Excellence in Teaching and Learning: Priority Area

PRIORITY AREA
EXCELLENCE IN TEACHING AND LEARNING

BUILDING PRACTICE EXCELLENCE
OVERVIEW
Clearly defined professional learning processes and practices are key drivers of continuous school
improvement. These serve to strengthen the link between professional learning, improved classroom
practices and enhanced student learning. Achieving excellence relies on professional collaboration
that uses data systematically to inform practice. This assumes high levels of trust among
colleagues, building understanding and use of evidence-based practices and adapting teaching
practices accordingly.
Achieving high standards of practice relies on quality professional learning initiated, encouraged and
resourced by the leadership team, and sustained by PLCs/PLTs. This requires forms of support which
help all teachers to continuously build their expertise and efficacy, with feedback from colleagues and
students on their practice.
IMPROVEMENT MEASURES
Results from the School Staff Survey, available in Panorama, can be used to measure progress, and as
success indicators. The three areas of progress measured are:
• mindsets (openness to change) – the ‘collective efficacy’, ‘collective responsibility’ and ‘interest in
improving practice’ factors
• knowledge (building pedagogical and content knowledge) – the ‘use pedagogical model’ and
‘understand curriculum’ factors, as well as all factors from the Professional Learning module
• behaviours (how staff are adapting practice) – ‘seek feedback to improve practice’, ‘teacher
collaboration’ and ‘discuss problems of practice’ factors.
The School Staff Survey ‘collective efficacy’ factor is used in calculating a school’s performance group
using the Differentiated School Performance Method (DSPM).
Growth in NAPLAN data (Top 2 Bands, Benchmark Growth) and trends in VCE scores can be used
as long-term measures of school improvement efforts. In the short term, formative assessment and
teacher judgement can be used to identify the learning level of each student based on evidence of
what the students knows and can do, and to understand what each student is ready to learn next.
SUPPORTING RESOURCES
The VTLM Pedagogical Model and Practice Principles
8
EMERGING EVOLVING EMBEDDING EXCELLING
Professional learning is focused on improving teaching effectiveness

Teachers engage in All teachers adopt the Leaders encourage Leaders and teachers
professional learning VTLM or their school’s PLCs/PLTs to share have a consistent
based on their personal pedagogical model their professional understanding about
needs rather than to improve teaching learning goals, targets what constitutes
the school’s (or their practice, clarify lesson and timelines, thereby effective teaching,
teaching team’s) goals and build student opening opportunities and effectively use
learning goals and engagement, effort and for collaborating with high-impact teaching
priorities. understanding. teachers who share strategies in response
similar professional to students’ learning
Teachers share Teachers work together
learning goals. needs.
their expertise when in stages of learning
requested by their and learning area PLCs/PLTs report Leaders and PLCs/
colleagues. groups to plan and on how they are PLTs regularly monitor
review teaching and progressing towards the extent to which the
Teachers operate and
learning programs. meeting their VTLM or the school’s
reflect on their practice
professional learning pedagogical model
independently. Teachers work
goals, targets and and the high-impact
individually and
timelines. teaching strategies are
collaboratively,
being effectively used
through PLCs/PLTs and Teachers demonstrate
to improve student
key learning areas, to the ways in which they
learning.
become skilled in using are incorporating new
high-impact teaching high-impact teaching Leaders and PLCs/PLTs
practices. strategies into the document the school’s
classroom practices high-impact teaching
Teachers have
that underpin the strategies so that over
allocated time to
VTLM or the school’s time they will become
reflect individually and
pedagogical model. a strong feature of the
collaboratively upon
school’s culture.
their practice, draw Leaders ensure PDP
on current research processes build in Leaders promote
and use an inquiry professional learning and encourage
improvement cycle. goals which are staff participation
practicable and may in networks and
be used by teachers Communities of
as evidence of their Practice (CoPs) to share
practice. practice and learn from
other schools.
PLCs/PLTs across the
school observe agreed
norms and protocols.
FISO Continua of Practice for School Improvement | 9

Priority area: Excellence in teaching and learning

Professional learning is collaborative, involving reflection and feedback
Leaders encourage Leaders formalise Leaders establish Leaders establish
teachers to seek arrangements for processes and sustainable routines
expert practitioner PLCs/PLTs and protocols for enabling and systems for
advice and support teachers to collaborate regular classroom collaboration,
from experienced with peers to share and observations and classroom observation,
colleagues. reflect on practice. providing feedback. the modelling of
effective practice and
Teachers work in Teachers challenge Leaders establish
feedback embedded
isolation and define and support each opportunities for
within PLCs/PLTs and
their practice other to improve teachers to participate
across the school.
individually. practice through in structured mentoring
peer observation and coaching Teachers challenge and
Teachers occasionally
and provide regular programs. improve each other’s
give and receive peer
feedback on teaching practice.
feedback with a focus PLCs/PLTs work
practice.
on improving practice. together to analyse Teachers provide
Teachers work together student work samples scaffolding and
in stages of learning and student feedback. feedback that support
and learning area students to assess their
Teachers make time to
groups to plan and work and solve their
observe each other’s
review teaching and own problems.
practice, discuss
learning programs.
feedback and identify Teachers use real-
Teachers, individually future development time data to inform
and through PLCs/PLTs, priorities to refine their personal and/
refine the application practice and share or PLC/PLT decisions
and monitor the expertise. with respect to future
implementation of professional learning
teaching strategies that priorities.
are included in their list
Leaders create
of goals and targets.
student-led spaces for
discussions between
students and teachers
on how professional
learning can meet
student learning needs
10
Professional learning is evidence-based
Leaders identify Leaders facilitate Leaders review Leaders and teachers
resources on periodic reviews strategies which identify and list
evidence-based of teaching, using have an impact on highly effective
teaching practice and this information for students’ progress teaching strategies
recommend strategies individual, teaching- and development, and expect that, over
for focus for learning team and/or whole- incorporating time, all teachers will
area teams, PLCs/ school professional findings into whole- incorporate these
PLTs and school-wide learning. school professional strategies into their
adoption. learning and school pedagogic repertoire.
Leaders establish a
improvement planning.
Teachers share professional ‘library’, Leaders and
experiences about building upon the VTLM Teachers draw on the teachers evaluate
teaching practices key resources that offer VTLM and current how effectively the
and occasionally teachers descriptions research to trial school’s teaching
reference data. and demonstrations examples of best strategies have been
of evidence-based practice in local and implemented, and
practice. international contexts, identify ways that
using an inquiry practice may be
PLC/PLT leaders
improvement cycle. further improved.
participate in
professional learning PLC/PLT leaders Students give teachers
to strengthen their draw on teachers’ feedback on the
leadership capabilities. professional knowledge, effectiveness of
the VTLM and local and teaching and learning
Teachers use the
international resources, strategies; teachers
VTLM resources
in helping staff adopt adapt their pedagogy
to broaden their
high-impact teaching accordingly.
knowledge of evidence-
strategies in their
based practice to lift Leaders use cyclical
classrooms.
excellence in teaching processes to analyse a
and learning. range of student data
to strategically plan
Teachers identify
teachers’ individual
and target areas for
and collective
professional learning,
professional learning.
informed by student
achievement data
and professional
development goals.

