Collaboration

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 Q&A, Professor Geoff Masters AO discusses this year’s Research Conference theme and some of the fundamental questions that will help to shape the conference program.

In an effort to further challenge students and allow them to take more responsibility for their own learning, principal Dr Cheryle Osborne embarked on a journey to become an International Baccalaureate school.

What are the enablers and challenges for high school teachers using a project-based learning approach in the classroom? In today’s reader submission, learning designer and educator Lisa Aitken shares findings from her research in New South Wales schools.

Undertaking professional learning as a principal has led Mandy Reynolds-Smith to not only improve her practice and progress to work at a systems level, but to also recognise her strengths as a leader.

Principal Gail Smith discusses how co-teaching has improved outcomes for students at her school, how trusting co-teacher relationships are maintained and some possible hurdles to adopting the process.

Principal Pauline Kubat from Epping Views Primary School shares her approach to collaborative leadership, how she overcomes daily challenges as a school leader, and insights into her experience in the Principal for a Day program.

At Bradshaw Primary School in the Northern Territory, the use of Professional Learning Communities has included implementing Collaborative Learning Teams (CLTs) in order to improve the reading results of students.

The Australian STEM Video Game Challenge calls on school students to create their own unique playable video game. The theme for 2018 was ‘transformation’. Here, we look at the winning entries.

In this fortnightly series, Teacher takes a closer look at some of the Gonski recommendations and highlights existing work by educators and schools to illustrate what they might look like in practice. Here we explore effective induction practices for early career teachers.