School leaders

‘How can schools help young people learn to use AI thoughtfully, ethically and effectively?’ In today’s article Kara Baxter – Deputy Principal, Learning and Teaching, at Strathcona Girls Grammar School in Melbourne, Victoria – shares the thinking and process behind the development of the school’s AI policy.

Many Teacher readers have explicitly requested for us to publish content on curriculum implementation. New curriculum leadership resources have recently been released by ACARA – in this article, we explore the 8 key aspects covered and examples of how they can be used in various school settings. 

Recently the winner of the Global Schools Prize was announced – chosen from over 3,000 nominations. Excitingly, Australia’s Larrakeyah Primary School in Darwin were named as a finalist for the prize. In this episode, Dominique Beech is joined by Fathma Mauger to hear all about the custom-built AI writing platform they were recognised for. 

Earlier this year, Mosman Park School for Deaf Children (MPSDC) unveiled their new school uniform. Based on the colours of the Deaf Flag, it was designed to promote pride, visibility and connection for the school community. We speak to Principal Monique Smith to find out more about the design process and the impact on student belonging. 

In her latest Teacher column, Associate Principal Rachael Lehr shares how insights from mindset coach and author Ben Crowe about the ‘dreaded “E” word’ have prompted her to reflect on what it means to hold high expectations in ways that give purpose and build aspiration for students and staff, rather than add pressure or burden.

In assessment, AI tools offer new possibilities for feedback while also raising important questions about quality, accuracy, teacher oversight and, crucially, whether the feedback improves the learner, not just the piece of work they’ve been tasked with completing.

In ‘The Relational School: From Behaviour Management to Cultural Transformation’ Sue Chandler shares how schools can go from not only valuing relationships but actively supporting them. This abridged extract for Teacher readers is taken from a chapter discussing change fatigue and building staff readiness.

‘Learning does not happen when the machine does the thinking for you.’ With generative AI reshaping the educational landscape, Teacher columnist and OECD Director of Education and Skills Andreas Schleicher discusses the importance of guardrails, data protection and human judgement to ensure GenAI becomes a scaffold for learning, not a crutch.

Although often associated with a new school year, transitions occur throughout the school day and across each term. Anna Brady – principal at autism-specific school Aspect Vern Barnett School – shares how each term begins with a deliberate re‑establishment of routines, expectations and supports, and the positive impact on students.

Professor Alex Bowers from New York joins Dominique Beech to discuss his research into school leadership types and teacher professional development needs. The conversation covers the alignment of perceptions between teachers and principals regarding school leadership, his innovative idea for re-organising how we target professional development, and more.