CURRICULUM PLANNING AND ASSESSMENT
OVERVIEW
Students and their learning needs are at the centre of effective curriculum planning and
assessment. This principle enables teachers to devise experiences to develop lifelong learners and
responsible citizens. This dimension is underpinned by a shared set of values and clear purposes for
teaching and learning.
Curriculum planning and assessment recognise that learning occurs along a continuum. This
allows teachers to embed relevant formative and summative assessment strategies into classroom
practice. Students have opportunities to reflect on and direct their learning, offering insights into the
curriculum, teaching and assessment practices.
Results from system surveys, available in Panorama, can be used to measure progress, and as
success indicators. Suggested surveys include:
• School Staff Survey – the ‘guaranteed and viable curriculum’, ‘collaborate and plan curriculum’ and
‘use data for curriculum planning’ factors
• Attitudes to School Survey – the ‘effective teaching time’ and ‘differentiated learning challenge’
factors
• Parent Opinion Survey – the ‘effective teaching’ factor.
Individual questions on assessment and differentiation may also provide proxy measures for schools.
Growth in NAPLAN data (Top 2 Bands, Benchmark Growth) and trends in VCE scores can be used as
long-term measures of school improvement efforts in curriculum planning and assessment. In the
short term, formative assessment and teacher judgement can be used to identify the learning level
of each student based on evidence of what the students knows and can do, and to understand what
each student is ready to learn next.
SUPPORTING RESOURCE
Whole school guide to curriculum planning
12
The curriculum plan is developed, documented and monitored
Leaders establish Teachers analyse prior Teachers developing Students and teachers
processes to document learning, engagement the school’s curriculum collaborate regularly
the curriculum for and achievement plan are informed and, use data
the whole school, data, and consider by a comprehensive rigorously, as part of
and to monitor its the needs of student analysis of student the school’s curriculum
implementation cohorts and Individual achievement data development and
through PDP processes. Education Plans (IEPs) across the whole documentation
when developing the school, within learning processes.
Teachers consider
curriculum plan. areas and year levels,
student achievement Leaders establish
as well as for student
data when developing Teachers cooperate collaborative
cohorts and individual
the school’s curriculum informally to develop curriculum planning
students.
plan. the curriculum based processes that includes
on the year level and Leaders establish students to produce a
Teachers individually
curriculum area, formal processes so school-wide sequential
plan their lessons
using the Victorian that teachers in PLCs/ curriculum plan.
based on the Victorian
Curriculum and senior PLTs are contributing to
Curriculum. Students, teachers
secondary curriculum. reviewing, developing
and leaders design,
Teachers developing and documenting the
Leaders schedule implement and review
the school’s curriculum school’s curriculum plan.
opportunities for a curriculum plan
plan understand the
teachers engaged in Leaders audit the that addresses the
School Strategic Plan
developing the school’s curriculum plan to full range of learning
(SSP) and Annual
curriculum plan to work identify areas that need needs, providing
Implementation Plan
together in curriculum to be reviewed. The coherence and
(AIP), together with
area teams on stages audit is aligned to the continuity across
areas for improvement.
of learning. SSP, AIP and identified all learning areas,
Leaders conduct a FISO priority areas. capabilities and stages
Teachers align
whole-school audit of of learning.
curriculum plans to the Leaders monitor
the current curriculum
school’s FISO priority the effectiveness of Leaders seek
plan in preparation
areas for focus, clearly programs in meeting opportunities to extend
for documenting the
identified in the SSP students’ learning goals and broaden the
curriculum plan.
and AIP. and needs, drawing on curriculum experiences
Leaders analyse a range of evidence. of students through
Teacher teams use
student data and links to the ‘world of
student achievement
identified priority work’, networks and
data to effectively
areas aligned to the specialist statewide
monitor and review
SSP and AIP as part of curriculum agencies.
the curriculum plan,
a whole-school audit
teaching and learning, Leaders and teachers
and preparation for
and assessment share their expertise
documentation of the
strategies. with and learn from
curriculum plan.
other schools as part
of a network and/or
Community of Practice.


There is a holistic approach to curriculum and assessment linked to pedagogy
Teachers drafting the Teachers drafting the Leaders oversee Students, teachers
school’s curriculum school’s curriculum teachers’ development and leaders evaluate
plan identify plan integrate of the curriculum and modify the
curriculum, pedagogy learning areas and plan to ensure a clear curriculum plan based
and assessment as capabilities, pedagogy relationship between on an established,
separate aspects. and assessment into a curriculum standards, ongoing process
sequential program of learning goals, and cycle of review
Teachers drafting the
learning. learning activities and and comprehensive
school’s curriculum
assessment strategies. feedback.
plan reference Teachers documenting
pedagogical practice the school’s whole- Leaders and teachers Leaders draw on
based on their current school pedagogical ensure that curriculum quality assurance
knowledge, teaching practice focus on planning reflects processes and
experience and aspects that are student achievement students’ views to
teaching style. evidence-based. against the standards ensure that evidence-
for curriculum areas, based high-impact
Teachers developing Teachers developing
stages of learning and teaching and
the school’s the school assessment
student backgrounds assessment practices
assessment plan plan ensure that it
and needs. are sustained by all
analyse and use includes summative
teachers.
summative assessment assessment and Students’ views
and reporting. formative learning, and and priorities Leaders monitor the
processes which assist about curriculum curriculum plan to
Leaders ensure that the
consistent teacher content, delivery ensure that it fully
PDP process privileges
judgement. and assessment are integrates learning
the development
integrated by teachers areas and capabilities,
and documentation Teachers use student
into their practice. and pedagogy and
of the teaching and feedback to reflect
assessment, into a
learning program to be on lesson content, Teachers closely follow
coherent, sequential
implemented in classes. structure and student the Teaching and
and developmental
engagement. Learning Program
Teachers individually program of learning.
(Unit Plan), setting out
use formative and
a clear schedule for Students investigate
summative assessment
delivery. the meaning and
based on the Victorian
implications of data to
Curriculum.
inform the monitoring
and review of the
curriculum plan.
14
EVIDENCE-BASED HIGH-IMPACT TEACHING STRATEGIES
OVERVIEW
To support excellence in practice, teachers develop a shared understanding of what effective

teaching and learning looks like in the classroom. While it will not appear identical in every classroom,
evidence-based high-impact teaching strategies are consistently informed by the best available
research, student feedback, practice and valid evidence of student learning.
Evidence-based high-impact teaching strategies are essential aspects of a comprehensive
pedagogical model, such as the VTLM pedagogical model. Continuing professional learning and
collaborative practice is needed to sustain authenticity, quality and consistency of teaching
strategies to improve student learning.
• School Staff Survey – the ‘use of high-impact teaching strategies’ and ‘knowledge of high-impact
teaching strategies’ factors
• Attitudes to School Survey – the ‘effective teaching time’ factor, as well as specific individual
questions which can be used as measures of the individual strategies (Explicit teaching,
Questioning, Feedback and Differentiated teaching)
• Parent Opinion Survey – the ‘effective teaching’ factor.
Growth in NAPLAN data (Top 2 Bands, Benchmark Growth) and trends in VCE scores may be used
as long-term measures of school improvement efforts in evidence-based high-impact teaching
strategies. In the short term, formative assessment and teacher judgement can be used to identify
the learning level of each student based on evidence of what the students knows and can do, and to
understand what each student is ready to learn next.
The VTLM: High Impact Teaching Strategies (HITS), Pedagogical Model and Practice Principles


