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Inclusive education fact sheet for teachers

Inclusive education fact sheet for teachers, Leadership Limited Printfriendly  Inclusive education fact sheet for teachers This fact sheet offers tips for early career teachers to engage with policies and processes to address Teacher Standard 1.6: Strategies to support full participation of students, 1 Build relationships Understand the protocols for contacting families, and their family. Contact the service providers and allied health professionals who

https://www.aitsl.edu.au/lead-develop/induction/inclusive-education-fact-sheet-for-teachers

Mentoring for leadership

A teacher who has a position of leadership in the school is undertaking a Leadership Program. The teacher reflects with her mentor on how she has implemented strategies to develop her style of leadership. Contributing to the discussion is the results from colleagues using 360 degree feedback. The focus of this session relates to improving the facilitation of staff meetings to provide a cohesive forum for all participants, Dominic College is a Catholic, kindergarten to year 10, co-educational, independent school in Hobart. Within the school, teachers may have roles of responsibility at either one or both campuses. This teacher's responsibilities include coordinator of teaching and learning F-6. As a part of this role she is participating in a Leadership Program which includes participating in a professional network to broaden her knowledge and improve practice

https://www.aitsl.edu.au/tools-resources/resource/mentoring-for-leadership-illustration-of-practice

Case study: Formative assessment strategy that makes a difference

Case study: Formative assessment strategy that makes a difference, Case study idea on how to use kahoot for formative assessment

https://www.aitsl.edu.au/tools-resources/resource/case-study-formative-assessment-strategy-that-makes-a-difference

Using mental computation strategies

The lesson focuses on mental computation skills and developing automaticity. The teacher also supports students to describe and justify their own approaches to complex mathematical problems. Students are provided with foundational or more challenging tasks, and are allowed to select activities based on their level of confidence. At the end of the lesson students reflect on how they will apply their learning outside the classroom, of the surrounding community with a large number of families who speak English as a Second Language. 25% of students identify as Aboriginal and Torres Strait Islander, and a further 30% of the students have Vietnamese, Thai, Filipino, Japanese, Indonesian, Cambodian, Spanish, Dutch or Chinese cultural, with a current focus on literacy improvement and the implementation of Visible Learning approaches

https://www.aitsl.edu.au/tools-resources/resource/using-mental-computation-strategies

Talking to children about natural disasters, traumatic events or worries about the future

Talking to children about natural disasters, traumatic events or worries about the future, Tips for parents and carers on how to manage media coverage of traumatic events, and talk to their children about their worries and fears

https://www.aitsl.edu.au/tools-resources/resource/talking-to-children-about-natural-disasters-traumatic-events-or-worries-about-the-future

CEO Blog - Our Teachers Are Our Future

CEO Blog - Our Teachers Are Our Future, are our future From the CEO Our children get up every day and head to school, ready, from both demand and supply, we will know the shape of the problem we are solving and can ensure fit, in the crosshairs of a competing crisis. Teachers are feeling the impact of two-plus years of COVID-related stress, and the twin demands of remote and face-to-face teaching. We know there are reports of teacher, , their parents, and our 350,000 educators, all want a quality teacher standing in front of every classroom

https://www.aitsl.edu.au/secondary/news-and-media/ceo-blog/ceo-blog---our-teachers-are-our-future

Supporting Japanese language learners

Here the teacher offers positive feedback to a colleague, who has delivered a presentation to the leadership team. She praises the teacher’s approach to student ownership of their learning. She highlights aspects of the presentation that she feels strongly appealed to the leadership team, particularly those aspects that focus on student independence, Teaching Italian and Japanese part time at Davidson High School, the teacher also works as a consultant in surrounding schools delivering professional learning. In her class she addresses an issue frequently faced by teachers of languages other than English: student mobility. Most of her students have been learning Japanese for three years, but at the beginning of Year 10, a new student who has not learned Japanese before enters her class. She needs to work out differentiated strategies to meet

https://www.aitsl.edu.au/tools-resources/resource/supporting-japanese-language-learners-illustration-of-practice

Using and adapting resources

Here, the graduate teacher reflects on her use and adaptation of a professional learning resource for teaching a grid reference system in mathematics, when preparing for, and reflecting on her teaching of students at St Aloysius' School. She outlines those aspects of the resource she finds particularly beneficial. These include: standards for graduate teachers to meet, planning advice, and recommendations about pedagogical approaches, including ICT, This is an extract from a longer video, which includes footage of the lesson and an extended interview with the graduate teacher. The teacher used, adapted and reflected on the usefulness of a pre-prepared professional learning package for the teaching of maps and grids. In the classroom, the graduate teacher was able to test the usefulness of the package, benefitting from its advice about questioning techniques when forward planning. Its recommendations about preparing to be flexible were also

https://www.aitsl.edu.au/tools-resources/resource/using-and-adapting-resources-illustration-of-practice

Teaching the Asia priority through the novel

of Australia, the US and Europe and to feel connected to stories of Asia so that they are interested, . This illustration focused on Jane’s first foray into the Asia priority. St Mary’s College is formally, is not “connected” to Asia and she is unfamiliar with texts from or about the countries of Asia. St Mary’s College is a Catholic school in Hobart, it was founded in 1868 and provides a K-12 education for girls

https://www.aitsl.edu.au/tools-resources/resource/teaching-the-asia-priority-through-the-novel-illustration-of-practice

Action research for professional learning

Two teachers are trialing team teaching in a secondary science and mathematics environment. This trial is part of an ongoing program to improve teaching and learning at the school by adopting or dismissing various methods. The effect of team teaching on student learning outcomes is closely examined, particularly in the context of the formal action research group, which includes other colleagues. Student feedback is also sought and acted upon, The Australian Science and Mathematics School has a specific focus on science and mathematics education, while at the same time embedding other curriculum areas such as the humanities into that learning. It is located on the Flinders University campus. The male teacher is the senior leader of STEM (Science, Technology, Engineering and Mathematics) learning. The female teacher is a science and mathematics teacher

https://www.aitsl.edu.au/tools-resources/resource/action-research-for-professional-learning-illustration-of-practice
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