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Yarn meeting

The school is a co-educational primary school in a low socio-economic community in the outer south western suburbs of Sydney. All students live in social housing. Many students come from single parent families and unemployment is high. Approximately 26% of children are Aboriginal or Torres Strait Islander and 17% are Pacific Islander. Other cultural groups are also represented. John Warby Public School provides many supports for the Aboriginal and Torres Strait Islander community including

https://www.aitsl.edu.au/tools-resources/resource/yarn-meeting-illustration-of-practice

Career stages

and revising programs, analysing student assessment data and taking account of feedback from parents, stages There are four stages you will go through as a teacher: Graduate, Proficient, Highly, the specific learning needs of students across the full range of abilities. Graduate teachers have, . They know how to select and apply timely and appropriate types of feedback to improve students, teachers As a proficient teacher, you will have met the requirements for full registration through

https://www.aitsl.edu.au/standards/understand-the-teacher-standards/career-stages

ATWD Data Explorer

from within and across the different data sources to enable the full potential of the data to provide a more accurate estimate and characterisation of teacher supply than is available from the separate data sources. Find out how the ATWD works, analysis from the Australian Teacher Workforce Data (ATWD) initiative. The ATWD Data Explorer provides, currently contains: Geo-spatial workforce characteristics data and experiences from 2020

https://www.aitsl.edu.au/research/australian-teacher-workforce-data/data-explorer

Teaching in Australia

Setting up for Success outlines findings from research, practical tips for finding employment. Thinking of teaching, migrant teachers can thrive, and receiving schools can prosper from the value they bring. These resources, from school leaders. ⬇ Download the guide, to the wellbeing and success of future generations. As the professional body for Australian teachers

https://www.aitsl.edu.au/migrate-to-australia/teaching-in-australia

How can I make sure my teaching meets the needs of students in a remote community setting?

Consider how the knowledge, skills and experiences students bring can be valued in the teaching and learning program. Like any cohort of students you are teaching, you need to have high expectations about what each student can achieve. ”Find out what has gone on before – in the school, for students. “Learning is not separated from language and country as both are integral to world views, learning needs of students across the full range of abilities

https://www.aitsl.edu.au/tools-resources/resource/how-can-i-make-sure-my-teaching-meets-the-needs-of-students-in-a-remote-community-school

Christopher Wardlaw

Authority Board in April 2023. With an early career as a teaching fellow at university, experience in the government and education sectors from working in senior leadership roles in Australia, and was made a Fellow of Monash University in 2013. Christopher also had a parallel career, of the Australian track and field team at the Sydney Olympic Games in 2000 and has coached a range of elite, of Athletics Australia from 2016 to 2022 and was appointed a Life Governor in October 2022.

https://www.aitsl.edu.au/about-aitsl/directors/christopher-wardlaw

Supplementary guidelines to support the Accreditation of initial teacher education programs in Australia: Standards and Procedures

There are a number of supplementary guidelines which support the implementation of the Standards and Procedures. These guidelines have been revised and updated for currency alongside the 2020 Accreditation Guidelines and include: Action Now: Selection of entrants into initial teacher education Primary specialisation (Program Standard 4.4): Guidelines Developing formal partnerships (Program Standard 5.1): Guidelines Assessment criteria for Graduate Teacher Standards 1.4 & 2.4

https://www.aitsl.edu.au/tools-resources/resource/supplementary-guidelines-to-support-the-accreditation-of-initial-teacher-education-programs-in-australia-standards-and-procedures

Assessment design criteria

Darwin High School is one of only two government schools in Darwin that cater purely for senior students at years 10–12. Within the assessment moderation, the pre-service teachers are assessing student work against 'assessment design criteria'. Assessment design criteria are used by teachers within the Northern Territory Curriculum Framework to clarify what students need to learn and to design assessment tasks that provide opportunities for students to demonstrate evidence of learning

https://www.aitsl.edu.au/tools-resources/resource/assessment-design-criteria-illustration-of-practice

Tracking student progress

A teacher of senior English describes the assessment moderation processes used at her school. These processes are used to achieve greater consistency in grading student assessment tasks. With practice in assessment moderation, she and her staff have found that the accuracy of their grading of student work has improved. The teacher is also responsible for using data gained through the moderation activities to track student progress and to advise about teaching interventions

https://www.aitsl.edu.au/tools-resources/resource/tracking-student-progress-illustration-of-practice

Establishing classroom expectations

The teacher identifies herself as an experienced educator with 11 years teaching experience, following a number of years working in industry. In her school in Melbourne, she teaches a year 5/6 composite class, with 16 grade 6 and 11 grade 5 students. Within the class, one student is on the autism spectrum while a number of students have auditory issues. Most students in the class are working at or above their curriculum level

https://www.aitsl.edu.au/tools-resources/resource/establishing-classroom-expectations-illustration-of-practice
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