by inspiringteacherslearningseries | Nov 21, 2019 | Using Formative Assessment to improve student learning
By Emma Parnell with Lori Pereira EDITION #12 – How do we celebrate success? Published – 11th December 2019 Insert Tagline The Victorian Teaching and Learning Model has a Vision for Learning which reflects student success in every aspect: All students are...
by inspiringteacherslearningseries | Nov 11, 2019 | Using Formative Assessment to improve student learning
By Brett Speed EDITION #10 – What am I learning & why is it important? Published – 16th October 2019 Brett Speed is a teacher and assistant principal at Dorset Primary School Introduction At our school we use Individual Education Plans (IEPs) to set...
by inspiringteacherslearningseries | Oct 7, 2019 | Using Formative Assessment to improve student learning
By Glenda McGrath & Katherine Roberts EDITION #11 – What does it mean to lead? Published – 13th November 2019 Glenda McGrath is an experienced EAL and English teacher at North Geelong Secondary College Katherine Roberts is a Network Literacy Teacher,...
by inspiringteacherslearningseries | Sep 11, 2019 | Using Formative Assessment to improve student learning
By Prue Pisani EDITION #9 – How are we going and where to next? Published – 18th September 2019 Prue Pisani is a primary teacher who is currently on secondment to the Department of Education & Training. Introduction Every day we give and receive...
by inspiringteacherslearningseries | Aug 16, 2019 | Using Formative Assessment to improve student learning
By Prue Pisani EDITION #8 – How can my students & colleagues help me to be a great teacher? Published – 21st August 2019 Prue Pisani is a primary teacher who is currently on secondment to the Department of Education & Training. Background As...
by inspiringteacherslearningseries | Jul 8, 2019 | Using Formative Assessment to improve student learning
By Emma Parnell EDITION #7 – How do I cope with a challenge? Published – 24th July 2019 Emma Parnell: Literacy Leader Pearcedale Primary School ‘An essential component of our approach is that assessment data is not used to identify problems; assessment is...
