Professional learning

To whet the appetite for next month’s Excellence in Professional Practice Conference, we speak to both keynote speakers – Professor Stephen Dinham and Professor Nan Bahr – and revisit the EPPC archive to share snippets from interviews with previous presenters.

A recent school staff workload survey in Victoria, Australia asked teachers to consider 17 demands of quality teaching. Here are some of the results.

Student disengagement in the classroom is widespread, according to a new Grattan Institute report. We sat down with the report’s co-author Julie Sonnemann to discuss the four school level recommendations that came out of this research.

Last year Christine Cawsey and Dr Tony Loughland discussed five key questions around observing a class and giving feedback. Today, they return to the final three questions.

Our guest for this first episode of the new series on Behaviour Management is Dr Bill Rogers. He shares his expertise on effective teaching, stress management, colleague support and teacher welfare.

Having a strong school professional learning community benefits students and teachers alike, but how do you go about building one?

In an effort to understand how students learn, these researchers have collaborated across disciplines to explain the role of synchrony in collaborative learning.

Educators working with deaf and hearing impaired students have reported a need for professional learning in a range of areas, including mental health, wellbeing and literacy.

Linking pre-service and classroom practitioners with experts in the real world has led to the development of resources to support maths and science teachers in Australian schools.

In our latest reader submission, Principal Christine Cawsey AM and Dr Tony Loughland of UNSW discuss key questions around observing a class and giving instructive feedback.