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    <title><![CDATA[Australia - English]]></title>
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              <title><![CDATA[Teacher Staffroom Episode 80: All things PISA 2025]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/teacher-staffroom-episode-80-all-things-pisa-2025</link>
              <pubDate>Thu, 01 Oct 2026 07:30:00 +1000</pubDate>
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                  <media:title><![CDATA[Teacher Staffroom Episode 80: All things PISA 2025]]></media:title>
                                      <media:description><![CDATA[Each PISA cycle focuses on either science, mathematics or reading. In 2025, the focus was science. ©Rawpixel.com/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Teacher-Staffroom-All-things-PISA.jpg" width="400"/>
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                  <media:title><![CDATA[Teacher Staffroom Episode 80: All things PISA 2025]]></media:title>
                                      <media:description><![CDATA[Each PISA cycle focuses on either science, mathematics or reading. In 2025, the focus was science. ©Rawpixel.com/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Teacher-Staffroom-All-things-PISA.jpg" width="720"/>
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                                            <description><![CDATA[In case you missed it, the PISA 2025 results were recently released. As is always the case, there is plenty to digest. This month at Teacher, we’ve shared insights from many experts to begin to unpack the results. In this episode of Teacher Staffroom, we catch you up. ]]></description>
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              <title><![CDATA[Bold leadership – the courage to think differently in schools]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/bold-leadership-the-courage-to-think-differently-in-schools</link>
              <pubDate>Wed, 30 Sep 2026 17:00:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/bold-leadership-the-courage-to-think-differently-in-schools</guid>

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                  <media:title><![CDATA[Bold leadership – the courage to think differently in schools]]></media:title>
                                      <media:description><![CDATA[Images ©ACEL National Conference 2026]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/ACEL-Conference-FEATURE.jpg" width="400"/>
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                  <media:title><![CDATA[Bold leadership – the courage to think differently in schools]]></media:title>
                                      <media:description><![CDATA[Images ©ACEL National Conference 2026]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/ACEL-Conference-FEATURE.jpg" width="720"/>
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                                            <description><![CDATA[Day one of the Australian Council for Educational Leaders (ACEL) National Conference 2026 has kicked off in Perth with keynotes and presentations on the theme of Bold Leadership: New Frontiers in Education. Presented in partnership with the Australian Council for Educational Research (ACER), the conference has drawn delegates from around the world to explore complex leadership, the future of learning and the evolving role of educators.]]></description>
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              <title><![CDATA[Classroom displays – The Thinking Museum]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/classroom-displays-the-thinking-museum</link>
              <pubDate>Mon, 28 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/classroom-displays-the-thinking-museum</guid>

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                  <media:title><![CDATA[Classroom displays – The Thinking Museum]]></media:title>
                                      <media:description><![CDATA[©PiyaZIrconplus/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Classroom-displays-The-Thinking-Museum.jpg" width="400"/>
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                  <media:title><![CDATA[Classroom displays – The Thinking Museum]]></media:title>
                                      <media:description><![CDATA[©PiyaZIrconplus/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Classroom-displays-The-Thinking-Museum.jpg" width="720"/>
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                                            <description><![CDATA[‘Tour a school and you’ll likely see many classrooms displaying finished student work … perfection is visible; process is private. … The Thinking Museum is a classroom routine that makes intellectual growth visible, celebrated, and unforgettable.’ Find out more in our latest reader submission from K-12 teacher Varun S Nair.]]></description>
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              <title><![CDATA[School Improvement Episode 71: Developing critical thinking across the curriculum with Jonathan Heard]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/school-improvement-episode-71-developing-critical-thinking-across-the-curriculum-with-jonathan-heard</link>
              <pubDate>Thu, 24 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/school-improvement-episode-71-developing-critical-thinking-across-the-curriculum-with-jonathan-heard</guid>

