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Quality teaching modules

to: All teachers, from early childhood to secondary school. All leaders who support the professional, ’ knowledge, understanding and application of the Standards to enable growth-focused evaluations, the three domains and four career stages in the Standards 50-65 mins How and why does the language of the Standards change across the career stages? Reflect on the lexical patterns across the four career, and development frameworks. These modules aim to strengthen your understanding and application of high

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

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

Designing a unit

A pre-service teacher at Darwin High school is given the opportunity to design a unit of study for her students. Her unit on how the media uses gender stereotyping to market toys draws upon her academic expertise in the field of Psychology. Designing an interconnected lesson sequence allows her to understand the complex roles of teachers, and to realise that their role extends beyond the classroom. She understands that without extensive thinking and pre-planning, quality learning

https://www.aitsl.edu.au/tools-resources/resource/designing-a-unit-illustration-of-practice

Parents

This is your space, where you can find information and advice about important topics like bullying, online safety, communicating with your child and the school, and much more, to help you make your child’s learning journey a safe and positive one

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

Online learning resources for teachers and parents

ESA is committed to supporting systems, schools and families to ensure that all students are able to continue their studies, whether at school or at home. That is why we have put together a range of online resources that will help teachers, parents or carers and students to sustain learning and wellbeing at this time when many students are temporarily unable to attend school

https://www.aitsl.edu.au/tools-resources/resource/online-learning-resources-for-teachers-and-parents

My Induction Data Collection Statement

), you will need to provide the following mandatory information to complete your profile: (i) first name, last name, role, sector, state, country, organisation, age range, geographic, may wish to provide the following information, although it is not mandatory to do so, to boost your, while using the MyInduction Webapp includes but is not limited to: (i) Feedback, in furthering excellence in teaching and school leadership; (ii) contribute to AITSL publications

https://www.aitsl.edu.au/teach/improve-practice/start-your-career/my-induction-app/my-induction-data-collection-statement

Leadership Reflection Tool

in order to function The Leadership Reflection Tool helps you to Locate your leadership practice Identify strengths Find your strengths

https://www.aitsl.edu.au/lead-develop/develop-yourself-as-a-leader/leadership-reflection-tool
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