The Teacher team is on the road this week at the ACER Research Conference 2018 in Sydney. In this special podcast episode, we share highlights from the ‘In Conversation’ session on evidence-based teaching practices between Laureate Professor John Hattie and ACER CEO Professor Geoff Masters AO.

While low levels of physical activity among children and adolescents remain a concern in Australia, student engagement in the maths classroom also requires attention. One pilot program in New South Wales sought to tackle both issues simultaneously.

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’.

New South Wales public school principal Hamish Woudsma recently returned from the professional learning trip of a lifetime – a six-day school leadership course at Harvard University’s Graduate School of Education. In today’s article, he shares what he learned during his time in Boston.

Emeritus Professor Bill Louden from the University of Western Australia presented at Research Conference 2018 in Sydney. His session, titled Evidence-based approaches to school improvement: Kimberley Schools Project outlined the fundamental principles that underpin the thinking behind the project.

Educators across Australia are always trying new ways to improve outcomes for their students. Not all changes result in improvements. Is there a way that we increase the likelihood of a change leading to improvement?

In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and what they might look like in practice. Today we explore the role of education research and evidence in driving practice and innovation to improve student outcomes.

In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and what they might look like in practice. Here, we explore the review panel’s focus on individual student achievement.

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 their new book I’m the Principal, authors Stephen Dinham, Kerry Elliott, Louisa Rennie and Helen Stokes use the Australian Professional Standard for Principals as a framework to consider key aspects and contributors to principal learning, action, influence and identity. In this extract they are exploring what it means to be a principal and the stressors they face.