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23.01.2022 An industry report from the University of Melbourne says deeper, more systemic change is needed to help ‘future-proof’ students. Researchers say this must start with altering what and how we assess when it comes to the general capabilities, particularly the skills which relate to employability. https://www.teachermagazine.com//steps-towards-future-proo
21.01.2022 Annual data on school students in Australia undertaking vocational education and training (VET) as part of their Senior Secondary Certificate of Education has been released by NCVER. Today’s infographic looks at the headline figures, qualification levels and the most popular training packages for 2019. https://www.teachermagazine.com.au//infographic-vet-in-sch
19.01.2022 What do you need information on? Strategies for implementing school improvement? Resources for building cultural responsiveness? Ideas for online excursions? The eighth Teacher alphabet brings you quick links to popular content that you might find useful. https://www.teachermagazine.com//infographic-my-eighth-tea
19.01.2022 ‘We often say tell a teacher if you’re being bullied or having a problem. If an autistic young person (or any young person) doesn’t know how that’s actually going to help, what’s actually going to happen, it can be easy for them to assume that it’s just going to make things worse.’ https://www.teachermagazine.com.au//the-research-files-epi
18.01.2022 How are you documenting your professional learning? Are you including appropriate forms of evidence? Are you annotating the evidence to give more detail and clarity? https://www.teachermagazine.com//accessing-and-recording-p
18.01.2022 A primary school in Melbourne will be implementing a new four-week program for incoming Foundation students next year to better prepare them for learning following disruption to their kindergarten year due to the COVID-19 pandemic. https://www.teachermagazine.com.au//school-readiness-after
17.01.2022 The emerging definition of ‘student voice’ involves young people in a true partnership with adults, so they can influence what happens to them in school, and become meaningfully involved in their own learning. In today’s article Roger Holdsworth from the Youth Research Centre at The University of Melbourne discusses how the definition has evolved since it first emerged in the 1980s. https://www.teachermagazine.com.au//how-student-voice-has-
15.01.2022 ‘A question I often ask teachers is what do you enjoy about your job? and for those who truly enjoy their job and have a genuine passion for the profession, there’s a spark in their eyes and authentic enthusiasm in their voice.’ https://www.teachermagazine.com.au//preparing-for-a-teachi
13.01.2022 ‘Being able to think critically about digital and contemporary pedagogies, engaging remotely with students, observing experienced teachers engage in asynchronous and synchronous teaching and learning these are unique experiences that these pre-service teachers will be the better for.’ https://www.teachermagazine.com.au//pre-service-teachers-a
11.01.2022 ‘Being reflective by collaborating with colleagues, committing to improvement, building on current skills and knowledge and sharing with others is vital for all educators.’ Here, we speak to school leaders about the importance of and skills needed for reflection. https://www.teachermagazine.com//school-culture-the-proces
08.01.2022 ‘[One] of the aspects of student agency has always been the attribute of motivation. But most of the time we hear about motivation, we hear about motivation and engagement and they run together.’ https://www.teachermagazine.com.au//motivation-and-improve
08.01.2022 In case you missed it: research commissioned by Bank First looks at how the Australian public perceives the teaching profession. Explore some of the main findings in our infographic. https://www.teachermagazine.com.au//infographic-public-per
07.01.2022 ‘This alternative paradigm is more than a different way of structuring the curriculum; it invites new ways of thinking about teaching, learning, assessment and reportingin a sense, a redefinition of normal practice,’ Professor Geoff Masters AO writes in a new Teacher article. https://www.teachermagazine.com//articles/time-for-a-parad
06.01.2022 In this episode of Teacher Staffroom, we discuss the contributions we’ve published on Teacher this month, including a piece on collaborative reflective practice, and another on developmental rubrics improving student learning. We also share some highlights from our latest podcast episodes. https://www.teachermagazine.com.au//teacher-staffroom-epis
05.01.2022 A study of children participating in book talks in libraries has shown differing lines of priority between classroom teachers and librarians when it comes to reading, and suggests they should work together more cohesively. https://www.teachermagazine.com//book-talks-with-librarian
03.01.2022 ‘Students’ questions made it apparent that they were still confused about the next steps in their learning. Why didn’t they value the feedback?’ Here, Head Teacher Omar Jamal shares how developmental rubrics have improved student learning. https://www.teachermagazine.com.au//using-developmental-ru
03.01.2022 Researchers from Monash University surveyed teachers and members of the public in Australia about public perceptions of the teaching profession. Today’s infographic takes a look at the responses on the topic of appreciation. https://www.teachermagazine.com.au//infographic-public-per
02.01.2022 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. https://www.teachermagazine.com.au//practical-strategies-t
02.01.2022 How can educators make effective use of teaching spaces to help students engage in deeper learning? That’s the focus of a major research study involving thousands of schools. https://www.teachermagazine.com.au//traditional-classrooms
01.01.2022 ‘ if there is one ounce of doubt that students from low socioeconomic backgrounds can succeed, they will sense it and start giving up on both the teacher and themselves.’ https://www.teachermagazine.com.au//student-voice-supporti
