In classrooms across Australia, the push to boost student outcomes has never been more urgent – or more complex.
From shifting curriculum demands to the challenge of catering to diverse learning needs, educators are increasingly looking to evidence-based strategies that actually work. But effective teaching isn’t just about using proven methods – it’s about implementing them well. Unfortunately, that’s where many schools sometimes hit a wall. Without the right support, even the best teaching practices can fall flat.
Now, a new suite of resources by the Australian Education Research Organisation (AERO) aims to bridge that gap, offering schools practical tools to bring quality teaching to life.
The complementary release includes guides and videos of practice to support the elements of AERO’s Model of Learning and Teaching, along with implementation resources that provide school leaders with guidance on how to effectively adopt evidence-based teaching practices in a deliberate and structured way.
“Without successful implementation, evidence-based teaching practices languish as good ideas,” Dr Jenny Donovan, CEO of AERO, told The Educator.
“AERO's implementation guidance provides school leaders and implementation teams with a deliberate and structured approach to embedding evidence-based teaching practices in their context.”
Dr Donovan said reaching sustainability – when evidence-based teaching practices become “the way we do things around here” – is a key part of a deliberate and structured approach.
“Newly released resources complement AERO’s existing Insights to Implementation discussion paper and explainers,” she said. “Together, they provide research-informed and school leader-tested guidance and practical resources around the key components of implementation.”
Dr Donovan said these include using a staged approach; identifying and addressing enablers and barriers; selecting implementation strategies; and monitoring implementation outcomes.
“The resources support leadership teams to develop an understanding of a deliberate and structured implementation process and plan for sustainable change.”
Bridging the evidence-to-practice gap
Dr Donovan said the practice guides and videos play an important role in supporting teachers to manage disruptive behaviour while lifting instructional quality.
“AERO’s practice guides and videos bring to life our Model of Learning and Teaching, which describes evidence-based practices that work best when they work together,” she said.
“Each of the practices is described with clear strategies and techniques in our practice guides and demonstrated by teachers in our videos.”
Dr Donovan said the practice guides identify and describe evidence-based teaching techniques that have demonstrated positive impacts on student outcomes across diverse educational contexts.
“By presenting this research in relevant and accessible formats, we've designed these resources to bridge the gap between research evidence and classroom application,” she said.
“Our accompanying videos bring these practices to life, showing how they're successfully applied in real Australian classrooms.”
Dr Donovan said these authentic examples demonstrate how teachers are already using these evidence-based approaches to create engaging learning environments where students are supported to actively participate and focus on their learning.
“By showcasing similar examples being used successfully in diverse school settings, the videos help teachers recognise how they might adapt and apply similar techniques in their own contexts,” she said.
“Together, these resources support teachers to engage with evidence while developing their instructional approaches—helping them simultaneously enhance student engagement and academic achievement, and create positive learning environments where students can thrive.”
Embedding improvement, not just implementing it
AERO's resources have also been designed to help leadership teams embed a culture of continuous improvement in classroom practice across year levels and subject areas. This is done by fostering sustainable improvement, providing teachers and leaders with evidence-based approaches that can be adapted to work in individual contexts.
Dr Donovan said the implementation tools help implementation teams establish regular opportunities for teachers and leaders to examine practice together, reflect on evidence of impact and make informed adjustments.
“This approach is designed to be applicable no matter the year level or subject area,” she said. “Our practice guides and videos describe and demonstrate a common set of techniques being enacted by teachers from early primary to upper secondary.”
Dr Donovan said the approach enables schools to hear and learn from teachers who have engaged with the research about how students learn, identified ways to enhance their practice and teaching plans, and integrated evidence-based techniques to respond to students’ changing needs as they acquire, consolidate and apply their learning.
“Our guides are underpinned by a comprehensive model covering 18 interrelated areas of teaching practice, providing a range of starting points for schools to engage with. In this way, school leaders, implementation teams and teachers can find guidance to meet some of the priority challenges in their school,” she said.
“Instead of jumping from one new initiative to another, they can deliberately and systematically implement evidence-based practices as part of a coherent overarching approach.”
Four steps to effective implementation
Dr Donovan said the new tools can assist principals in aligning professional learning with real-time classroom challenges and measurable student outcomes.
“Our Implementation for impact module supports school leaders and implementation teams to develop a deliberate and structured approach to implementation in their specific context,” she said.
“Featuring insights from an AERO Implementation Consultant working directly with Australian schools, alongside experienced school leaders, this module helps school leaders understand why evidence-informed implementation matters and how to carry it out successfully.”
The module outlines four key components that school leaders can use to align improvement efforts with classroom needs:
- using a staged approach to implementation
- identifying and addressing contextual enablers and barriers
- selecting appropriate implementation strategies (such as professional learning)
- establishing clear monitoring systems for implementation outcomes
To support leaders in understanding their priority challenges, set measurable goals and select evidence-based practices to tailor professional learning cycles, AERO has also published implementation planning guidance, a template, and a worked example.
These implementation planning resources systematically step leaders through a deliberate and structured approach to implementation, Dr Donovan explained.
“Complementing this, our Implementation enablers and barriers staff session resource provides a framework for school leaders or implementation teams to facilitate whole-staff discussions that identify the specific factors that will help or hinder implementation in their unique setting,” she said.
“This approach ensures improvement efforts directly address the practical classroom challenges teachers are facing, rather than imposing generic solutions.”
In conclusion, Dr Donovan said the tools are helping schools ditch the busywork and zero in on what actually moves the dial for students.
“These tools support the conditions for improvement efforts that are responsive to real-time classroom needs and focused on measurable impact—rather than just the completion of activities or one-off professional learning.”
All resources are now available for free on AERO’s website.