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St Helena Secondary College in Victoria embarked on a journey to improve the quality and accuracy of teacher judgements on their student reports, in order to better reflect student achievement. We’re joined by Kate Williams to hear about the process and where they’re at on their journey.

Teacher education students are being asked to share what inspired them to study teaching and to consider why their peers may have been deterred away from the profession, in a nationwide survey called Future Teachers Talk.

Professor Paul Caldarella joins Teacher to discuss his three-year project that looked at the relationship between the praise-to-reprimand ratios and the extent to which students focused on class activities.

Teachers and school leaders spend considerable effort and time writing and checking student reports, but how effective are they in communicating student learning? We speak to principal Anthony Hockey about what he found when considering this question in his school context.

Can student voice offer insights into how schools can improve reading achievement? A new Australian study examining the link between secondary students’ attitudes towards school and reading performance has found that experiencing bullying has a strong relationship with how students perform on the NAPLAN reading assessment.

In this episode of Teacher Staffroom, we look back on the content published on Teacher magazine over the past month, focusing specifically on the articles published on the topic of reading and school libraries.

Dr John Munro joins Teacher to discuss gifted learners – in particular, how to identify these learners, how to understand their learning needs and how to encourage them to reach their potential in the classroom and beyond.

Is it time to rethink the traditional end of semester report card? In the final part of a series on ACER’s Communicating Student Learning Progress project, Dr Hilary Hollingsworth and Jonathan Heard share findings from the three-year study.

What is the spiral of inquiry? What happens in each of the six stages? And, how can this approach to professional learning be used to support the complex work of leaders and teachers, and improve student learning?

At Brisbane Grammar School, all teachers develop and implement Teaching Development Plans. The plans are individual and reflect the goals that a teacher may have for the development of their practice within a broad area of focus identified as a school-level strategic priority.