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Researchers from the University of the Sunshine Coast have been working with staff at a Queensland high school to ensure student voice is an integral part in the development of student leadership programs.

In this extract from Rethinking Homework: Best Practices That Support Diverse Needs, US education professor Cathy Vatterott discusses the importance of making tasks relevant and giving students more control over their learning.

Principal Kerrie Russell explains why Professional Learning Communities with a particular focus on feedback were implemented at Alice Springs School of the Air, and how they could be set up with a small team of teaching staff.

In today’s reader submission, teacher educators Dr Dawn Castagno-Dysart and Dr Bryan Matera consider the importance of learner persistence and the role of both teacher and student in the ‘productive struggle’.

In the third article in a series related to ACER’s Communication Student Learning Progress project, Dr Hilary Hollingsworth and Jonathan Heard highlight some of the observations that they’ve made in their early analysis of teacher comments on school reports.

In his latest Teacher video Greg Whitby speaks to Greg Tyszkiewicz about why encouraging student voice in his classroom empowers his students in their learning.

Our annual reader survey is open now and we’re asking educators: ‘If you could share one piece of advice with your peers, what would it be?’ One of the themes to emerge is ‘change’. Here are some of the responses we’ve received so far on the topic.

At Kilvington Grammar in Melbourne’s south-east, Growth Mindset is embedded throughout the school – in lessons, extra-curricular opportunities, student-teacher interactions and within the learning intentions for lessons themselves.

In a fortnightly series, Teacher has been taking a closer look at some of the Gonski recommendations and highlighting existing work happening in Australian schools. This final instalment focuses on assessment of student learning.

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’.