The school implements high-impact teaching strategies
Leaders provide PLCs/PLTs agree on a PLCs/PLTs engage PLCs/PLTs support
opportunities for professional learning in challenging and challenge one
teachers to observe plan that is focused on and supportive another to continuously
and discuss effective incremental changes to conversations that evaluate the
teaching practices and classroom practice. enhance their learning effectiveness of their
high-impact teaching and build professional teaching strategies
PLCs/PLTs select and
strategies. resilience and to ensure they are
trial agreed strategies
confidence. achieving impact on
Teachers understand in their own classrooms,
learning.
the rationale for then discuss their Teachers have
consistent, high-quality findings at meetings. opportunities to Teachers reflect on
teaching strategies observe skilled the effectiveness of
Leaders and teachers
across the school. colleagues, trial their practice using
understand and
and review new student feedback,
Teachers commit to demonstrate ways in
strategies, and receive peer feedback and
improving their practice which high-impact
feedback and focused achievement data, and
and actively seek teaching strategies
coaching to support take action as required
feedback and support support the school’s
improvements to their to improve practice.
from one another. pedagogical model
practice.
Teachers demonstrate
Teachers identify
Teachers challenge and their capacity to
high-impact teaching
support one another to translate their
strategies as a focus
build and refine their professional domain
for learning and
practice to achieve knowledge and
development.
greater consistency curriculum content
in teaching practice into highly effective
across the school. teaching practice.
Leaders draw on PLCs/PLTs and
expertise from their teachers access
network/Community expertise from, and
of Practice or external share expertise with, a
expertise to assist network, Community of
with the professional Practice or externally.
learning of their staff.
16
EVALUATING IMPACT ON LEARNING
OVERVIEW
Assessment is used to evaluate impact on learning through a process of gathering, analysing and
reflecting on evidence. Improvements in learning rely on informed and consistent judgements.
Effective teachers use assessment to evaluate the impact of their teaching on student learning. They
then adapt their practices to better meet the needs of all students.
Formative and summative assessment are an integral aspect of teaching and learning, for both
teachers and their students. Teachers use real-time, classroom-based data and formative feedback
to identify issues at the core of inquiry. Teachers monitor the impact of their actions and adjust
their practice accordingly. School leaders communicate a coherent message about the impact of
teaching on student learning. This relies on supporting and challenging teachers to understand
causes and effects.
Results from the School Staff Survey, available in Panorama, can be used to measure progress,
and as success indicators. Suggested factors include: ‘use of evidence to inform teaching practice’,
‘understand formative assessment’, ‘skills to measure impact’, ‘understand how to analyse data’ and
‘monitor effectiveness using data’.
Growth in NAPLAN data (Top 2 Bands, Benchmark Growth) and trends in VCE scores may be used
as long-term measures of school improvement efforts in evaluating impact on learning. In the short
term, formative assessment and teacher judgement can be used to identify the learning level of each
student based on evidence of what the students knows and can do, and to understand what each
student is ready to learn next.
SUPPORTING RESOURCE
Assessment of Student Achievement and Progress


The school builds teachers’ assessment capability to inform teaching
Teachers provide PLCs/PLTs dedicate Teachers collaborate Teachers demonstrate
students with feedback time and establish to design high-quality how to effectively use
on strengths and areas processes (such as summative and assessment to inform
for improvement to using assessment formative assessments. planning of, and adapt,
progress learning. rubrics, moderation pedagogic practice.
Teachers consistently
and protocols) to
Teachers use a limited use formal processes Teachers’ professional
improve consistency
range of formative such as peer judgement is validated
in their assessment of
and summative observation, moderation by reference to rigorous
student learning.
assessments to monitor and cross-marking to data analysis by skilled
student learning, Teachers provide ensure the accuracy of teacher teams.
identifying needs students with targeted teachers’ judgements.
Teachers use a range
and complying with feedback based on
Leaders and teachers of comprehensive
curriculum standards. informed and timely
establish processes formative and
judgements of each
to enable students to summative assessment
student’s achievement,
provide feedback on data for regular
relative to their learning
progress and the next feedback to students
goals and needs and
steps for improvement and parents/carers/ kin,
curriculum standards.
with staff and parents/ who are engaged as
Teachers use formative carers/kin. partners with the school.
and summative
assessment strategies
to identify, articulate
and explicitly teach
skills which help every
student to improve.
18
Leaders and teachers connect student assessment with learning
Leaders encourage Teachers work in teams Leaders oversee Teacher teams
PLCs/PLTs to work to analyse assessment the documentation make explicit use of
together to identify data and monitor of whole school teachers’ analysis of
and use a range students’ learning as assessment strategies. student assessment
of appropriate part of regular lesson to inform curriculum
assessment strategies. planning and review, development and
use an assessment
including for those teaching practice.
Teachers formally schedule which
students with IEPs.
assess students’ work balances formative, Student feedback,
at the end of a cycle Teachers review summative and including evidence-
of learning, using assessments to identify metacognitive based metacognitive
summative assessment implications for future approaches. strategies, informs
tools that measure lesson planning, analyses of assessment.
Teachers working in
student achievement including curriculum
stages of learning Teachers working
at a point in time content and pedagogy.
and learning area individually and in
against goals and the
groups use a range groups engage in
curriculum standards.
of assessment data a reflective cycle of
Teachers analyse to diagnose learning planning, teaching
student assessment needs, informing and assessment,
data to identify the future planning. using evidence-based
knowledge and skills strategies.
Teachers work in teams
students need to meet
to analyse student PLCs/PLTs track and
expected standards.
data and assess the monitor individual
need to adapt their students, subgroups and
practice and/ or whole-school progress.
refine approaches
to assessment and
curriculum.

PRIORITY AREA
POSITIVE CLIMATE FOR LEARNING
HEALTH AND WELLBEING
OVERVIEW
Student wellbeing relies on positive, trusted and supportive environments, basic material needs being
met, good mental, social, emotional and physical health, learning, participation and a positive sense
of culture and identity. A whole-school approach to health and wellbeing is integral to positive student
engagement, learning, growth, relationships and achievement.
Positive relationships between teachers, parents/carers/kin and students can help students feel
connected and engaged in their learning. Maintaining relationships with parents/carers/kin and
students, and teaching social and emotional skills, helps students to make informed decisions, build
resilience and actively participate in decisions about their learning.
• Attitude to School Survey – the ‘resilience’, ‘sense of confidence’, ‘managing bullying’ and
‘attitude to attendance’ factors
• School Staff Survey – the ‘support growth and learning of the whole student’ and ‘collective
efficacy’ factors
• Parent Opinion Survey – the ‘confidence and resiliency skills’ factor.
The School Staff Survey ‘collective efficacy’ factor and Attitudes to School Survey ‘managing
bullying’ factor are used in calculating a school’s performance group using the Differentiated School
Performance Method (DSPM).
Attendance can also be used as a broad indicator of student health and wellbeing, as can growth in
NAPLAN data (Top 2 Bands, Benchmark Growth) and trends in VCE scores.
RESOURCE
Health, wellbeing and inclusion workforce practice model

Respectful Relationships
Student health and wellbeing
20
The school strengthens the health and wellbeing of students
Leaders and Leaders and teachers Teachers have developed Leaders establish
teachers implement agree on and integrate learning environments and sustain
health and wellbeing content knowledge, that engage students student belonging
policies and capabilities and health in purposeful and and engagement
frameworks within outcomes for students meaningful learning, programs that are
classrooms and in the curriculum plan. and that provide social developmentally
across the school. interactions that reinforce differentiated to
Teachers implement
students’ self-efficacy, support students’
Wellbeing leaders and evaluate classroom
abilities and potential. social-emotional skills,
and education and co-curricular
physical activity and
support staff develop programs that provide Leaders, teachers and
mental health.
structures and opportunities for all education support staff
programs to identify students to participate collaborate with families, Leaders, teachers and
and target support for in physical activity. community organisations, education support
students with mental and health and wellbeing staff engage students
Leaders, teachers and
health and social specialists, integrating and use a wide range
education support staff
wellbeing issues. evidence-based social and of data to design,
are trained to identify
emotional strategies into implement and
Teachers engage in at-risk students and
their learning programs. evaluate belonging
positive interactions use school referral
and engagement
with students. structures and Leaders, teachers and
programs.
pathways to gain students audit curriculum
Leaders put in
support internally and learning programs, Wellbeing leaders
place structures
and from external evaluating their capacity build the capacity of
and processes that
professionals. to engage students and to teachers to deliver
enable students to
improve their health and effective belonging and
have at least one Teachers show genuine
wellbeing. engagement programs
ongoing relationship interest in and care
to groups of students.
with a teacher for their students, and Leaders, teachers and
or other school engage in meaningful students collaborate Students demonstrate
staff member (a interactions to with other professionals how and where to
‘significant adult’ for understand their to develop IEPs, putting access assistance to
every student). learning, social and in place recommended support their health
emotional needs. strategies, and modifying and wellbeing.
curriculum and/or
Wellbeing leaders Wellbeing leaders
teaching and learning
undertake needs build strong networks
approaches to support
analyses to inform that provide direct
positive mindsets and
their understanding services to students
behaviours.
and planning of and their families,
preventative wellbeing Leaders and teachers build capacity of the
approaches for both establish a culture in which whole community
the school and the local all school staff have the and provide
community. skills and knowledge to comprehensive advice.
build positive relationships
with students.

