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Classroom Management Standards-aligned evidence-based approaches

, the Programme for International Student Assessment (PISA) indicate that, according to 50% of Australian, misbehaviour (via self-efficacy in classroom management). In the 2018 round of the OECD’s Teaching, and self-efficacy. Importantly, though the primary source of teachers’ stress in the 2018 TALIS results, satisfaction and self-efficacy diminished as the proportion of students with behavioural problems, come from both the students’ internal beliefs about self, as well as from external factors

https://www.aitsl.edu.au/research/spotlights/classroom-management-standards-aligned-evidence-based-approaches

Improving Teacher Professional Learning

such as the Teacher Self-Assessment Tool (Teacher SAT) may help you identify your professional learning needs, to determine you professional learning need. Further observations, or taking the Teacher Self-Assessment, and more with our professional growth resources. Teacher Self-Assessment Tool The Teacher Self, of time on undertaking self-directed learning and a small percentage of time attending conferences, more about how to implement PLCs in your school. Formative assessment Find out about

https://www.aitsl.edu.au/teach/improve-practice/improving-teacher-professional-learning

1d How can leaders use the Standards to support teachers

their teaching career. Teacher Self-Assessment Tool The Teacher Self-Assessment Tool is a free online

https://www.aitsl.edu.au/teach/understand-your-impact/quality-teaching-modules/1d

Selecting and undertaking professional learning

in relation to the Standards. Use the AITSL Teacher Self-Assessment Tool to assist with goal setting, daily practice, some time should be spent on self-directed professional learning, and a small percentage, or self-directed than job-embedded? The role of a school leader in selecting and undertaking

https://www.aitsl.edu.au/teach/improve-practice/practical-guides/selecting-and-undertaking

The ABCs of EAL/D

the needs of EAL/D students. Consequently, it is vital that teachers reflect on and self-assess, development course or further study). This self–reflection and evaluation is an important process for any educator who endeavours to effectively support the needs of EAL/D students – understanding their self, proficiency The identification of who EAL/D learners are, and assessment of their language proficiency, , the EAL/D Learning Progression (Australian Curriculum, Assessment and Reporting Authority, 2014), which

https://www.aitsl.edu.au/secondary/comms/aitsl-mail/abcs

1b How are the Standards structured

the school. Activity Use the Teacher Self-Assessment Tool to see where you would locate your practice, needs of their students. They interpret and use student assessment data to diagnose barriers, at all stages of the teaching and learning cycle, including planning for learning and assessment, and teaching strategies. They are able to design lessons that meet the requirements of curriculum, assessment and reporting. They demonstrate the capacity to interpret student assessment data

https://www.aitsl.edu.au/teach/understand-your-impact/quality-teaching-modules/1b

2c How leaders can support a high-quality professional learning culture

, moderation of learner assessment tasks using work samples, peer/supervisor feedback, parent feedback, teacher self-assessment and reflection, classroom observation reports and teacher perception, needs by looking at data from: student feedback peer/supervisor feedback parent feedback teacher self-assessment and reflection classroom observation reports lesson plans professional learning

https://www.aitsl.edu.au/teach/understand-your-impact/quality-teaching-modules/2c

Wellbeing in Australian schools

of positive mood and attitude, resilience, and satisfaction with self, relationships and experiences, Capabilities Personal and Social Capability strand sets out skills in four areas: self-awareness, self, , Assessment and Reporting Authority (ACARA) 2018). Social and emotional wellbeing are often paired, : Victorian Curriculum and Assessment Authority 2018, p. 13) The ecological model shown in Figure, , safety needs, esteem needs, belongingness and self-actualisation. Figure 4. The Nest’s six

https://www.aitsl.edu.au/research/spotlights/wellbeing-in-australian-schools

Develop leadership using both standards - Natalie

Standard). Here, Natalie illustrates how she leads teaching and learning, develops self and others, improvement plan that will significantly reform the college’s approach to reporting and assessment, , and building knowledge and understanding of meaningful and reliable assessment and reporting processes, , the St Johns principal, to reflect on the progress of the new assessment and reporting approach. She

https://www.aitsl.edu.au/lead-develop/develop-yourself-as-a-leader/learn-from-practising-leaders/develop-leadership-using-both-standards-natalie

Teaching - A valued profession

are perceived in society (including teachers’ self-perception) can impact the entire lifecycle, in the 2018 Program for International Student Assessment (PISA). In Australia, 6,603 teachers and 453, performance on international assessments (Leahy & Selwyn, 2019, p. 17). How teachers value, of job satisfaction is strongly linked with their perceived value in society, self-efficacy, , performance and self-efficacy (OECD, 2020a). Reported self-efficacy as well as levels of job satisfaction

https://www.aitsl.edu.au/research/spotlights/teaching-a-valued-profession
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