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                  <media:title><![CDATA[School Improvement Episode 71: Developing critical thinking across the curriculum with Jonathan Heard]]></media:title>
                                      <media:description><![CDATA[Jonathan Heard and Rebecca Vukovic recording live from the Podcast Hub at the National Education Summit in Melbourne.]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Jonathan-Heard-Critical-Thinking.jpg" width="400"/>
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                  <media:title><![CDATA[School Improvement Episode 71: Developing critical thinking across the curriculum with Jonathan Heard]]></media:title>
                                      <media:description><![CDATA[Jonathan Heard and Rebecca Vukovic recording live from the Podcast Hub at the National Education Summit in Melbourne.]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Jonathan-Heard-Critical-Thinking.jpg" width="720"/>
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                                            <description><![CDATA[Recorded live at the National Education Summit in Melbourne, Teacher’s Deputy Editor Rebecca Vukovic is joined by Jonathan Heard, a Research Fellow at the Australian Council for Educational Research for this School Improvement episode. They discuss the importance of having a shared definition on what critical thinking is, the connection between critical thinking and information literacy, and provide some key takeaways for teachers, teacher librarians and school leaders.]]></description>
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              <title><![CDATA[Teacher’s Bookshelf: Knowing you are making a difference]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/teachers-bookshelf-knowing-you-are-making-a-difference</link>
              <pubDate>Wed, 23 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/teachers-bookshelf-knowing-you-are-making-a-difference</guid>

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                  <media:title><![CDATA[Teacher’s Bookshelf: Knowing you are making a difference]]></media:title>
                                      <media:description><![CDATA[©Monkey Business Images/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Teachers-Bookshelf-Making-a-difference.jpg" width="400"/>
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                  <media:title><![CDATA[Teacher’s Bookshelf: Knowing you are making a difference]]></media:title>
                                      <media:description><![CDATA[©Monkey Business Images/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Teachers-Bookshelf-Making-a-difference.jpg" width="720"/>
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                                            <description><![CDATA[To complement the widely adopted Driving School Improvement books by Pamela Macklin and Vic Zbar, the new Driving School Improvement Workbook offers school leaders a practical framework for turning improvement plans into action. This extract for Teacher readers is taken from a chapter on knowing you are making a difference.]]></description>
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              <title><![CDATA[Learning spaces: Engaging students in design – 3 activities for better schoolyards]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/learning-spaces-engaging-students-in-design-3-activities-for-better-schoolyards</link>
              <pubDate>Mon, 21 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/learning-spaces-engaging-students-in-design-3-activities-for-better-schoolyards</guid>

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                  <media:title><![CDATA[Learning spaces: Engaging students in design – 3 activities for better schoolyards]]></media:title>
                                      <media:description><![CDATA[Empathy activity and mapping activity. ©Hannah Richardson and Gweneth Leigh]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Engaging-students-in-design-FEATURE.png" width="400"/>
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                  <media:title><![CDATA[Learning spaces: Engaging students in design – 3 activities for better schoolyards]]></media:title>
                                      <media:description><![CDATA[Empathy activity and mapping activity. ©Hannah Richardson and Gweneth Leigh]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Engaging-students-in-design-FEATURE.png" width="720"/>
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                                            <description><![CDATA[‘Our research shows aspirations for school community engagement in the design of school outdoor spaces are high. … And yet, for many re-designs to schoolyards, engagement does not happen.’  In this article, Hannah Richardson from the University of Canberra shares 3 simple activities for engaging students in schoolyard design.  ]]></description>
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              <title><![CDATA[School’s in – on the Great Barrier Reef]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/schools-in-on-the-great-barrier-reef</link>
              <pubDate>Mon, 21 Sep 2026 07:00:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/schools-in-on-the-great-barrier-reef</guid>

