Researchers from the University of Newcastle’s Teachers and Teaching Research Centre, Laureate Professor Jenny Gore, Associate Professor Jess Harris and Dr Drew Miller discuss their latest research that explores the impact of Quality Teaching Rounds on student outcomes.

It is important that teachers are empowered to develop strategies and resources to support the emotional, cognitive and psychological development of students experiencing trauma. In today’s article, we speak to a principal about why she participated in a trauma-informed workshop, and how it has helped her staff to better support students in their learning.

It’s well understood that highly effective school leaders promote the use of evidence-based teaching practices throughout their school. A new resource aims to support principals, learning leaders and teachers in thinking about their priorities and student needs in mathematics, and what the research says.

Our annual Teacher reader survey has just concluded for another year. As your responses have been coming in, we have been making note of your suggestions and requests, and have been reading about your experiences with the challenges of this pandemic. You’ve also let us know how you’re taking care of your own wellbeing outside of work.

‘Implementation is a process not an event’ became a cornerstone phrase for Liam Stakelum as he led change within Marist College Canberra. With co-authors Dr Tanya Vaughan and Susannah Schoeffel he discusses the vision for change, the move from evidence to practice and the implementation process.

In this episode of Teacher Staffroom, we discuss the contributions we’ve published on Teacher this month, including a piece on collaborative reflective practice, and another on developmental rubrics improving student learning. We also share some highlights from our latest podcast episodes.

The emerging definition of ‘student voice’ involves young people in a true partnership with adults, so they can influence what happens to them in school, and become meaningfully involved in their own learning. In today’s article Roger Holdsworth from the Youth Research Centre at The University of Melbourne discusses how the definition has evolved since it first emerged in the 1980s.

Researchers from Monash University surveyed teachers and members of the public in Australia about public perceptions of the teaching profession. Today’s infographic takes a look at the responses on the topic of appreciation.

What bullying policies and procedures are in place at your school? Do you have a specific anti-bullying education program? In this podcast we talk to Dr Lesley-anne Ey about her work with early childhood teachers in South Australia to identify problems with bullying in their own school context and co-design tailored activities and strategies.

The Collaborative and Reflective Practices Program at Brisbane’s Villanova College aims to improve teaching practice by bringing teachers together, to allow them to collaborate and discuss the impact they have on their students, and implement new strategies with the support of their peers.