‘While this crisis has exposed the many inadequacies and inequities in our education systems, this moment also holds the possibility that we won’t return to the status quo when things return to “normal”,’ Andreas Schleicher writes in his latest Teacher column.

‘Evidence shows that both young people and adults need to have both sets of skills and knowledge – numeracy and mathematics are different, but mutually beneficial and critical. Hence the critical need to connect the two, and not ignore either.’

‘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.

National Science Week is going to look a little different this year with pandemic restrictions still in place in various parts of the country. Here, we look at how three schools are celebrating science and technology in their communities.

‘These are unprecedented times and teachers have done an incredible job adapting to the many challenges the pandemic has presented.’ In her latest Teacher article, Julia Gillard discusses how Australian schools have been putting a greater focus on mental health and wellbeing, and shares advice and resources to support staff, students and families.

Nathanael Reinertsen conducted a survey to gauge what Australian teachers think about marking large-scale assessments. In today's article, he shares some of the key findings from that survey, including why participants valued marking exams as good professional development.

The Knox School’s Allan Shaw and Ben Righetti join Teacher to discuss the Character and Leadership Model that was implemented at the school between 2017 and 2020. It aims to foster the development of young people of character who will be ethical citizens and community leaders and involved a redesign of camps, excursions and community-based learning.

This week, Teacher has been sharing reader stories on their school’s response to the pandemic. This final instalment is written by Michael Rosenbrock, Assistant Principal at Wodonga Senior Secondary College, on the border of Victoria and New South Wales.

Dr Sue Thomson explores how the COVID-19 crisis has propelled schools to an online learning environment, and draws on data from the OECD’s 2018 Programme for International Student Assessment (PISA) and 2018 Teaching and Learning International Survey (TALIS) to shed light on students’, teachers’ and schools’ preparedness for the ‘new normal’.

Professor Geoff Masters discusses recent developments in assessing student learning and how they will shape the future of assessment.