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In this submission, AERO encourages the Tasmanian Government to implement evidence-based teaching practices in schools to help all students reach their full potential. It outlines the key practices that should underpin education reforms, as well as considerations for effective and sustainable implementation.

This explainer is the third in a series of 5 on the key components of a deliberate and structured approach to implementation. It outlines the importance of understanding and responding to school-specific enablers and barriers to implementation.

How do we bridge the gap between knowing and doing? Schools are increasingly aware that evidence-based teaching practices will improve students’ outcomes. But, of course, knowing about evidence-based approaches isn't enough. Schools need to know how to adopt these practices successfully to gain the improvements they want to see. The 'how' is just as important as the 'what'. In this article, we explore the concept of implementation and share the key implementation components we’re using with schools.

AERO is working with a small number of schools to learn about a deliberate and structured approach to implementing evidence-based practices in different school contexts. This discussion paper shares our early insights from this work.

This is the fifth and final explainer in a series of 5 on the key components of a deliberate and structured approach to implementation. It outlines the process of monitoring implementation outcomes, including success outcomes schools can monitor, how these can be aligned with enablers and barriers, and methods for collecting data.

This explainer is the first in a series of 5 on implementing evidence-based practices in schools. It outlines how schools can take a deliberate and structured approach to implementation based on key ideas from the research evidence.

This explainer is the second in a series of 5 on implementing evidence-based practices in schools. It outlines the key ideas for taking a staged approach to implementation.

This explainer is the fourth in a series of 5 on the key components of a deliberate and structured approach to implementation. It outlines processes, frameworks and methods for selecting and prioritising implementation strategies.

This Early Childhood Learning Trajectory video outlines children’s progress in mathematical thinking. It can be used alongside the EYLF 2.0 assessment and planning cycle to support children’s learning, development and wellbeing.

This research summary outlines research on culturally responsive teaching practices that create culturally safe learning environments.

Staff at Parramatta Marist High School (NSW), Como Secondary College (WA), Parafield Gardens High School (SA) and East Loddon P–12 College (Vic) discuss how they select staff and deliver training to support an MTSS framework aligned with AERO’s guidance.