Priority area: Positive climate for learning
EMPOWERING STUDENTS AND BUILDING SCHOOL PRIDE
OVERVIEW
Students who find their own voice in supportive schools are more likely to develop a confident voice, a
capacity to act in the world and a willingness to lead others. Student engagement is enhanced when
students feel able to exert influence and participate more fully in the classroom, school and community.
Voice, agency and leadership represent different aspects of student empowerment. Each aspect
relies on a student’s belief that they are both supported and empowered, in ways that help them to
develop their knowledge, skills and dispositions in the classroom, school and community. This requires
a deliberate, planned and coherent approach to embedding voice, agency and leadership within a
positive climate for learning.
• Attitude to Schools Survey – the ‘school connectedness’ and ‘student voice and agency’ factors
• School Staff Survey – the ‘use student feedback to improve practice’ and ‘trust in students and
parents’ factors
• Parent Opinion Survey – the ‘school pride and confidence’ and ‘student agency and voice’ factors.
Growth in NAPLAN data (Top 2 Bands, Benchmark Growth) and trends in VCE scores may be used as
long-term measures of school improvement efforts.
SUPPORTING RESOURCE
Student voice practice guide (Amplify)
22
The school activates student voice, agency and leadership
Leaders and teachers Students have access Leaders and teachers Students are actively
establish a Student to a broad range of proactively involve involved in and/or
Representative structured leadership students in decision- lead the design and
Council (SRC) which is roles in the school. making about planning implementation of
representative of the and improvement, school programs
student population. with links to the School and policy, creating
understand the role
Improvement Team (SIT) student-led
Leaders and teachers they play in supporting
and/or school council. learning, belonging
demonstrate that students to express
and engagement
student voice is their ideas and opinions. Leaders engage
opportunities.
important in building student leaders to elicit
Teachers provide
student motivation feedback on the level Leaders and teachers
students in leadership
and engagement, and of agency students continually engage
positions with training
are developing their have in their classroom with, listen to and
in the knowledge, skills
policies and practice learning. respond to the full
and attitudes needed
accordingly. range of student
to effectively exercise Leaders and teachers
views, priorities and
Students have some their student voice, create conditions which
feedback.
opportunities to direct leadership and agency. allow members of the
the path of their student leadership Teachers help to
Teachers and leaders
learning. teams to confidently develop students’
collect student
represent their fellow communication
A senior teacher perception and
students. and leadership
is responsible for engagement data.
skills, working with a
fostering student Leaders use surveys
variety of community
voice and supporting and student forums
members to provide
students in developing to monitor student
opportunities for
their leadership skills. perceptions of school
students to practise
culture and classroom
these skills.
practice.
Leaders, teachers and
Leaders and student
students regularly use
leaders annually review
on student perception
student leadership
and engagement data
positions and roles
when making decisions
with the view to making
about curriculum and
them more effective
planning.
and rewarding.


The school builds connectedness and school pride
Leaders and teachers Leaders and teachers Leaders monitor Leaders and teachers
acknowledge the have regular student belonging and embed a culture in
importance of creating opportunities for engagement through which students enjoy
a learning environment sharing and celebrating surveys and student strong social ties, and
that engenders a student and school forums, sharing data feel accepted, cared
feeling of pride and achievements, such as with students and for and supported by
connectedness among through the curriculum, seeking their feedback. their peers, teachers
students. school assemblies, and the wider school
Leaders review the
classroom presentations community.
Teachers celebrate effectiveness of the
and newsletters.
student achievement school’s family and Student leaders
at a classroom level. Teachers gather community events regularly hold
feedback to evaluate program, reviewing the student forums, and
Teacher discussions
whether students enjoy school’s strategy for collect and analyse
about students’
their learning, regard celebrating its benefits. student perception
achievements with
their teachers positively data, which informs
peers, parents/carers/ Leaders, teachers,
and feel they are taught teaching, learning,
kin and staff are students and
in an engaging way. wellbeing and broader
positive and designed community members
school improvement
to build student self- hold established events
programs.
esteem and pride in and traditions that
their achievements. are highly valued by Leaders and teachers
leadership, as they are committed
foster belonging, to and prioritise
engagement and celebration of all
school pride. student achievement
and progress across,
and beyond, the
curriculum.
maintain positive
relationships with
members of the
community, and engage
them in the events,
activities and promotion
of the school.
24
SETTING EXPECTATIONS AND PROMOTING INCLUSION
OVERVIEW
A key driver of school improvement is raising and maintaining expectations of students. Schools and
teachers need to know and understand their students and families, and believe all students can learn.
They sustain an individual and collective sense of efficacy by actively promoting students’ sense of
pride and self-respect.
Inclusive education ensures that all children and young people living with disabilities or additional
needs can participate, achieve and grow. Students with different abilities and needs are not
discriminated against, and reasonable adjustments are made to enable them to participate in
education on the same basis as their peers.
Safe, supportive and inclusive schools promote, protect and celebrate diversity. They actively
prioritise understanding of others, acknowledging the right of every child, no matter their identity,
background or ability, to achieve the best possible outcomes at school.
MEASURES
• School Staff Survey – ‘collective efficacy’ and ‘collective focus on student learning’ factors
• Attitudes to School Survey – the ‘high expectations for success’, ‘effective classroom behaviour’,
‘sense of inclusion’, ‘respect for diversity’ and ‘managing bullying’ factors
• Parent Opinion Survey – the ‘high expectations for success’, ‘student safety’, ‘promoting positive
behaviour’, ‘managing bullying’ and ‘respect for diversity’ factors.
The School Staff Survey ‘collective efficacy’ factor and Attitudes to School Survey ‘managing
bullying’ factor are used in calculating a school’s performance group using the Differentiated School
School-wide Positive Behaviour Support