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                  <media:title><![CDATA[School’s in – on the Great Barrier Reef]]></media:title>
                                      <media:description><![CDATA[Kids enjoying a guided snorkel tour in the Frankland Islands National Park, southeast of Cairns/Gimuy. ©Tourism Australia]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Austrade-Feature-image-Barrier-Reef.jpg" width="400"/>
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                  <media:title><![CDATA[School’s in – on the Great Barrier Reef]]></media:title>
                                      <media:description><![CDATA[Kids enjoying a guided snorkel tour in the Frankland Islands National Park, southeast of Cairns/Gimuy. ©Tourism Australia]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Austrade-Feature-image-Barrier-Reef.jpg" width="720"/>
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                                            <description><![CDATA[Few classrooms can match the Great Barrier Reef. As one of the world’s most remarkable natural environments, it offers students the chance to learn through experience, discovery and connection. A new Australian Government program is subsidising school excursions to this iconic destination, making it possible for more students to visit the Reef and experience its educational benefits firsthand. ]]></description>
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              <title><![CDATA[The Research Files Episode 113: Unpacking PISA 2025 with Dr Jonas Bertling]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/the-research-files-episode-113-unpacking-pisa-2025-with-dr-jonas-bertling</link>
              <pubDate>Fri, 18 Sep 2026 08:00:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/the-research-files-episode-113-unpacking-pisa-2025-with-dr-jonas-bertling</guid>

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                  <media:title><![CDATA[The Research Files Episode 113: Unpacking PISA 2025 with Dr Jonas Bertling]]></media:title>
                                      <media:description><![CDATA[Dr Jonas Bertling, Research Director of ACER Implementation and Reporting.]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Podcast-Unpacking-PISA-2025.jpg" width="400"/>
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                  <media:title><![CDATA[The Research Files Episode 113: Unpacking PISA 2025 with Dr Jonas Bertling]]></media:title>
                                      <media:description><![CDATA[Dr Jonas Bertling, Research Director of ACER Implementation and Reporting.]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Podcast-Unpacking-PISA-2025.jpg" width="720"/>
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                                            <description><![CDATA[Following the release of the PISA 2025 results last week, Dominique Beech is joined by Dr Jonas Bertling, Research Director of ACER Implementation and Reporting and co-author of the report sharing Australia’s PISA 2025 results, to unpack the 2025 findings and the implications for educators.]]></description>
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              <title><![CDATA[PILNA 2025: Encouraging signs of recovery in student learning, but further improvements needed]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/pilna-2025-encouraging-signs-of-recovery-in-student-learning-but-further-improvements-needed</link>
              <pubDate>Fri, 18 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/pilna-2025-encouraging-signs-of-recovery-in-student-learning-but-further-improvements-needed</guid>

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                  <media:title><![CDATA[PILNA 2025: Encouraging signs of recovery in student learning, but further improvements needed]]></media:title>
                                      <media:description><![CDATA[©Australian Council for Educational Research]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/PILNA-feature-image.jpg" width="400"/>
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                  <media:title><![CDATA[PILNA 2025: Encouraging signs of recovery in student learning, but further improvements needed]]></media:title>
                                      <media:description><![CDATA[©Australian Council for Educational Research]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/PILNA-feature-image.jpg" width="720"/>
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                                            <description><![CDATA[‘PILNA helps countries see not only whether students are meeting expected levels, but also the conditions that support or constrain learning.’ The latest results from the Pacific’s largest regional education assessment point to encouraging signs of recovery in student learning, while also identifying key areas where further improvement is needed.]]></description>
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              <title><![CDATA[Researching education: 5 further readings on middle leadership]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/researching-education-5-further-readings-on-middle-leadership</link>
              <pubDate>Thu, 17 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/researching-education-5-further-readings-on-middle-leadership</guid>

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                  <media:title><![CDATA[Researching education: 5 further readings on middle leadership]]></media:title>
                                      <media:description><![CDATA[©Magic Lens/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/5-further-readings-middle-leadership.jpg" width="400"/>
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                  <media:title><![CDATA[Researching education: 5 further readings on middle leadership]]></media:title>
                                      <media:description><![CDATA[©Magic Lens/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/5-further-readings-middle-leadership.jpg" width="720"/>
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                                            <description><![CDATA[While the term ‘middle leadership’ can mean different things in different school contexts, we know the role of middle leaders is important in supporting both student outcomes and teacher practice. In today’s article, we share 5 open-access resources on the topic of middle leadership.  ]]></description>
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              <title><![CDATA[PISA 2025: Five ideas for turning evidence into better decisions for young people]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/pisa-2025-five-ideas-for-turning-evidence-into-better-decisions-for-young-people</link>
              <pubDate>Wed, 16 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/pisa-2025-five-ideas-for-turning-evidence-into-better-decisions-for-young-people</guid>

