The introduction of the Learning Specialist role, as part of the Victorian Government Schools Agreement 2017, has allowed experienced teachers to support colleagues to improve their practice, while still being able to remain in the classroom. In today’s reader submission, Nicole Kelly, a Learning Specialist at Ararat Primary School in Victoria, shares her experience.

Due to the disruption to education caused by COVID-19, school leaders and teachers are considering how best to meet curriculum and assessment requirements for the rest of the 2020 school year. Here, we look at the official advice given to educators across the country on where some flexibility would be appropriate.

Has your school been thinking about or working to develop STEM lessons? Are you contemplating building connections with industry? Our latest reader submission shares details of research exploring the impact of school-industry partnerships.

The Australian Institute of Landscape Architects announced the winners of the 2020 NSW Landscape Architecture Awards this month, highlighting the importance of landscape on play and learning. In today’s article we look at the school winners from the education and health category.

Students can play an important part in co-decision making within a school that can impact not only their learning, but that of other learners also. In the Northern Territory, students have been leading change projects in their schools for the past four years.

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.

‘A quality education always starts with a great teacher’. In her final column of the year, Julia Gillard shares details of some of the programs aimed at improving the recruitment, training and support of teachers in developing nations.

One of the biggest challenges we face in improving quality and equity in our schools is to better address the learning needs of the many children who, on entry to school, are at risk of being locked into trajectories of long-term low achievement, writes Professor Geoff Masters AO.

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.

How do you support students needing assistance in their Mathematics learning? What about the students who are adamant that they don’t like maths? In this article, we share five resources on Mathematics teaching and learning.