Articles

When you last received feedback on your practice, were you given actionable steps to help you improve? A new large-scale study which analysed written feedback provided to early-career teachers in the US has found that receiving goal-setting and actionable feedback is rare.

Additional Needs Coordinator Sue Pickett shares a study planner she created with her team at Eltham High School in Victoria to support teachers in assisting students with additional needs.

One of the benefits of being a teacher is the ability to cultivate transferable skills that can be applied across different schools and states. In this article, Foxwell State Secondary College teacher Samantha Holt shares her experience of starting a new job interstate.

Grief caused by bereavement is something we will all encounter at some point in our lives, but there are also many other different types of grief and loss that we can experience – whether it’s the loss of a pet, having a sick or elderly relative, or grief caused by natural disasters. Here, we look at the different types of grief and loss and how they can impact our overall wellbeing.

In our annual reader survey we ask you to finish the sentence ‘to me, wellbeing means…’. In this infographic, we share some of your responses.

How many students were enrolled in how many schools across Australia throughout 2021? How many full-time equivalent staff members? What was the average student-teacher ratio? Find out what schools looked like in 2021 in today’s infographic.

How effectively are you acting on feedback given to you by students? In this episode of School Improvement, we speak with Dr Ilana Finefter-Rosenbluh about her recent research into the impact of student perception surveys on teachers’ practice, and she shares some strategies teachers and schools can employ in order to improve their practice in this area.

Students have a diverse range of personal and contextual factors that influence their access to and achievement in their education. A new global study calls for a re-evaluation of education systems to promote personalised education.

‘Children with dyscalculia lack basic number sense, which affects every aspect of their ability to process numbers including performing arithmetic operations, understanding fractions and algebra.’ Rachel Parker, Senior Research Fellow at the Australian Council for Educational Research, gives an introduction to the neurological condition dyscalculia, including the signs, diagnostic tools and evidence-based ways to support students.

‘To say that teachers have a significant impact on students’ motivation and engagement is not controversial, nor particularly enlightening. Trucks can be filled with the research papers that show this.’ In this reader submission, Professor Andrew Martin says a more informative exercise is to dig into the ways teachers make a difference to students’ motivation and engagement.