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The impact of Aboriginal and Torres Strait Islander educators

provide continuity for student learning in schools that may face high teacher turnover, partnership approach that will achieve quality student outcomes. Estimates suggest 66% of remote school, relate mainly to student learning support across learning areas, while others focus more, their contribution to student learning. The voice of Aboriginal and Torres Strait Islander educators has also, emerging evidence that they contribute to improvements in student achievement. This is particularly

https://www.aitsl.edu.au/research/spotlights/the-impact-of-aboriginal-and-torres-strait-islander-educators

Aboriginal and Torres Strait Islander Teachers

Education Student Data Collection (HESDC). Students enrolled in ITE, and those who have completed, stress and wellbeing that is coupled with follow-up questions, some of which are of particular, in major cities may be associated with decreasing numbers of teaching staff (and student enrolments, and managing their wellbeing (AITSL, 2022; AITSL, 2023a). Leaders’ years in the profession Aboriginal, from government policies. Commencing student characteristics Degree type In 2019, 86

https://www.aitsl.edu.au/atwd/in-focus/aboriginal-and-torres-strait-islander-teachers

National Trends Teacher Workforce

and nationally comparable data on ITE student numbers and characteristics in the ITE pipeline, as well, as the number one in-school influence on student outcomes (Centre for Education Statistics and Evaluation, on teacher wellbeing and retention. Recent changes to EBAs since COVID-19 may have improved, Plan, the ATWD will commence the collection of data on wellbeing as part of Action 27. This wellbeing data will increase understanding of the impacts of working hours on teacher wellbeing, and the flow

https://www.aitsl.edu.au/research/australian-teacher-workforce-data/atwd-reports/national-trends-teacher-workforce

Pre-service teacher placements beyond urban settings

regional, remote and very remote areas have a student body in which Aboriginal and Torres Strait Islander, areas[1] (see Figure 1). Figure 1. School enrolment by Aboriginal and Torres Strait Islander student, and Torres Strait Islander students comprise more than one fifth of student enrolments, , remote and very remote school enrolment by Aboriginal and Torres Strait Islander student background, on student learning Teaching students from diverse backgrounds in the remote context Aboriginal and Torres

https://www.aitsl.edu.au/research/spotlights/pre-service-teacher-placements-beyond-urban-settings

Improving induction Part 2 - School Leaders

quickly, sustain their wellbeing, and make a positive difference for their schools. This Spotlight, of department Stage coordinator Head of student welfare Learning area leader Senior leaders, , boosting teacher effectiveness and even improving student outcomes (Steinberg & Yang, 2022). Other

https://www.aitsl.edu.au/research/spotlights/improving-induction--part-2---school-leaders

National Trends Teacher Workforce June 2025

for intending to leave the profession before retirement related to workload and wellbeing. In 2023, over, , cultures, backgrounds, and viewpoints enrich student learning. Approximately 6% of the teacher workforce, long hours during report-writing periods and shorter hours during student exam periods, it can, and secondary full-time teachers spent the most time on student supervision and planning lessons. Classroom, around 4 hours per day were spent on student supervision and lesson planning. As a proportion

https://www.aitsl.edu.au/research/australian-teacher-workforce-data/atwd-reports/national-trends-teacher-workforce-jun2025

Early Childhood Teachers

programs were aged 31 and above (52%) than birth-12 programs (24%). Student and study, data in the ATWD is derived from annual data collected as part of the Higher Education Student Data, in a child’s development, which lead to positive future learning, health and wellbeing outcomes, , completions and completion rates from 2005 to 2021 Trends in early childhood/primary ITE student and study, an ITE student to teach. There are multiple ITE programs and pathways available for prospective

https://www.aitsl.edu.au/atwd/in-focus/early-childhood-teachers

Key metrics dashboard

address in the ITE data obtained from the Higher Education Student Data Collection (HESDC). However, not in the Higher Education Student Data Collection (HESDC) between 2005 and 2019. In this release, in the Higher Education Student Data Collection. In this data release: All courses were evaluated based, the GCS from 2020. Data improvements: Commencements The Higher Education Student Data Collection (HESDC, enrolments can decrease, as completions reduce enrolled student numbers. ITE enrolments increased

https://www.aitsl.edu.au/research/australian-teacher-workforce-data/key-metrics-dashboard
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