This national snapshot presents findings on the current use of evidence by teachers and leaders in Australian schools. The authors examine attitudes towards and use of various types of evidence, and challenges and enablers in using evidence.

This report describes ways that schools can build teachers’ and leaders’ confidence in using research evidence, and why this is important. It presents findings from independent surveys conducted by the Australian Education Research Organisation (AERO) and the Monash Q Project.

Using evidence-based practices, and using them well, is a critical way to improve student outcomes. This summary focuses on four evidence-based practices with a well‑documented evidence base.

Australia faces major teacher workforce challenges, especially in STEM subjects and rural schools. In recent years, the number of commencing Initial Teacher Education (ITE) students has been lower in most jurisdictions than in previous times. In this paper, the author argues that, compared to other policy alternatives, re-introducing a one-year postgraduate teaching pathway may represent...

This report examines the shifting nature of teachers’ work, pointing to growing complexity and increasing professional demands. This research is the first of its kind in South Australia, and provides new insights into the impact of increased demands upon teachers’ wellbeing.