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                  <media:title><![CDATA[PISA 2025: Five ideas for turning evidence into better decisions for young people]]></media:title>
                                      <media:description><![CDATA[Lisa Rodgers, ACER CEO, delivered an address at the ‘Beyond the Results – What PISA 2025 means for education in Australia’ symposium.]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Lisa-Rodgers-PISA-2025-5-Ideas-FEATURE-IMAGE.jpg" width="400"/>
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                  <media:title><![CDATA[PISA 2025: Five ideas for turning evidence into better decisions for young people]]></media:title>
                                      <media:description><![CDATA[Lisa Rodgers, ACER CEO, delivered an address at the ‘Beyond the Results – What PISA 2025 means for education in Australia’ symposium.]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Lisa-Rodgers-PISA-2025-5-Ideas-FEATURE-IMAGE.jpg" width="720"/>
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                                            <description><![CDATA[Teacher magazine is delighted to welcome Lisa Rodgers – CEO of ACER – as a columnist. In this first article, she offers a different story about PISA that is built around 5 ideas – position, direction, distribution, resolution and ambition.]]></description>
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              <title><![CDATA[PISA 2025: The first global educational insights]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/pisa-2025-the-first-global-educational-insights</link>
              <pubDate>Mon, 14 Sep 2026 09:00:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/pisa-2025-the-first-global-educational-insights</guid>

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                  <media:title><![CDATA[PISA 2025: The first global educational insights]]></media:title>
                                      <media:description><![CDATA[©Rawpixel.com/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/PISA-2025-The-first-global-educational-insights.jpg" width="400"/>
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                  <media:title><![CDATA[PISA 2025: The first global educational insights]]></media:title>
                                      <media:description><![CDATA[©Rawpixel.com/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/PISA-2025-The-first-global-educational-insights.jpg" width="720"/>
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                                            <description><![CDATA[The latest OECD Programme for International Student Assessment (PISA) results have just been released. In his latest Teacher column, OECD Director of Education and Skills Andreas Schleicher shares some of the early data and insights, including the changing landscape of reading performance and translating scientific talent into scientific ambition.]]></description>
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              <title><![CDATA[PISA 2025: Beyond the results]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/pisa-2025-beyond-the-results</link>
              <pubDate>Fri, 11 Sep 2026 11:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/pisa-2025-beyond-the-results</guid>

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                  <media:title><![CDATA[PISA 2025: Beyond the results]]></media:title>
                                      <media:description><![CDATA[The event brought together researchers, policymakers, system leaders, and school educators. Image: ACER]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/PISA-2025-Beyond-the-results.jpg" width="400"/>
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                  <media:title><![CDATA[PISA 2025: Beyond the results]]></media:title>
                                      <media:description><![CDATA[The event brought together researchers, policymakers, system leaders, and school educators. Image: ACER]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/PISA-2025-Beyond-the-results.jpg" width="720"/>
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                                            <description><![CDATA[The release of the results of the latest cycle of the Programme for International Student Assessment (PISA) made headlines around the world. More than 760,000 students assessed internationally, representing around 33 million 15-year-olds from 91 countries and economies. But the initial data are just the beginning.]]></description>
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              <title><![CDATA[R U OK Day podcast special – leadership burnout with Brad Gaynor]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/r-u-ok-day-podcast-special-leadership-burnout-with-brad-gaynor</link>
              <pubDate>Thu, 10 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/r-u-ok-day-podcast-special-leadership-burnout-with-brad-gaynor</guid>

