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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.

Scoresby Secondary College is on a mission to improve instructional practice by embedding student voice in the school’s improvement cycle. In today’s podcast, we’re joined by Murray Cronin, who discusses how the school has engaged students in its decision making and improvement-related processes.

In Teacher’s latest reader submission, Year 9 Learning Leader Rachael Williams discusses student agency and shares details of a project at her own school that offers teens a learning experience that’s relevant to their own lives and gives them the opportunity to work with community experts.

Many educators are filming themselves teaching in the classroom but there is still some uncertainty around the best way to do so. We speak to an educator who regularly films his lessons to get his top tips.

In her first article, New South Wales teacher Michelle Lucas shared an approach to drive student agency and improve learning skills. In this final instalment, she discusses how student feedback has helped refine the model, its impact in the classroom, and a whole-school rollout.

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.

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.

Beginner teacher Kelly Bowden from St Luke’s Catholic College shares her school’s unique approach to teaching and learning with Greg Whitby.