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How we work

practical advice and direction from practising experts. Initiatives discussed in these forums, educators from across Australia. We have a consultative approach for all the work we do. For example, of experts in initial teacher education from across universities and state and territory teacher regulatory bodies. Professional Growth Network – includes nominated representatives from the government and Catholic and Independent sectors in every state and territory, with a focus on supporting teacher

https://www.aitsl.edu.au/about-aitsl/how-we-work

Develop yourself as a leader

a great leader requires a constant focus on self-improvement and professional growth. AITSL's resources, by reflecting on where you are now and how to best move forward. Our leadership reflection tools can help you, as a leader Learn from practising leaders See how other principals and school leaders have shaped, . Find out more Develop yourself

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

Your Story Our Journey

The Your story Our Journey professional learning resource is an opportunity to connect your learning story to the collective OUR story to ensure the educational success of Aboriginal and Torres Strait Islander students in our schools. This experiential, interactive website has been developed to support all those working to improve the educational success of Aboriginal and Torres Strait Islander students in schools, Australia’s First Nations peoples

https://www.aitsl.edu.au/tools-resources/resource/your-story-our-journey

Taking the lead: national certification of Australia’s best teachers

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

https://www.aitsl.edu.au/tools-resources/resource/taking-the-lead-national-certification-of-australia-s-best-teachers

Animating the particle model

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

https://www.aitsl.edu.au/tools-resources/resource/animating-the-particle-model-illustration-of-practice

Collegiate learning about literacy

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

https://www.aitsl.edu.au/tools-resources/resource/collegiate-learning-about-literacy-illustration-of-practice

Joint planning for EAL/D students

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

https://www.aitsl.edu.au/tools-resources/resource/joint-planning-for-eal-d-students-illustration-of-practice

Evaluate principal preparation programs

program. Understand the framework's four evaluation components, preparation programs, this practical guide provides a framework for evaluating and improving existing programs. The framework is designed to help providers measure the effectiveness of their principal, ? Customise the framework to your needs As a program provider, you can adapt and customise the evaluation framework for a wide array of programs with diverse goals and participants

https://www.aitsl.edu.au/lead-develop/build-leadership-in-Australian-schools/evaluate-principal-preparation

Two-way communication

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

https://www.aitsl.edu.au/tools-resources/resource/two-way-communication-illustration-of-practice

Manage challenging behaviour

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

https://www.aitsl.edu.au/tools-resources/resource/manage-challenging-behaviour-illustration-of-practice
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