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                  <media:title><![CDATA[R U OK Day podcast special – leadership burnout with Brad Gaynor]]></media:title>
                                      <media:description><![CDATA[©Red Fox Studio/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Podcast-special-–-leadership-burnout-with-Brad-Gaynor.jpg" width="400"/>
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                  <media:title><![CDATA[R U OK Day podcast special – leadership burnout with Brad Gaynor]]></media:title>
                                      <media:description><![CDATA[©Red Fox Studio/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Podcast-special-–-leadership-burnout-with-Brad-Gaynor.jpg" width="720"/>
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                                            <description><![CDATA[Jo Earp sits down with Brad Gaynor to talk about leadership burnout. It's a timely topic – it’s R U OK? Day in Australia today. Brad's book From Burnout to Breakthrough: The Leadership Reset, looks at the growing pressure on school leaders and how it can impact wellbeing. He also shares his own lived experience of burnout.]]></description>
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              <title><![CDATA[PISA 2025: Australian students perform above OECD average in all domains]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/pisa-2025-results</link>
              <pubDate>Tue, 08 Sep 2026 17:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/pisa-2025-results</guid>

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                  <media:title><![CDATA[PISA 2025: Australian students perform above OECD average in all domains]]></media:title>
                                      <media:description><![CDATA[©Halfpoint/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/PISA-2025-overview-article-FEATURE-IMAGE.jpg" width="400"/>
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                  <media:title><![CDATA[PISA 2025: Australian students perform above OECD average in all domains]]></media:title>
                                      <media:description><![CDATA[©Halfpoint/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/PISA-2025-overview-article-FEATURE-IMAGE.jpg" width="720"/>
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                                            <description><![CDATA[Australia’s 15-year-old students continue to perform above the OECD average across science, reading, and mathematics, the latest OECD Programme for International Student Assessment (PISA) results show. In today’s article we share more about Australia’s performance and explore how it compares internationally.]]></description>
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              <title><![CDATA[Teachers matter: So how we lead them matters too]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/teachers-matter-so-how-we-lead-them-matters-too</link>
              <pubDate>Mon, 07 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/teachers-matter-so-how-we-lead-them-matters-too</guid>

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                  <media:title><![CDATA[Teachers matter: So how we lead them matters too]]></media:title>
                                      <media:description><![CDATA[‘When we remove unnecessary work and “administrivia”, the narrative shared to teachers is: Your time is valuable.’ ©Frame Stock Footage/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Teachers-matter-So-how-we-lead-them-matters-too.jpg" width="400"/>
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                  <media:title><![CDATA[Teachers matter: So how we lead them matters too]]></media:title>
                                      <media:description><![CDATA[‘When we remove unnecessary work and “administrivia”, the narrative shared to teachers is: Your time is valuable.’ ©Frame Stock Footage/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Teachers-matter-So-how-we-lead-them-matters-too.jpg" width="720"/>
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                                            <description><![CDATA[‘Every time we speak about teachers with respect, invest in their expertise, hold high expectations, protect their time for the things that matter most, celebrate their impact, listen to their professional voice and support them to grow, we tell a different story about teaching.’ In her latest Teacher column, Rachael Lehr explores what it means to truly value teachers, and why how we lead them matters just as much.]]></description>
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              <title><![CDATA[Seeing every brain as a gift: Neuro-affirming practice in education]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/seeing-every-brain-as-a-gift-neuro-affirming-practice-in-education</link>
              <pubDate>Mon, 07 Sep 2026 07:00:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/seeing-every-brain-as-a-gift-neuro-affirming-practice-in-education</guid>

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                  <media:title><![CDATA[Seeing every brain as a gift: Neuro-affirming practice in education]]></media:title>
                                      <media:description><![CDATA[©Monash University]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/132376/77A2421.png" width="400"/>
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                  <media:title><![CDATA[Seeing every brain as a gift: Neuro-affirming practice in education]]></media:title>
                                      <media:description><![CDATA[©Monash University]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/132376/77A2421.png" width="720"/>
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                                            <description><![CDATA[‘Neuro-affirming practice requires us to genuinely examine our assumptions, our language, our pedagogical decisions, and our classroom design.’ In this StoryBoard article, Monash University shares how small adjustments and intentional shifts in how educators design learning environments, build relationships, and respond to learner differences can make a big difference. ]]></description>
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              <title><![CDATA[Infographic: Teacher pedagogical knowledge]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/infographic-teacher-pedagogical-knowledge</link>
              <pubDate>Fri, 04 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/infographic-teacher-pedagogical-knowledge</guid>

