Supported Students Means Supported Teachers
Issue: Semester 2 2023
Emma Bruce provides a special education teacher’s insight on working with students with a disability. . . As teachers of…
A Primary Teacher’s Guide to the ‘new’ Mathematics Syllabus K-6
Issue: Semester 2 2023
Catherine Myson-Foehner provides a guide to the new Mathematics Syllabus K-6… The price of doing the same old thing is…
Do Not Try This Alone: The Importance of a Professional Learning Collective
Issue: Semester 1 2023
Professor Tony Loughland and Professor Mary Ryan explain why teacher collective efficacy is a vital part of their professional learning…
Moorambilla Voices – More than just a choir!
Issue: Semester 1 2023
Michelle Leonard and Margie Moore give us an insight into a regional focused choir and arts organisation designed to give…
Bangaya Bulbuwul Muru (Dharug) – Let’s make strong pathways
Issue: Semester 1 2023
Anissa Jones explores the importance and practicalities of including Cultural Awareness and Cultural Safety in all TAFE courses. She discusses…
A century of professional learning: Teachers Federation Library Centenary 2022
Issue: Semester 2 2022
Mary Schmidt guides us through the history of the Federation Library that this year celebrated its centenary. She shares with…
It’s Complex: Working with Students of Refugee Backgrounds and Their Families in NSW Public Schools
Issue: Semester 2 2022
Professor Megan Watkins and Professor Greg Noble present a research-based examination of the complexities involved in working with students of…
Viva La Difference: Exploring LGBTIQ Diversity in the Primary Classroom
Issue: Semester 1 2022
Dr Lorri Beveridge, Michael Murray and Hannah Gillard explore the high gravitas and practicalities
of raising awareness of intersex, sexuality and gender diverse people in the primary classroom
through teaching LGBTIQ literature.1 Teaching students LGBTIQ texts can better address students’
academic and emotional needs…
Higher levels accreditation… So much more than a fancy bit of paper
Issue: Semester 1 2022
Abby Saleh explains why accreditation at Highly Accomplished of Lead Teacher (HALT) level is something that expert teachers consider and gives some practical advice to those teachers who are seeking such accreditation.
Enabling school leaders and teachers to drive practice and build capacity
Issue: Semester 1 2022
Lila Mularczyk, Melinda Haskett, Emma Mansfield, Maurie Mulheron, Belinda Giudice, Abby Saleh and Karen Graham share their insights into how schools can draw on the expertise of their HALTs, along with creating connections to the Australian Professional Standards for Teachers, to build the capacity of their teachers and to create a standard -based teaching and learning culture. . .