Safe schools


The school strengthens engagement
Leaders, in conjunction Leaders oversee the Leaders and teachers Leaders use data
with staff and key introduction of a observe actions collected through
stakeholders, develop positive behaviour endorsed by the the school’s
a Student Engagement framework. school’s positive positive behaviours
Policy that establishes behaviours framework. framework to monitor
Teachers build their
a school-wide and minimise the
capacity to subtly Leaders and teachers
approach to optimising risk of student
and unobtrusively co-design a set of
student attendance disengagement.
intervene when a school-endorsed
and engagement.
student starts to teaching techniques Leaders and teachers
Leaders set high distract other learners. to help minimise implement good
expectations classroom interruptions teaching practice
for attendance and maintain on-task and build positive to
work with parents/
and implement learning. strengthen students’
carers/kin and students
early intervention engagement, effort and
to address the needs Teachers design their
approaches to belief in their capacity
of students at risk practice to respond to
address absence. to succeed.
of disengaging with the various learning
Leaders oversee the school/learning. needs of individuals Leaders and teachers
documentation of the and groups, especially receive feedback
school’s enrolment for those at risk of identifying the level
and induction disengaging, or with of student support
processes, ensuring special needs. across all classes,
that reasonable helping to provide
adjustments are made safe and welcoming
for students and environments for on-
families with diverse task learning.
needs.
26
The school strengthens inclusion
Leaders and teachers Leaders assign a School governance Teachers support
develop and document senior staff member and leaders make parents/carers/
a Child Safe policy and to coordinate a team reasonable adjustments kin to participate in
plan. approach, ensuring the to offer support for decision-making, and
availability of a wide students with diverse to access facilities and
range of services and needs. services.
establish a respectful
supports for students
environment, inclusive Teachers build Students’ changing
with diverse needs.
of students and a collaborative needs are evaluated
families from diverse Leaders establish partnership with in a timely, proactive
backgrounds and processes for identifying parents/carers/ and strategic manner,
communities. the needs, interests and kin respecting their in collaboration with
strengths of students understanding of their their families.
Leaders, teachers,
with diverse needs, children’s learning
students and parents/ Leaders and teachers
working with teachers to needs, development and
carers/kin share the provide additional
support their classroom achievement.
view that all students programs for students
practice.
should be equally Leaders work with with diverse needs,
valued and catered Leaders allocate Area multidisciplinary and utilise external
for regardless of their resources to ensure team experts annually support/agencies
diverse needs and that education to complete a cohort- if unable to provide
backgrounds. support staff and Area specific, inclusive these internally.
multidisciplinary teams climate assessment to
Teachers encourage
are engaged to support identify opportunities
and support
individual students as for and barriers to
parents/ carers/
required. inclusion. They plan for
kin participation in
adjustments that will
decision-making
enhance the whole-
about their child with
school culture for
diverse needs.
inclusion.
Leaders support
teachers to work with
parents/ carers/kin to
make decisions in the
best interest of the
child.

INTELLECTUAL ENGAGEMENT AND SELF-AWARENESS
OVERVIEW
Students engage deeply in learning when it is interesting, relevant and appropriately challenging,
and when they receive meaningful and regular feedback about their progress. A student’s
intellectual engagement occurs when authentic and open-ended tasks develop their capabilities
and self-efficacy.
Teaching metacognitive strategies supports students in articulating and evaluating their progress.
They self-regulate and take responsibility for their learning.
MEASURES
• School Staff Survey – the ‘believe student engagement is the key to learning’, ‘academic emphasis’,
‘collective focus on student learning’ and ‘promote student ownership of learning goals’ factors
• Attitudes to School Survey– the ‘differentiated learning challenge’, ‘stimulated learning’, ‘motivation
and interest’ and ‘self-regulation and goal-setting’ factors
• Parent Opinion Survey – the ‘stimulating learning environment’ and ‘student motivation
and support’ factors.
The School Staff Survey ‘academic emphasis’ factor and Attitudes to School Survey ‘stimulating
learning’ factors are used in calculating a school’s performance group using the Differentiated School
RESOURCE
The VTLM: High Impact Teaching Strategies (HITS), Pedagogical Model and Practice Principles
28
The school develops intellectual engagement
Teachers are supported Teacher teams Teacher teams have Teacher teams agree
to analyse and use collaborate to analyse deep knowledge and on rigorous processes
assessment data and and use data to inform competence in rigorous to collect, analyse
student feedback data teaching practice. analysis of student and use student data,
to develop common assessment data to set enabling them to
Teachers work with
learning goals for learning goals. construct challenging
students to develop
students. learning for all
learning goals, and Teachers routinely
students.
Teachers plan learning strategies for achieving collaborate with each
sequences that those goals, by other and with students Teachers use data to
engage students, measuring growth in to modify and adapt evaluate the impact of
stimulating curiosity student learning. their teaching. their practice and the
and engagement. extent to which their
Teachers plan learning Teachers use reciprocal
teaching motivates and
sequences and feedback for planning
engages students.
assessments that reflect and teaching to
student needs, interests ensure academic Teachers use
and abilities. rigour, curiosity and formal and informal
engagement in learning. approaches to eliciting
Teachers build on
student feedback
students’ knowledge Teachers plan and
that informs their
and scaffold new identify opportunities
planning, teaching and
learning, focusing on for students to
assessment.
goals that engage actively engage in
students and improve designing learning Teacher teams use
their confidence. that is challenging, established processes
inquiry based and for engaging
discipline rich. students in reviewing
teaching practices,
to ensure all students
are appropriately
challenged and
extended.


Metacognitive strategies are integrated in teaching and learning practices
Teachers explain to PLCs/PLTs collaborate Teachers sustain Teachers collaborate
students that self- to develop and learning environments with students to
reflection and thinking implement a broad in which students make design rich, open-
strategies are effective range of differentiated informed choices about ended tasks, and use
ways to promote learning strategies, the most appropriate student achievement
growth in learning. which students draw learning activities and data to tailor learning,
on to set learning goals strategies for their employing strategies
and monitor progress. learning goals. that are appropriately
challenging for each
Teachers support Teachers provide
student.
students in problem- critical thinking
solving and in making tools, strategies and Teachers support
informed choices about processes that enable students in developing
appropriate learning students to plan, a growth mindset
strategies. monitor and evaluate and apply strategies
their learning. which promote
analysis, synthesis and
innovation.
Teachers incorporate
metacognitive
strategies in their day-
to-day teaching.
30
PRIORITY AREA
PROFESSIONAL LEADERSHIP
VISION, VALUES AND CULTURE
OVERVIEW
Our shared vision is to give every Victorian child and young person the best learning and
development experience, and to uphold the shared values of integrity, responsiveness, impartiality,
accountability, respect, leadership and a commitment to human rights. Schools collaborate through
networks and Communities of Practice to share expertise, challenges and learn from one another.
A school’s vision makes clear to the whole school community its values and what it aims to achieve.
The creation of a positive school climate rests on sharing, working together and revisiting vision and
ambition, together with strategies that support the school’s objectives and enhance the quality of
teaching and learning.
Schools routinely build their vision, values and culture through communication with students, staff
and parents/carers/kin, and through forging strong partnerships with community organisations and
other service providers. Successful school leaders demonstrate their capacity to lead the school
community through a future-focused vision, underpinned by a common purpose and shared values.
Such alignment is integral to building a positive school culture that sustains continuous improvement.
• School Staff Survey – the ‘cultural leadership’ and ‘visibility’ factors
• Attitude to Schools Survey – the ‘school connectedness’ factor
• Parent Opinion Survey – the ‘school improvement’ and ‘general satisfaction’ factors.
SUPPORTING RESOURCE
The VTLM: Vision for Learning

