The evaluation found: There is no single best approach to preparing and supporting teachers; the choice of pre-service and/or in-service approaches depends on context-specific needs, and readiness to sustain the approach. DFAT’s experience provides valuable lessons compared to what the literature suggests is ‘good practice’ e.g. the importance of educational leadership, centrality of good teaching...

The review describes examples from different countries of practices in educational policy and teacher development focused on enhancing teacher quality. It identifies policies that support teacher development as well as the characteristics of effective pre-service teacher education programs and of high-quality professional learning programs for teachers. It acknowledges the need to modify and adapt intervention...

This report was completed by the Innovation Unit on behalf of the Australian Institute for Teaching and School Leadership (AITSL). It set out to discover innovative practice in professional learning and performance and development in new or transformational sectors including, but not limited to, education.

This report presents the initial analysis of baseline findings from the Evaluation of the implementation of the Australian Professional Standards for Teachers. It comprises analysis of findings from key 2013 data collection activities – the National Forum and National Survey. These activities investigated stakeholders’ knowledge of, attitudes towards, use of, and impact of the Standards...

The Australian Institute for Teaching and School Leadership held an Induction Round Table on the 21st of February 2014. At the event, three groups of researchers presented findings from studies related to teacher induction in schools. In the first presentation, the lessons from the Teachers of Promise Study, conducted by the New Zealand Council for...