Preparing students for life and the workforce includes equipping them with skills such as problem solving, collaboration, critical thinking and creative thinking. But, how do these capabilities develop over time and what do they look like in terms of teaching and assessment?

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.

At a school with high mobility of staff and students, building a whole-school culture of consensus and commitment is crucial. During her three years as principal at Batchelor Area School in the Northern Territory, Robyn Thorpe strived to achieve just this.

Dr Karen Peel from the University of Southern Queensland shares findings from her new research that explores teaching for self-regulated learning, and shares her decision-making matrix informing a self-regulatory approach to classroom behaviour management.

Once a fortnight Teacher ventures down to Room 3 – the basement library archives at the Australian Council for Educational Research – to bring you education quotes from yesteryear.

In the latest cycle of the OECD’s Teaching and Learning International Survey (TALIS 2018), participants were asked about their use of a range of teaching practices. Today’s infographic looks at the results for practices associated with cognitive activation.

In today’s reader submission, Dr John Langrehr discusses how teachers can develop student mindsets for ‘3C thinking’ and shares examples of questions and statements you can use in the classroom.

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.

Dr Lotem Perry Hazan from the University of Haifa in Israel joins Teacher to discuss her study of lower primary school students, aged seven to 10, and their perceptions of due process in schools’ disciplinary procedures.