Professional learning

221 total results
The Research Files Episode 62: Teacher adaptability
The Research Files Episode 62: Teacher adaptability

Teachers are asked to respond to new and uncertain situations all the time – from keeping abreast of subject knowledge updates to making quick pivots when a lesson isn’t quite going to plan. Dr Rebecca Collie joins us in this podcast episode to discuss teacher adaptability.

Professional development that improves student outcomes
Professional development that improves student outcomes

Researchers from the University of Newcastle’s Teachers and Teaching Research Centre, Laureate Professor Jenny Gore, Associate Professor Jess Harris and Dr Drew Miller discuss their latest research that explores the impact of Quality Teaching Rounds on student outcomes.

Trauma-informed education and empowerment
Trauma-informed education and empowerment

It is important that teachers are empowered to develop strategies and resources to support the emotional, cognitive and psychological development of students experiencing trauma. In today’s article, we speak to a principal about why she participated in a trauma-informed workshop, and how it has helped her staff to better support students in their learning.

Practical strategies to support students with autism
Practical strategies to support students with autism

An article published in the Journal of Professional Learning explores practical strategies teachers can implement in their classroom to support students with autism. The strategies include managing the physical environment of the classroom, the benefits of using visuals and treating changes in routine.

Improving teacher practice through collaborative reflection
Improving teacher practice through collaborative reflection

The Collaborative and Reflective Practices Program at Brisbane’s Villanova College aims to improve teaching practice by bringing teachers together, to allow them to collaborate and discuss the impact they have on their students, and implement new strategies with the support of their peers.

School Improvement Episode 27: Developmental leadership coaching
School Improvement Episode 27: Developmental leadership coaching

Principal Karen Snibson and leadership coach Angela Mina have been working together as part of the two year Menzies School Leader Fellowship Program. In this podcast we’ll be talking to them about increasing collective efficacy and how developmental leadership coaching differs from an approach that school leaders may be used to.

TALIS: Stress levels among Australian teachers
TALIS: Stress levels among Australian teachers

The OECD’s Teaching and Learning International Survey shows almost six in 10 Australian teachers say they feel quite a bit or a lot of stress in their jobs, significantly higher than the average across participating OECD countries. In her latest column, Dr Sue Thomson explores the factors that contribute to teachers’ stress at work.

Australian educators' satisfaction levels and work-related wellbeing
Australian educators' satisfaction levels and work-related wellbeing

Most Australian teachers believe the advantages of being a teacher outweigh any disadvantages, but fewer than half feel that they are valued by society for the job they do, according to new data from the Teaching and Learning International Survey (TALIS) 2018.

Mental health has never been more important
Mental health has never been more important

‘These are unprecedented times and teachers have done an incredible job adapting to the many challenges the pandemic has presented.’ In her latest Teacher article, Julia Gillard discusses how Australian schools have been putting a greater focus on mental health and wellbeing, and shares advice and resources to support staff, students and families.

Marking exams is good PD, but not all teachers can access it
Marking exams is good PD, but not all teachers can access it

Nathanael Reinertsen conducted a survey to gauge what Australian teachers think about marking large-scale assessments. In today's article, he shares some of the key findings from that survey, including why participants valued marking exams as good professional development.