Priority area: Professional leadership

The school embeds vision and values
Leaders engage staff Leaders engage Leaders clearly Leaders and teachers
in discussions about teachers in developing a articulate the school’s work together with
the school’s vision, shared vision for school vision and values, their the whole school
values and goals in the improvement with links importance in guiding community to develop
SSP, and connecting to the system’s vision all school work and and demonstrate
them to the system’s and values. the connection to the values, informed by
vision and values. system’s vision and the school’s vision,
Leaders work with
values. embedding these
Leaders set goals for teachers to identify
deeply in everyday
the school, specifying improvement goals, Leaders work with
practices.
school improvement and desired levels staff to design school
targets from the of achievement, policies, processes and Leaders and teachers
SSP. They clarify while clarifying the teaching programs develop reciprocal
expectations that the relationship between grounded in agreed partnerships with
goals are informed planning and teaching vision, values and other schools through
by, and impact on, and anticipated goals. SSP goals, and in key networks and/or
teaching and learning. improvement strategies Communities of
Leaders actively engage
and targets. Practice.
Leaders provide with the whole school
opportunities for community and use Leaders construct
members of the school a range of decision- monitoring systems
community to have a making strategies in to evaluate how well
voice, and for students and activities to ensure programs and activities
to understand commitment to the are aligned with the
how their own school’s vision. vision and goals.
connectedness to the
school is underpinned
by values which they
play a part in creating.
32
The school builds a positive school culture
Leaders and teachers Leaders support Leaders strongly Leaders transform
engage in discussions teachers in building reinforce the factors and their vision into
about the school’s resilient, school-wide processes that produce systems, processes
culture and what can classroom cultures. a positive culture across and practices that
be done to strengthen the school. are supported by
Teachers and leaders
that culture. staff, students and
agree on what Leaders observe
community members.
Teachers establish constitutes evidence- classroom and school
their own classroom based teaching, learning culture through Leaders respond in
procedures, and wellbeing practices. frequent visits to ways that motivate
expectations and classrooms at mutually and lift the morale
Leaders use discussion
consequences. agreed times. of leadership teams,
and evaluation tools
teachers, students and
to examine levels of Leaders, in conjunction
community members.
agreement about school with teachers, students
practices and agreed and others in the Leaders, teachers and
norms, in order to build school community, students engage the
positive classroom and review the school’s school community in
wider school culture. vision and values on a supporting the student
four-year cycle. learning program.
Teachers collaborate
and support each other Leaders and teachers
in upholding the shared use a variety of
vision, values and feedback mechanisms
culture of the school. with parents/carers/
kin, students and
peers to build a shared
understanding of
expectations held by
the school and wider
community.

BUILDING LEADERSHIP TEAMS
OVERVIEW
School leaders play a critical role in school improvement, including by developing the capabilities
of staff in leadership teams to implement and sustain change. Effective school leaders develop
structures that support evidence-informed learning. Effective school leadership is measured by the
quality of relationships that support achievement, engagement and wellbeing.
The quality, strength and resilience of leadership teams relies on organisational structures which
support and enhance shared approaches to leadership tasks. Such collaboration requires time, and,
together with data analysis, is essential to sustaining continuous improvement. System leaders play
an important role in networks and Communities of Practice to share practice, build capacity and
learn from their peers.
Results from the School Staff Survey, available in Panorama, can be used to measure progress, and
as success indicators. Suggested factors include: the ‘leading change’, ‘shielding and buffering’,
‘understand contribution to school improvement’ and ‘flexibility’ factors.
SUPPORTING RESOURCE
FISO Strategic Enablers for Implementation Guide
34
The leadership team leads school improvement
Leaders have a Leaders establish a SIT The SIT has a shared The SIT, PLCs/PLTs,
basic understanding to drive and oversee the understanding of why teachers and school
of current school implementation of the and how AIP strategies council work together
improvement research school’s improvement and actions will be to maintain a focus on
and use student plans/strategies. implemented, and how improvement across
data to influence the these will support the the school. The goals
The SIT plays a key role
school’s choice of FISO school’s vision, values of the SSP are linked
in shaping the school’s
priorities for school and culture. to the strategies and
improvement plans
improvement. actions of the AIP.
and goals, outlined in The SIT develops
Leaders encourage the SSP. leadership capability The timetable and
staff to trial high- among teachers in the meeting schedules
Leaders provide clear
impact classroom implementation and prioritise collaboration
and explicit direction
teaching techniques monitoring of PLCs/ for improvement
and support for the
linked to an emerging PLTs, fostering a culture across all teams.
SIT’s activities, including
model of pedagogy. of improvement across
raising awareness The SIT establishes
the school.
across the school a culture of review,
community of its SIT members responsibility and
improvement goals and communicate to the shared accountability
targets, identified in the wider school community among all staff in
SSP and AIP. the school’s vision, ensuring school
values and culture, and improvement.
The SIT facilitates
the priorities which drive
discussions on The SIT makes
its improvement agenda.
evidence-based decisions based
school improvement on a shared and
models and how they strongly held belief
may help the school that the school, with
with sequencing and wider community
managing change. support, can sustain
improvement.


School leadership is shared
The principal Leaders develop Leaders collaborate with Leaders demonstrate
identifies teachers to processes which staff to document and high levels of self-
whom they delegate enhance the leadership clearly communicate efficacy and collective
specific leadership potential of all staff. leadership roles, responsibility for all
tasks or roles. responsibilities and elements of school
Leaders establish
accountabilities, improvement and
Leaders take account formal and informal
aligned with the school’s student achievement,
of teacher and leader structures to canvass
priorities. engagement and
input and feedback the views of staff when
wellbeing.
when making formulating decisions. Leaders ensure
decisions. building leadership Leaders can rely
Leaders understand
capability across the on one another,
Leaders have different that collectively, they
school is affected are motivated and
understandings about are responsible for
by opportunities for work harmoniously
the school’s priorities. improving student
leadership development, to provide resilient,
learning and
There is scope including coaching and shared leadership.
achievement.
for leaders’ roles, mentoring.
Leaders analyse
responsibilities and Leaders acknowledge
Leaders review staff perception
accountabilities to be that all teachers are
leadership roles to data and work as a
strengthened. leaders of learning in
identify ways in which team to understand
classrooms and across
the effectiveness of the and address any
the school, and actively
leadership team and staff concerns about
provide opportunities
middle-level leader may leadership in the
for them to demonstrate
be enhanced. school.
that leadership.
36
STRATEGIC RESOURCE MANAGEMENT
OVERVIEW
Strategic resource management is a critical factor in continuous school improvement. Successful

leaders embrace ambiguous, complex and challenging contexts and work with others to seek creative
and innovative solutions while ensuring integrity. Effective organisational design helps to focus school
staff on delivery of the school’s strategic plan.
Successful leaders allocate resources to serve the overarching strategic vision and goals of the
school community. They enhance the quality of teaching and learning by determining what teaching
expertise and resources are critical to achieving student learning goals. The principal is the primary
decision-maker for resource allocation. They use agreed consultative mechanisms to make decisions.
Results from the School Staff Survey, available in Panorama, can be used to measure progress, and
as success indicators. Suggested factors include: the ‘intellectual stimulation’ and ‘shielding and
buffering’ factors.
Equity Funding Planning and Intervention Guide

