Watch our impact in action in this latest video release which highlights how the Academy empowers educators to elevate practice and deepen professional networks.

The Principal in Residence (PiR) initiative was established by the Victorian Academy of Teaching and Leadership (the Academy) to strengthen the interface between the Academy and Victorian schools.

A new report reveals why men are underrepresented in classrooms and disproportionately represented in school leadership. Explore the gender gap in Australian education. and how the Academy of Teaching and Leadership is providing evidence-based programs to raise awareness of gender disparity and retain teachers

A recent survey of 860 Victorian school principals in the Government sector reveals their top professional learning needs. Learn what matters most to leaders in primary, secondary, P-12 and specialist schools, how their priorities differ based on school type and location, and which Academy leadership programs we recommend for each.

An ongoing area of attention and focus for teachers, leaders and schools – and therefore for the Academy – is student behaviour.

The Academy has prepared a brief overview of the implementation framework and resources from the Australian Education Research Organisation (AERO). These form a collection of 5 guides or explainers.

Academy CEO, Dr Marcia Devlin AM highlights key insights from The Unlocking High-Quality Teaching report from the chapter, Empowering High-Quality Teaching in Every School.

Professional learning from the Academy helps educators improve student outcomes in English and Maths. Our programs are evidence-informed and effective.

Academy CEO, Dr Marcia Devlin AM reflects on the multifaceted nature of the role and the value of teachers for our students.

The Teaching Excellence Program (TEP) delivered by the Victorian Academy of Teaching and Leadership (the Academy), is a 12-month professional learning experience, grounded in 8 key discipline areas. The program draws on practitioner inquiry, teacher agency, reflective practice and contemporary, evidence-informed research.