://www.aitsl.edu.au/teach/understand-your-impact/quality-teaching-modules/3a

2a How do the national frameworks support professional development

defines student outcomes broadly to include student learning, engagement in learning, and wellbeing, ? The components of a performance and development culture Focus on student outcomes. Improving, of a performance and development culture. Component Examples Focus on student outcomes Clear, student outcomes. Ongoing learning is essential for teachers throughout their careers, to ensure

https://www.aitsl.edu.au/teach/understand-your-impact/quality-teaching-modules/2a

3d How can mentors and leaders support the implementation of the development cycle

feedback check in on the wellbeing of the mentee and provide emotional support. Tips for mentors, informally check in with their mentee’s colleagues and students. development of student feedback surveys, and spiritual wellbeing prioritise constant numerous pressing priorities and conflicting demands take, or mentees Mentors supporting the mentee’s wellbeing Simple, sporadic check-ins on wellbeing Regular, into the relationship between their goals for student learning and their current practice. 10

https://www.aitsl.edu.au/teach/understand-your-impact/quality-teaching-modules/3d