Tag Archives: professional development

Principals Australia Institute has announced the membership of the Principal Certification Advisory Board.

SELFIE Research Project builds critical literacy skills in disadvantaged kids, helping them express their emotions through digital modes and media.

The Conversation ran a factcheck on Safe Schools after a One Nation politician claimed it contained highly explicit material. The verdict?

The one year teaching diploma is all but finished, and the focus on 'teacher quality' doesn't let up, but at least researchers are looking at the quality of PD and calling for mentorship and support.

This week we hear from Emily Kate, teacher and founder of Actual Teaching; a collaborative blog for teacher experience and growth. She shares what she learnt from her first go at supervising a pre-service teacher.

Every state and territory issues specific requirements for professional development (PD) requirements for continued registration of teachers. Amid constant discussion about ‘better teachers’ and sliding PISA results, teachers are feeling the pressure to skill up. 

Do you speak in a calm clear voice? Never ruffled? Regulated pitch and dulcet tones, just as you were taught at university? Educationalist Adam Voigt suggests you think again, and ditch the monotone for some tailor-made voice modulation.

If, as John Hattie says, teachers are the single biggest in-school determinant of student outcomes, why don't we support our teachers to undertake professional development? Australian teachers work longer, and have fewer allocated training days than in many other countries.

The results of PISA 2015 were released late last year and Australia has slipped down the rankings, again. Misty Adoniou of the University of Canberra argues that the more federal politicians get involved in education, the worse we perform.

Teachers manage a dizzying list of tasks, obligations and interruptions, with up to thirty-five students chattering, emoting, and needing things. Organisation is at the heart of what separates the self-assured smooth operator from the mere mortality of a fraught teacher.