The purpose of this paper is to present a vision and strategies for strengthening national teacher certification. To date, more than 350 Australian classroom teachers have achieved national certification at the Highly Accomplished and Lead career stages of the Australian Professional Standards for Teachers. AITSL consulted with certifying authorities and key stakeholders to develop the four strategies outlined in this paper. The national policy Certification of Highly Accomplished
A lead teacher and University education specialist discuss the implementation of a program between the school and the University to support the development of graduate teachers in delivering a science unit of work to year 5 and 6 students. The program focuses on students developing a story board to explain the particle model theory which will be animated using stop motion software. The emphasis is on showing the multi model possibilities of delivering science to students
A teacher uses her knowledge and experience to mentor a colleague about how the use of explicit lesson intentions and questioning techniques can develop and enhance students' literacy achievements. The teacher focuses the collegiate discussion on core pedagogical issues such as the need for teachers and students to have a shared understanding of the purpose of the lesson - why students are learning, what they are learning, and what they are expected to achieve. She explains how professional
An English as an additional language or dialect (EAL/D) specialist and IT teacher meet to plan how to modify a unit of work to support EAL students in a Year 10 Information Processing and Publishing class. The original task required knowledge of skiing that could not be assumed and was unnecessary, so that became the first modification. The EAL/D teacher then recommended breaking down the task components, providing an item bank, and using a Teaching Learning Cycle to plan details
as well as a deeper focus in a particular subject. The primary specialisation requirements are set out, specialisation guideline provides further clarity about the Program Standard. It includes additional information around fields of specialisation, assessment, program requirements, implementation and reporting, Professional Standards for Teachers. Why a focus on primary specialisation
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from your use of the Indigenous Cultural Responsiveness Tool (Data) will be in accordance, transferred to AITSL in full upon completion of the Data collection. Any Data remaining, the Indigenous Cultural Responsiveness Tool, you will need to provide the following information:(a) do you identify as Aboriginal and/or Torres Strait Islander;(b) first name, last name, role, organisation, whilst using the Indigenous Cultural Responsiveness Tool includes but is not limited to:(a) feedback
Ross Park is the oldest government primary school in Alice Springs. It has almost 400 students of which 25 per cent are Indigenous. The teacher has been at the school for over four years after previously teaching in western Queensland. In her composite class of year 4 and 5 students she has been maintaining daily communication with every one of her students' parents/carers in order to alert them to behavioural and learning issues
Before the start of the new school year, the welfare coordinator of a school’s senior campus leads a professional learning session on behavior management principles and processes. In the session, the coordinator emphasises the importance of following agreed principles. He discusses with staff hypothetical scenarios relating to classroom management and invites responses to how they might respond to these
to support her fellow teachers and school leaders. As the Chair of the AITSL Advisory Group, and school leaders to ensure that Aboriginal and Torres Strait Islander students achieve their full