In this case study, staff at a Sydney high school share details of an action learning approach to professional learning and its impact on teachers and students.

Susan Lovett is an Associate Professor in Educational Leadership at the University of Canterbury, New Zealand. In this Q&A, Lovett joins Teacher to discuss what teacher leadership is, and why she believes it is a mistake to attribute school leadership activities only to those residing in formal roles.

Our annual Teacher reader survey encouraged educators to tell us how they’re using our articles, videos, podcasts and infographics in their professional settings. Hundreds of you shared your insights – here’s a selection.

Following her session at Research Conference 2017, Associate Professor Bev Flückiger joins Teacher to share more on her research into age-appropriate pedagogies. In this Q&A, she discusses the importance of play and recognising the agency of children.

Simon Clarke, Professor in the Graduate School of Education at The University of Western Australia, presented on the opening morning of Research Conference 2017 in Melbourne today, exploring the connections between leadership and learning.

In today’s leadership Q&A, Teacher talks to Distinguished Professor Viviane Robinson from New Zealand about the challenges and complexities of school leadership, good goal setting and principal professional development.

As a principal, do you roll up your sleeves and get involved alongside your teachers when implementing school improvement programs? Research shows a hands-on approach develops strong collaborative support.

In this extract from her new book Action and Reflection Tools for Busy School Leaders, Pam Ryan explores the importance of communication and trust.

From the art room to the sports oval, the kitchens to the library, there’s plenty happening in schools to mark NAIDOC Week 2017. We take a look at some of the events as communities come together to celebrate.

In today's Q&A, Dr Sue O’Neill from the School of Education at UNSW Sydney discusses the theory to practice gaps in behaviour management for preservice, beginning, and experienced teachers.