What do you need information on? Effective classroom questioning techniques? How to build a reading culture at your school? Inclusive transition programs? Building staff expertise? The sixth Teacher alphabet brings you quick links to popular content that you might find useful.

Julia Atkin discusses how a teacher’s perception of their own role can influence their design approach when it comes to creating learning environments which shift from a teacher-centric classroom to a learner-centric space.

Rob Proffitt-White shares his experiences working on a large-scale, research informed professional development project and the conditions necessary to scale it up to involve a large number of schools and teachers.

Dr Tanya Vaughan and Susannah Schoeffel from Evidence for Learning draw on the latest Guidance Report, Making best use of Teaching Assistants, to outline some practical suggestions to help teachers and school leaders apply evidence-based practices to their schools and classrooms.

Emeritus Professor of Educational Psychology at the University of New South Wales, John Sweller, has spent decades researching cognitive load theory, and says there are a large number of instructional procedures teachers can employ to lessen extraneous cognitive load.

These past couple weeks at Teacher have been jam-packed. We welcomed a number of guests – from the eSafety commissioner to the ARIA Music Teacher of the Year – and we also featured a lot of content on the topic of literacy. Catch up on anything you might’ve missed in today’s podcast.

Why should cognitive load theory be of interest and importance to K-12 teachers? Emeritus Professor John Sweller has been fundamental to the formulation of cognitive load theory, and in this Q&A he outlines the essential components of cognitive load theory for educators.

Teacher Staffroom takes a look at some of the research we’ve covered on Teacher this month including the latest TALIS results on the state of the teaching profession. We also share some exciting updates about the publication.

Nigel Brito decided to embark on the journey to become a Certified Practising Principal because he recognised the importance of formally demonstrating his skills and experience as a school leader.

Teachers and school leaders across the globe have shared their views on issues affecting their profession in the 2018 OECD Teaching and Learning International Survey (TALIS).