The decision to move NAPLAN online provides an opportunity to place less emphasis on comparing the performances of schools and more emphasis on supporting student learning, according to Professor Geoff Masters AO.

It’s often asserted that some things can’t be measured, Professor Geoff Masters AO writes in his latest column. But how true is this? And if we can’t measure something, should we stop pretending we can teach or develop it?

In her first article for Teacher magazine, Julia Gillard outlines the priorities of the new Education Cannot Wait campaign and calls on Australian educators to lend their expertise to the cause.

With the release of results from the four-yearly Trends in International Mathematics and Science Study (TIMSS), Geoff Masters discusses what it will take to lift levels of mathematics and science learning in Australian schools.

Real reform and significant progress in improving the quality and equity of Australian schooling depend on tackling our deepest and most stubborn educational challenges, writes Professor Geoff Masters AO.

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.

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.

In the second of two articles, Kate Coleman and Abbey MacDonald explore some of the resources to eventuate from the creative pressure cooker circumstances of the COVID-19 lockdown, and how they can be used to maximise studio time and learning into the future.

Teacher content draws on the wealth of knowledge and expertise that exists within the education community. This month, we’ve had the opportunity to speak with several experts in education on a range of different topics, and in today’s podcast, we take you through some of the highlights.

Many experienced teachers will have had to draw on their knowledge of good classroom practice to navigate the move to remote teaching and learning during the COVID-19 pandemic. But for beginner teachers like Savannah Epskamp, starting a teaching career in the middle of the pandemic was a whole unique challenge in itself.