Reader submission

‘The feedback from students reflects a growing desire for partnership. They aren’t just asking for permission to use AI, they’re asking for guidance, collaboration, and trust.’ Georgia Wignall shares new insights from a Queensland school research partnership on why students are leaning on AI tools and how they want teachers to support them.

St Mary's Catholic Primary School in Williamstown, Victoria, has a 10-year plan to improve its playground and outdoor spaces. In today’s article, principal Anthony Hockey shares what the school has done to improve the playgrounds so far, what is to come next, and the noticeable impact these changes have already had on student engagement and behaviour. 

Have you asked your students if they can see the writing on the board, in their own textbooks, or on devices clearly? Here, optometrists Amanda Lea and Rebecca Dang share common eye-related behaviours to look out for in the classroom and practical teacher tips for encouraging good visual behaviours at school. 

Redlands School’s new 9-week, device-free residential learning program for all year 9s is providing opportunities for integrated learning, relationship building and community mindedness. Head of Secondary School Gemma Van de Peer tells Teacher readers about why and how the program was developed, and the impact it has had on student learning and wellbeing.

‘Staff are integrating AI into their practice in ways that align with their readiness, confidence, and classroom context.’ In today’s article, Georgie Facci from Scotch College Junior School, Adelaide, shares how the school is embedding AI into the teaching and learning across the curriculum, and how staff are building their confidence and capabilities to foster a culture of empowered experimentation.

Each year, the Australian Institute for Teaching and School Leadership’s (AITSL) Australian Teacher Workforce Data initiative collects data from higher education providers, teacher regulatory authorities and teachers themselves on topics important to the national teacher workforce. In today’s article, Dr Gillian Clark, Alex Allan and Dr Susan-Marie Harding from AITSL provide a snapshot of some of the latest data. 

‘Teachers and parents can help to foster social-emotional functioning among students, which is important for their healthy development more broadly.’ In this reader submission, Rebecca J. Collie and Richard M. Ryan share findings from their recent study that examined the role teachers and parents play in relation to students’ social-emotional competence. 

Effective feedback drives improvements in teaching and learning. What happens to the feedback that you give students? In our latest reader submission Andreas Katsanos – Berwick Campus Head of Commerce at Beaconhill College in Melbourne, Victoria – shares how he’s been improving his own practice in this area by implementing a 3-stage feedback loop.

In our latest reader submission Rebecca J Collie, Andrew J Martin and Dragan Gasevic share an update from their work into teachers’ use of generative AI tools such as ChatGPT and DeepSeek. They discuss the findings of a new Australian study, and the implications for schools.

‘By fostering empathy, critical thinking, and cultural awareness, drama plays a vital role in shaping the next generation of global citizens ...’ Lauren Backhouse – Phase Leader, Upper Primary at the Budapest British International School in Hungary – shares how she has incorporated drama into her own classroom practice to teach Global Citizenship Education.