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A Trauma - Informed Approach to Teaching Through Coronavirus

Experts from the United States National Child Traumatic Stress Network share their recommendations for educators supporting students during the COVID-19 crisis that can be used to inform strategies to be used when transitioning back to school

https://www.aitsl.edu.au/tools-resources/resource/a-trauma---informed-approach-to-teaching-through-coronavirus

3 ways to nurture your wellbeing in the new normal

A special AITSL-only op-ed from Dan Haesler, performance coach and keynote speaker, on 3 ways to look after your own wellbeing in these uncertain times

https://www.aitsl.edu.au/tools-resources/resource/3-ways-to-nurture-your-wellbeing-in-the-new-normal

Coaching resources

Release date: COACHING Introduction to the Coaching resources View the full transcript here Open Sharing links dropdown Twitter Facebook Linkedin

https://www.aitsl.edu.au/lead-develop/develop-others/coach-others/coaching-resources

Spotlights

to assist teachers and leaders to constructively engage with parents. The Spotlight focuses on school

https://www.aitsl.edu.au/research/spotlights

TPA process - long description

TPA process - long description You are currently: Home Deliver ITE programs Teaching performance assessment TPA process - long description> This diagram outlines the four items of the Teaching Performance Assessment process. Initial Teacher Education provider Teaching Performance Assessment Teacher Regulatory body Teaching Performance Assessment Expert Advisory Group

https://www.aitsl.edu.au/deliver-ite-programs/teaching-performance-assessment/tpa-process---long-description

Evaluating learning and teaching programs

The humanities coordinator of a school’s senior campus leads a discussion with the school’s history teachers aimed at improving teaching practice. The workshop begins by brainstorming criteria by which a range of programs can be evaluated. Programs will also be evaluated against data gained from the classrooms, as well as from the agreed criteria. In the second part of the workshop, the coordinator leads an evaluation of a unit of work, recording improvements and modifications

https://www.aitsl.edu.au/tools-resources/resource/evaluating-learning-and-teaching-programs-illustration-of-practice

Classroom observation

more about which ones may be a good fit for your context, along with how to implement practice

https://www.aitsl.edu.au/lead-develop/develop-others/classroom-observation

Well-sequenced mathematics teaching

Parkes High School is located in western New South Wales and has an enrolment of approximately 700 students. A significant number of students commute by bus from smaller rural communities into Parkes. The school maintains a strong academic emphasis whilst catering for students who may pursue alternative pathways

https://www.aitsl.edu.au/tools-resources/resource/well-sequenced-mathematics-teaching-illustration-of-practice

Supporting gifted students

MacRobertson Girls’ High School is a selective entry public school in central Melbourne. Unique in its status as a state-wide provider for girls from Year 9 to 12, the selective nature of entry results in the school having a broad socio-economic and cultural mix and the students having a strong commitment to academic excellence

https://www.aitsl.edu.au/tools-resources/resource/supporting-gifted-students-illustration-of-practice

What Works in Online/Distance Teaching and Learning?

This Spotlight identifies best practice evidence to guide teachers on setting up online learning and advice teachers can give to parents during this process. Key consideration is given to principles demonstrated to benefit student outcomes and wellbeing. As such, this Spotlight is written from the perspective of teachers

https://www.aitsl.edu.au/tools-resources/resource/what-works-in-online-distance-teaching-and-learning