Chapter three of the Gonski report discusses the value of excellent teachers, the importance of upgrading their professional practice, and the need for expert educators ‘who foster the learning growth of their students through collaboration, mentoring and continuous learning’.

This year’s International Mathematical Modeling Challenge (IMMC) required students to measure and choose the ‘best hospital’. Here, Ross Turner explores how teams from Australia approached the task.

In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and highlights existing work by educators to illustrate what they might look like in practice. Here, we explore the use of internal self-reviews and external quality assurance processes for school improvement.

Collecting evidence to become a fully registered teacher is a requirement for teachers in the first years of their career. But what does this evidence actually look like? A new report from the Teacher Registration Board of Western Australia provides a WA perspective.

In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and highlights existing work by educators and schools to illustrate what they might look like in practice. Here we explore effective induction practices for early career teachers.

Miss Chen shares some of the F-2 resources she’s been using in her classroom. In today’s activity, the students discuss their fears and we learn new strategies to begin to overcome them.

Feedback is an essential part of learning, especially when we want to improve our practice and attain high professional standards. And the best form of feedback is right there in front of us in our classrooms.

This year, France will be enforcing a total ban on mobile phone usage in primary and middle schools across the country. In today’s article, we talk to two schools in Australia with differing policies.

In this case study, educators from New South Wales outline the development of a teacher professional learning program, run in tandem with a whole school focus on project-based learning.

What does a Highly Accomplished teacher look like? And, what do you need to do to become one? These were two of the questions posed by New South Wales educator Anne Gripton before she embarked on her journey to become certified Highly Accomplished.