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                  <media:title><![CDATA[Infographic: Teacher pedagogical knowledge]]></media:title>
                                      <media:description><![CDATA[Infographic Teacher knowledge FINAL]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Infographic-Teacher-knowledge-FINAL.png" width="400"/>
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                  <media:title><![CDATA[Infographic: Teacher pedagogical knowledge]]></media:title>
                                      <media:description><![CDATA[Infographic Teacher knowledge FINAL]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Infographic-Teacher-knowledge-FINAL.png" width="720"/>
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                                            <description><![CDATA[Part of the OECD’s Teaching and Learning International Survey (TALIS) 2024, the Teacher Knowledge Survey is the first large-scale study providing internationally comparable measures of general pedagogical knowledge (GPK). Findings suggest it may contribute to improving students’ and teachers’ outcomes.]]></description>
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              <title><![CDATA[School Assembly: Catching up with our foundation leaders]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/school-assembly-catching-up-with-our-foundation-leaders</link>
              <pubDate>Thu, 03 Sep 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/school-assembly-catching-up-with-our-foundation-leaders</guid>

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                  <media:title><![CDATA[School Assembly: Catching up with our foundation leaders]]></media:title>
                                      <media:description><![CDATA[Dayton Primary School has recently extended its branding, putting in new signs and markers across the site. Image: Dr Ray Boyd/LinkedIn]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/School-Assembly-MAIN.jpg" width="400"/>
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                  <media:title><![CDATA[School Assembly: Catching up with our foundation leaders]]></media:title>
                                      <media:description><![CDATA[Dayton Primary School has recently extended its branding, putting in new signs and markers across the site. Image: Dr Ray Boyd/LinkedIn]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/School-Assembly-MAIN.jpg" width="720"/>
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                                            <description><![CDATA[In this episode of School Assembly, Teacher editor Jo Earp catches up with the leaders from all 3 series – Dan McShea from Notre Dame P-12 College in Queensland, Jo Camozzato from Bemin Secondary College in Victoria, and Dr Ray Boyd and Rachael Lehr from Dayton Primary School in Western Australia – to hear all about the progress made at their schools since we last spoke.]]></description>
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              <title><![CDATA[Unlocking self-regulation]]></title>
              <link>https://www.teachermagazine.com/au_en/articles/unlocking-self-regulation</link>
              <pubDate>Mon, 31 Aug 2026 07:30:00 +1000</pubDate>
              <guid isPermaLink="true">https://www.teachermagazine.com/au_en/articles/unlocking-self-regulation</guid>

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                  <media:title><![CDATA[Unlocking self-regulation]]></media:title>
                                      <media:description><![CDATA[‘In writing, [students] may need to resist settling for the first word or sentence that comes to mind and produce something more precise.’ ©arrowsmith2/Shutterstock]]></media:description>                                    <media:thumbnail height="400" url="https://www.teachermagazine.com/assets/images/teacher/_imagetransform400x400/Unlocking-self-regulation.jpg" width="400"/>
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                  <media:title><![CDATA[Unlocking self-regulation]]></media:title>
                                      <media:description><![CDATA[‘In writing, [students] may need to resist settling for the first word or sentence that comes to mind and produce something more precise.’ ©arrowsmith2/Shutterstock]]></media:description>                                                        <media:thumbnail height="432" url="https://www.teachermagazine.com/assets/images/teacher/_articleimagetransform720x432/Unlocking-self-regulation.jpg" width="720"/>
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                                            <description><![CDATA[‘Alongside asking, “What do students need to know and be able to do?”, we might ask, “Where will students need to stop an immediate response in order to learn successfully, and how can we help them get better at doing that?”’ In his latest Teacher column, Professor Martin Westwell, Chief Executive of the South Australian Department for Education, argues self-regulation is a powerful yet underused contributor to successful learning.]]></description>
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