Organisation design


School leaders invest in strategic thinking, planning and resource allocation
Leaders articulate a Leaders demonstrate Leaders use Leaders’
clear direction for the an understanding of the improvement strategies understanding of
school, relevant to its school’s context and appropriate to desired broader educational
social context. readiness to embrace changes. Their influences, both
improvement initiatives. initiatives within a globally and nationally,
Leaders determine the
Community of Practice informs strategic
allocation of school Leaders develop
inform their thinking thinking, planning and
resources based on decision-making
and planning. resource allocation.
immediate school and processes and use a
student needs. consultative approach Leaders use school Leaders embrace
to strategic planning. student achievement, uncertain, complex
Leaders use whole-
wellbeing and and challenging
school data to identify Leaders ensure that the
engagement data for contexts and work
school improvement goals of the SSP and
strategic planning and within a Community
goals linked to the AIP. AIP are prioritised in the
accountability. of Practice to
allocation of resources.
Leaders meet seek creative and
Leaders develop a clear
resourcing The school has a data innovative solutions.
line of sight between
priorities through management system This includes the
school improvement
their consultative that enables teachers to exploitation of new
goals, school-wide
processes. readily access and use strategies, community
improvement strategies
data at team, class and resources and
and resourcing.
individual levels. opportunities.
Leaders monitor
Leaders use the FISO
the performance of
Improvement Cycle to
the school and plan
trial the resourcing of
expenditure to support
new strategies, and
positive outcomes for
continuously monitor
students.
their impact.
Leaders strengthen
Leaders audit
workforce profiling and
processes and
planning to ensure that
programs to refine
resources are directed
organisational
to improving the
practices, reduce
quality of teaching and
duplication and
learning.
improve efficiency.
38
Leaders use human resources strategically
Leaders recruit school Leaders recruit Leaders anticipate and Leaders integrate
staff who offer the personnel and prepare for changes student achievement
best fit for the school’s change the roles and in senior staff, by data into goal-
current needs. responsibilities of improving the abilities setting, workforce
personnel to best meet and expertise of other planning, professional
Leaders make
the school’s objectives. teachers to fill these development and
recruitment decisions
roles. strategic resource
by assessing the Leaders assess the
planning processes.
school’s staff school’s current and Leaders invest
shortages and short- anticipated staffing strategically in forms Leaders are rigorous
term goals. needs, planned of professional learning in the recruitment,
developments and that support school induction and
Leaders work with
short-term goals when goals and priorities. succession planning
staff to identify
making recruitment of staff with specific
and prioritise their Leaders monitor and
decisions. expertise, to meet the
professional learning evaluate the impact of
required goals and
needs, based on Leaders identify and professional learning
targets of the SSP.
gaps between the implement professional and PLCs/PLTs,
requirements of their learning aligned with measuring progress in Leaders create
roles and their current staff learning plans and meeting school goals challenging roles
knowledge and skills. school priorities. and priorities. that encourage the
development of
Leaders ensure that Leaders allocate Leaders and teacher
experienced teachers
beginning teachers time and resources mentors support
and leaders.
and teachers new to to support teacher beginning and new
the school are given a collaboration. teachers to understand New and beginning
thorough induction. and contribute to the teachers actively work
Leaders ensure that
school’s program. with their colleagues
beginning teachers
Their feedback informs to shape the school’s
and teachers new
review of the induction learning program.
to the school have a
processes.
thorough induction Leaders strategically
and are supported by review organisational
experienced mentors. design and structure
to ensure optimal use
of human resources,
roles and functions in
supporting continuous
improvement
in learning and
achievement.

INSTRUCTIONAL AND SHARED LEADERSHIP
OVERVIEW
Leadership is a collaborative endeavour involving leaders, teachers and students. Leaders and
teachers build and foster a culture of trust, respect and systematic enquiry. Student learning and
achievements are the core priority. Leaders coordinate the planning and evaluation of the curriculum,
assessment practices and pedagogies. They discuss the nature of provision, evaluating opportunities
for teachers to improve and enhance their practice. This entails a critical focus on student
engagement and wellbeing, and the impact of both on achievement.
Leaders hold themselves accountable for collaborative effort, sharing leadership and developing
and empowering teachers. They also continuously build their own leadership capabilities. This
accountability applies to leadership within the classroom, as well as in the broader school community.
Results from the School Staff Survey, available in Panorama, may be used to measure progress,
and as success indicators. Suggested factors include: the ‘instructional leadership’, ‘coherence’,
‘applicability of professional learning’ and ‘understand contribution to school improvement’ factors.
The ‘instructional leadership’ factor from the School Staff Survey is used to calculate a school’s
performance group using the Differentiated School Performance Method (DSPM).
Communities of Practice
Professional Learning Communities
The Strategic Enablers for Implementation Guide
40
School leaders lead teaching and learning
Leaders occasionally Leaders participate Leaders act as Leaders guide and
share their knowledge in and lead ‘challenge partners’ for challenge staff to use
of the curriculum professional learning teachers and PLCs/PLTs. data and other sources
and pedagogical and for staff, sharing of evidence to plan
assessment practices research, evidence learning and teaching,
together systematically
with teachers. and knowledge of and to evaluate
visit and review
curriculum, pedagogy the impact of their
Leaders occasionally classroom practice.
and assessment. teaching on student
lead staff professional
Leaders and PLCs/ achievements.
learning. Leaders support
PLTs routinely collect,
teachers to review their Leaders use the PDP
Leaders respond to analyse and use
classroom practice process to align teacher
teachers seeking data to measure the
using a range of instructional and
advice on the school’s impact of teaching,
reflective activities. evaluation practices
curriculum, pedagogy adjusting curriculum
with the school’s goals
and assessment Leaders analyse data and strategic planning,
and priorities.
priorities and practices. to plan and evaluate content, processes
teaching and learning. and documentation Leaders act on the
accordingly. understanding that
Leaders ensure that
they are accountable,
PLCs/PLTs have
individually and
allocated meeting time
collectively, for leading
to evaluate the impact
the development and
of their teaching on
performance of staff.
student learning and
achievement. Leaders develop
reciprocal partnerships
Leaders have a strong
with other schools
connection with their
through networks and
staff built on a culture
of trust and mutual
as system leaders.
respect.


The leadership team leads professional learning
Leaders participate Leaders regularly Leaders mentor or Leaders participate
in professional and participate in coach colleagues who in and actively
community networks professional learning are keen to improve lead network and/
and forums to broaden with their staff, in their teaching and or Communities of
their knowledge and formal, structured administrative skills. Practice, sharing
practice. professional learning knowledge and
Leaders engage in
teams, and through enabling staff to gain
Leaders and teachers networks and/or
informal discussions, access to high-quality
document the Communities of Practice.
coaching and professional learning.
school’s whole-school
mentoring. Leaders make
professional learning Leaders participate
significant contributions
program. Leaders create a in learning ‘walks
to the work of the
climate in which and talks’ in other
Leaders implement school’s PLCs/PLTs
teachers and senior schools to monitor
an induction program by collecting real-
leaders know they can and evaluate the
for new teachers, time data and giving
engage in challenging impact of teacher
introducing them feedback on the quality
discussions about professional learning
to the professional of work undertaken.
teaching and learning, and improvements in
learning culture of the
and about school Leaders provide time practice.
school.
reform initiatives. and resources for
teachers to research
Leading teachers
and create new
support and facilitate
approaches in which
the school’s professional
impact is measured.
learning program.
Findings are integrated
into school improvement
plans and processes.
Leaders design
strategies and
processes that support
leadership development
and create leadership
roles within the school.
42
PRIORITY AREA
COMMUNITY ENGAGEMENT IN LEARNING
BUILDING COMMUNITIES
OVERVIEW
Schools serve the community through engaging and working inclusively with a broad range of people
and organisations. Schools can strengthen community cohesion, helping to improve student learning
within and beyond school. Strong communities act as a support network for student health, wellbeing
and engagement. They support students’ learning and development and enhance social inclusion.
Through strong community partnerships, students can engage in the world of work, building
different pathways and social networks. These help to create smooth transitions into further
education, training and employment. Strong community partnerships are crucial for building trust
and enabling cultural connectivity. Working with the community also gives schools access to local
expertise, facilities, resources and services, which can help students overcome barriers and reach
their full potential.
MEASURES
• School Staff Survey – the ‘parent and community involvement’ and ‘parent and community
involvement, engagement and outreach’ factors
• Parent Opinion Survey – the ‘parent participation and involvement’ and ‘school communication’
factors.
The VTLM: Practice Principles

