Susannah Schoeffel

Susannah Schoeffel

Associate Director at Evidence for Learning

Susannah Schoeffel is an Associate Director at Evidence for Learning and is responsible for tailoring evidence assets to the Australian context, supporting education jurisdictions to use evidence assets and working alongside educators to help great practice become common practice. Susannah has been involved in convening national networks of schools and the mobilisation of knowledge, and has experience working with young Australians across the spectrum of development, from early learning to tertiary settings.

7 total results
School leadership: Using evidence to manage change in a pandemic
School leadership: Using evidence to manage change in a pandemic

All Australian schools and school leaders are currently managing change in response to the COVID-19 pandemic. Even under ‘normal’ circumstances, change is a difficult process to lead. How can schools implement effectively and efficiently, to support student learning in such unprecedented times?

Home-supported learning: Using what works in schools
Home-supported learning: Using what works in schools

‘As the evidence for home-supported learning with school-aged students is being rapidly explored, lessons of what works in schools provide a starting point for "best bets" in translating evidence-based practices for learning at home.’ Susannah Schoeffel and Dr Tanya Vaughan take a closer look at some of these ‘best bet’ strategies.

Working with parents to provide practical strategies for home-supported learning
Working with parents to provide practical strategies for home-supported learning

‘In this home-supported learning environment parents are being called upon to play a broader role in their children’s education. The role of the parent is not to replace the teacher in learning from home …’ Dr Tanya Vaughan and Susannah Schoeffel share evidence on how teachers can work with parents to support students in a rapidly changing education landscape.

Teaching resources: Using manipulatives in mathematics learning
Teaching resources: Using manipulatives in mathematics learning

Using simple physical objects that students can visualise, touch and move to express their thinking is an inexpensive and effective classroom resource to explore mathematical concepts and encourage learning.

Building students’ metacognition and self-regulation
Building students’ metacognition and self-regulation

Dr Tanya Vaughan and Susannah Schoeffel share seven evidence-based recommendations on how to encourage metacognition and self-regulated learning to improve students’ learning outcomes, and investigate how to explicitly teach students to organise their learning.

Evidence-informed parental engagement
Evidence-informed parental engagement

How can schools best work with parents to support students and improve their learning? Dr Tanya Vaughan and Susannah Schoeffel explore two evidence-based recommendations from a new guidance report for Australian practitioners, and share practical examples of action.

Teaching assistants in Australia
Teaching assistants in Australia

Dr Tanya Vaughan and Susannah Schoeffel from Evidence for Learning draw on the latest Guidance Report, Making best use of Teaching Assistants, to outline some practical suggestions to help teachers and school leaders apply evidence-based practices to their schools and classrooms.