In today's article we speak to Global Teacher Prize top 10 finalist Eddie Woo about helping students overcome maths anxiety and seeing the connections between mathematics and their life outside of the classroom.
What does a Highly Accomplished teacher look like? And, what do you need to do to become one? These were two of the questions posed by New South Wales educator Anne Gripton before she embarked on her journey to become certified Highly Accomplished.
In this case study, educators at Queensland’s Bribie Island State School share details of a distributive leadership model that not only builds teacher leadership capacity but also increases community voice.
In the final instalment of our three-part series on curriculum implementation, Victorian educator Fiona Matthews reflects on the lessons learned throughout the process and offers advice.
In the second of a three-part series, Victorian educator Fiona Matthews shares her experiences in implementing the new Digital Technologies Curriculum in her school. In today’s article, she delves deeper into the implementation phase of the process.
In the first of a three-part series, Victorian educator Fiona Matthews shares her experiences in implementing the new Digital Technologies Curriculum, including how staff underwent the planning process and some of the initial challenges they identified.
Susan Lovett is an Associate Professor in Educational Leadership at the University of Canterbury, New Zealand. In this Q&A, Lovett joins Teacher to discuss what teacher leadership is, and why she believes it is a mistake to attribute school leadership activities only to those residing in formal roles.
Simon Clarke, Professor in the Graduate School of Education at The University of Western Australia, presented on the opening morning of Research Conference 2017 in Melbourne today, exploring the connections between leadership and learning.
What does an effective professional learning community look like and how do you go about building one? Dr Lawrence Ingvarson discusses the Professional Learning Community Framework (PLCF) he's developed.
For well over a century, lesson study (jugyou kenkyuu) has been an important part of ongoing teacher training in Japan. Teacher finds out more about this collaborative professional learning model.