The ability to read proficiently is fundamental to a student’s success at school and in later life. The science of reading provides the strongest evidence about how young children learn to read. Understanding the cognitive science behind how students learn to read and the research on effective instruction makes it easier for educators to align policy and classroom teaching with evidence.

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

Using evidence-based practices, and using them well, is a critical way to improve student outcomes. Evidence-based practices are practices supported by research, that is, there is broad consensus in the research community that they work.

This report describes ways that schools can build teachers’ and leaders’ confidence in using research evidence, and why this is important.

The Currency, Relevance, Authority, Accuracy and Purpose (CRAAP) test helps you to evaluate non-academic sources of evidence, such as a webpage.

Better use of evidence leads to improved student outcomes. But sometimes schools find it difficult to create and sustain a culture of evidence use on their own.

This resource provides 3 examples of how systems can support the use of evidence and evidence-based practices through professional learning. 

This worksheet helps you to reflect on a piece of research. The research you choose to reflect on should be about a particular education policy, program or practice (that is, an approach) that you may be considering using in your school, service or classroom.

This case study from Elevation Secondary College in Melbourne describes how the school built a professional learning community to develop teachers’ confidence and self‑efficacy, build effective leadership and create a consistent learning experience for students.

Formative assessment is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses formative assessment in her maths lessons.

Mastery learning is a teaching practice that evidence says makes a difference. In this video, Melissa Garstang-Leary explains how she uses mastery learning in her English lessons.

Mastery learning is a teaching practice that evidence says makes a difference. In this video, Darcie Clarke explains how she uses mastery learning in her science lessons.

A suggested outline for facilitating a group session where teachers can use the mastery learning in science video to reflect on their own practice. It could also provide guidance for activities for self-directed professional reflection.

Mastery learning is a teaching practice that evidence says makes a difference. In this video, Sue Davis explains how she uses mastery learning in her maths lessons.

A suggested outline for facilitating a group session where teachers can use the mastery learning in English video to reflect on their own practice.

A suggested outline for facilitating a group session where teachers can use the mastery learning in maths video to reflect on their own practice.