Professional learning

Highly effective school leaders continually look for opportunities to improve their own practice, and the quality of teaching and learning in their school. Certified Practising Principal is an independent professional certification that recognises accomplished principals.

After surveying staff to assess where their strengths and areas for improvement lie, Principal Daryll Kinnane of Maningrida College in the Northern Territory began working on the next steps for growing the college as a Professional Learning Community (PLC).

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 his latest Teacher video Greg Whitby speaks to Katherine Stennett about how learning at Mother Teresa Primary is driven by students and their interests, and how staff work together to develop units of work based on this approach.

Geography educator Susan Caldis is about to embark on the professional learning opportunity of a lifetime, travelling to Singapore to take part in the 2019 Outstanding Educator In Residence program.

Over the summer holidays, English teacher Victoria McLure flew to Uganda to build her capacity as a leader in her teaching role. In this article, we explore how collaborating with educators from different backgrounds increased her leadership capacity.

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.

In today’s Q&A, we speak with Dr Drew Miller, a senior lecturer from the University of Newcastle, about what Randomised Controlled Trials involve and how this research method can be beneficial to both the school and educational research communities.

In a new working paper published by the OECD, results from a survey of teachers conducted in PISA 2015 are presented. Teachers were asked if training in student career guidance and counselling was included in their initial teacher education or in their professional development activities during the last 12 months.

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’.