Strategic planning

Professor Geoff Masters AO and Robert Marshall discuss school improvement, effective assessment and the current grading system.

Why can it be so hard to generate improvement that is sustainable? Robert Marshall discusses.

Teacher speaks to Professor David Lynch about a five year pilot study that explored the characteristics of an outstanding school.

‘[Ruby] has been working on this project for many months and comes to each day with a new idea to try, or a new way to achieve something already attempted.'

Principal Chris Cawsey recounts the story of how her school community developed a sustainable Asia literacy program that promotes the learning of Chinese language and culture.

‘By adding pockets of change that link firmly to our vision into the timetabled curriculum, assessment reform can become more widespread ...’

'Most school behaviour policies are a collection of confused and rehashed ideas that barely worked for yesterday’s children, let alone today's.' Paul Dix discusses how to simplify things.

Schools need programs and structures in place to support the transition from primary to secondary, but research also suggests students' positive expectations could make the experience easier.

Teacher provides a snapshot of one school's assessment reform experience.

It’s a popular idea – educational assessments are either ‘summative’ assessments of learning or ‘formative’ assessments for learning. But just how fundamental is this distinction? And is it truly useful?