Teacher Staffroom is an opportunity to change the pace a little, and really take some time out with your colleagues to discuss what implications the content we’ve covered recently could have for your own school setting.

If you’ve ever felt out of your depth or a lack of confidence when preparing to teach a particular concept, topic or aspect of the curriculum, where did you turn to for help? One source of support is external expertise.

In today’s reader submission, Year 9 Learning Leader Rachael Williams shares how watching a video of yourself teach can be an uncomfortable experience in the beginning, but it’s a great opportunity to reflect, learn and improve.

Dr Joann Fildes, Head of Research and Evaluation at Mission Australia, joins Teacher to talk about the results of the 2018 Youth Survey and how schools can use the survey data to inform student wellbeing planning.

After surveying staff to assess where their strengths and areas for improvement lie, Principal Daryll Kinnane of Maningrida College in the Northern Territory began working on the next steps for growing the college as a Professional Learning Community (PLC).

Students in Year 6 and Year 10, from a sample of schools in Australia, have been assessed on their ICT literacy abilities. The results have recently been released and show that females significantly outperformed males.

Stress, school or study problems and mental health are the top three personal concerns for Australian teenagers according to new survey data.

For teachers and students at St Columban’s College, digital citizenship isn’t a one-off lesson or a bolt-on program delivered at a set time of the year. It’s at the heart of the curriculum, in all subjects and across all year levels.

In today’s Q&A we chat to Dr Jo Peryman and Dr Janneke Blijlevens from RMIT University about the creation and testing of Sans Forgetica – a new font designed to help students remember key information.

Western Sydney University researcher Dr Jacqueline Ullman discusses her study of teachers and school leadership staff who self-identify as lesbian, gay, bisexual, transgender, intersex, queer, asexual, or other diverse sexuality and gender identities, and their experiences of homophobic and transphobic discrimination in their schools.