Chapter three of the Gonski report discusses the value of excellent teachers, the importance of upgrading their professional practice, and the need for expert educators ‘who foster the learning growth of their students through collaboration, mentoring and continuous learning’.

Student voice has been a core part of staff professional learning at Pakuranga College for several years. Here, two professional learning leaders at the Auckland school reflect on the implementation process and key learnings for teachers.

In today’s Q&A we speak to three teachers from Fairholme College in Queensland about how they’ve been using real world scenarios and a team teaching approach to STEAM learning.

Collecting evidence to become a fully registered teacher is a requirement for teachers in the first years of their career. But what does this evidence actually look like? A new report from the Teacher Registration Board of Western Australia provides a WA perspective.

June is STEM month here at Teacher. In this Q&A we speak to Sharon de Rooy, one of 300 preschool educators involved in the Early Learning STEM Australia pilot.

How do you respond to an interview question you have no idea how to answer? What are some common oversights in teaching job applications? In this article, we explore some of these concerns with the expertise of three principals.

In the second of two articles on Gunbalanya School in the Northern Territory, we find out about its switch to a flexible calendar to improve student attendance, and how educators are working with the community and industry to prepare students for work.

Australia’s Chief Scientist Dr Alan Finkel joins Teacher to discuss his latest report which outlines why partnering schools with STEM industry experts is so beneficial.

Gunbalanya School, on the edge of Kakadu National Park in the Northern Territory, is jointly led by an Aboriginal and non-Aboriginal Principal. In today’s article we find out more about this successful co-principalship model.

In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and highlights existing work by educators and schools to illustrate what they might look like in practice.