This week, Teacher has been sharing reader stories on their school’s response to the pandemic. This final instalment is written by Michael Rosenbrock, Assistant Principal at Wodonga Senior Secondary College, on the border of Victoria and New South Wales.

‘While schools will be gradually re-opening in China by mid-April, they’re closing around much of the rest of the world. How well are we prepared? OECD’s TALIS survey offers some insights,’ Andreas Schleicher, the organisation’s Director for Education and Skills, writes in his latest Teacher column.

In this edited version of her presentation at ACER’s Research Conference Dr Sue Thomson looks at the assessment of social and emotional skills in an increasingly fast-changing and diverse world.

School improvement is most likely when an entire school has a shared improvement agenda and is committed to learning how to improve. Professor Geoff Masters AO discusses a five-step improvement cycle.

Professor Geoff Masters AO discusses identifying and addressing the needs of individual learners in Australian schools.

In his final Teacher column of the year Andreas Schleicher, OECD Director for Education and Skills, shares his key takeaways from this month’s Forum for World Education in Paris.

In his first Teacher column of 2017, OECD Director of Education and Skills Andreas Schleicher debunks some of the myths about what makes a successful education system.

In her first column of the year, Julia Gillard discusses a new national mental health initiative from Beyond Blue. The program spans mental health promotion, prevention, early intervention and also provides a critical incident response service in the event of a suicide.

New research suggests that hands-on science mentor programs can be beneficial for high achieving senior secondary students in rural areas. In our latest reader submission, Louise Puslednik details the study findings.

ACER researchers Dr Amy Berry, Kellie Picker and Rachel Parker discuss some of the characteristics of playful learning at school, share examples of classroom practice, and explain how Australian teachers can contribute to our understanding of learning through play in the classroom.