Information for parents

Priority area: Community engagement in learning

The school advances community engagement
Leaders recognise that Leaders create Leaders actively Leaders, teachers
broader community opportunities for collaborate with and students create
engagement is key community groups community groups and a community-focused
to building and and volunteers to members to provide and outward-looking
strengthening the participate in the joint services, programs environment, with the
community and operations of the school, and activities for school functioning as
enhancing student and encourage the use parents/carers/kin, and a community hub.
outcomes. of school resources the wider community,
Leaders encourage
and facilities by the such as adult education
Leaders encourage collaboration with
community. programs.
community diverse community
participation in Leaders develop Leaders ensure that groups, and the school
school activities and partnerships with key inclusive school policies, provides services
provide access to tertiary, community programs and practices and activities before,
school resources and and employment are monitored and during and after
facilities to strengthen organisations to evaluated for their school hours.
school and community build aspirations and effectiveness.
Leaders, teachers
connections. opportunities for
Leaders establish a and students have
students.
Leaders ensure monitoring system that developed sustainable
inclusive school Leaders identify data offers insights into the and effective ways
policies, programs and tools which can level of community to engage with the
and practices are assist evaluation of engagement and helps broader community,
developed to build the level of community to identify the most which is regularly
mutual trust and engagement over time. effective strategies for involved in school
respect between engagement. activities.
the school and the
Community members
community.
and groups are active
contributors to school
decision-making and
have a voice in relevant
school decisions.
Leaders ensure that
inclusive school
policies, programs
and practices are
monitored and
evaluated for their
effectiveness.
44
PARENTS AND CARERS AS PARTNERS
OVERVIEW
Parents and carers as partners encompass children’s learning and development at home, at school
and in communities. Parents and carers provide learning opportunities at home and in communities,
creating connections between learning at school and learning outside of school. When schools and
families work together, children can become more engaged with their school work, achieve better
academically, stay in school longer and develop better social skills. Effective partnerships enrich
wellbeing, achievement and engagement by focusing on student needs.
• Parent Opinion Survey – the ‘parent participation and involvement’, ‘school communication’ and
‘teacher communication’ factors
• School Staff Survey – the ‘parent and community involvement, engagement, and outreach’ and
‘trust in students and parents’ factors.
Parent Information Kits

Information for parents


The school develops communication and meaningful partnerships with
parents/carers/kin
Leaders provide Leaders, teachers and Leaders develop Leaders and
opportunities for students encourage a community teachers establish
parents/carers/ parents/carers/kin to engagement strategy, sustainable and
kin to engage in participate in activities seeking feedback from effective partnerships
decision-making specifically designed parents/carers/kin with parents/carers/
activities through to provide them with on the effectiveness kin in which their
mechanisms such as information and to of strategic plans engagement becomes
parent associations, engage them with for strengthening embedded within the
committees and school school life. community engagement school culture.
councils. and the use of digital
Leaders ensure that Leaders offer a
technology.
Leaders and school parents/carers/kin range of forums in
councils develop have opportunities Leaders periodically which parents are
policies and to review and make review existing school encouraged to give
procedures and make suggestions about policies, practices feedback and raise
them available to school guidelines, and procedures, in any issues or concerns.
parents/carers/kin. as well as about consultation with These forums can help
expectations for parents/carers/kin and direct the school’s
Leaders and staff
student learning, students, to identify future.
ensure all students,
wellbeing and issues regarding
parents/carers/kin, feel Parents/carers/kin
engagement. existing school
safe, welcomed and routinely promote the
processes and practice.
supported in the school. Leaders have school and celebrate
developed clear its achievements in the
processes for wider community.
responding to parent
concerns. These are
well understood by
parents/carers/kin.
46
Home learning connects with school learning
Teachers provide Leaders provide Leaders and teachers Parents/carers/
information to multiple opportunities value and acknowledge kin uphold positive
parents/carers/kin for parents/carers/kin the diverse expertise attitudes to learning,
on how they can to discuss with teachers and experiences and consistently
most effectively their respective roles in of parents/carers/ support the school’s
support their child’s supporting the child’s kin. They adapt their expectations
learning, health and learning, health and approaches, including by working with
wellbeing using digital wellbeing needs. through outreach and teachers to set high
and other forms of engagement in school expectations to
Teachers encourage
communication. co-curricular activities, improve outcomes for
parents/carers/kin to
to strengthen school all students.
Teachers regularly talk with their child
and home partnerships.
update parents/ about what they are Staff design,
carers/kin on the learning at school and Teachers schedule implement and
status and progress of actively engage in home teacher, parent/ evaluate effective
their child’s learning, learning activities. carer and student programs designed to
with protocols in place conferences to enhance the capacity
Leaders establish a
to respond to issues discuss goals and of parents/carers/kin
school-wide homework
and concerns. targets, learning, to support learning at
policy. This includes
individual progress home.
Teachers engage with the need for explicit
and achievements,
parents/carers/kin teaching of study skills, Leaders ensure
using technology which
to develop learning expectations about embedded school
improves access where
plans which support the time allocated for practices cater
relevant.
students with specific home learning, and for parent/carer/
learning needs. the requirement that Teachers, parents/ kin diversity, and
teachers give students carers/kin work that barriers to
specific feedback on together to consistently engagement are
set homework. support and reinforce reduced or removed.
expectations about
every child’s learning
effort and behaviour.
Teachers work with
parents/carers/kin to
overcome barriers to
family engagement with
the school, which might
inhibit support for their
child’s learning, health
and wellbeing.

NETWORKS WITH SCHOOLS, SERVICES AND AGENCIES
OVERVIEW
Schools develop and foster partnerships with other schools, their CoP, community-based
organisations, service agencies, government and non-government organisations to create networks
that promote and support student achievement, wellbeing and engagement.
Effective partnerships develop common understandings and evidence-based practices, challenging
potential barriers to learning and engagement. They support health and wellbeing, promote
positive social relationships, allow for service referrals, and support students to achieve more and
raise their aspirations.
Existing system data on networks with schools, services and agencies is limited.
The ‘school stage transitions’ factor in the Attitudes to School Survey, and the ‘positive transitions’
factor in the Parent Opinion Survey, may help schools gauge the strength of their networks.
A useful resource for specialist schools is the Parent Opinion Survey ‘satisfaction with services around
special needs’ factor.
Partnerships and Collaboration with Other Schools

The school establishes partnerships
Leaders and Leaders and Leaders and teachers Leaders establish the school
teachers work with teachers establish participate in networked as a hub, with community
specialist services, partnership links, learning communities in services on-site, and
education providers connections and which students’ specific provide access and referral
and community referral pathways needs are addressed pathways to community
organisations to services, through the sharing of support services.
to support the agencies, and facilities, expertise and
Partnership members
learning, health and community knowledge.
collaborate to plan,
wellbeing needs of learning
Partnership members forge strategically engaging in
individual students. organisations
agreements and create joint actions and collectively
that support
Leaders consider structures that promote monitoring progress at
students with
using school the sharing of facilities, regular intervals.
specific learning,
facilities for the expertise and professional
engagement, Leaders, teachers and
delivery of services. knowledge.
health and partnership members
Leaders commit wellbeing needs. Leaders collaborate with actively seek to grow and
resources to establish partners and networks to diversify their partnerships/
and maintain strengthen expectations and networks for the benefit of
partnerships and close gaps in achievement the school community.
networks. for specific student groups.
48
GLOBAL CITIZENSHIP
OVERVIEW
Global citizenship means an awareness of the interconnectedness among people, societies and
environments around the globe. It emphasises responsibilities and contribution to a global society
and economy. When students develop a sense of global citizenship, they learn to respect seminal
universal values such as peace, sustainability and upholding the human rights and dignity of all
people.
Global citizenship programs develop students’ knowledge, skills, attitudes and values. Effective
schools draw on real-life intercultural experiences which deepen students’ understanding of the world
and their place in it.
Schools can use assessment against the Civics and Citizenship Curriculum Achievement Standards.
VCAA Intercultural Capability Teaching Resources

The school develops systems to guide a global focus
Discussions directed Leaders establish and Leaders provide Leaders engage
by leaders have direct a working group resources to with culturally
convinced school to guide, support, support the staged diverse communities,
councillors, parents, monitor and report development and identifying and
teachers and students on the school’s global implementation of establishing
that the school needs learning practices. a global citizenship partnerships that
to adopt a curriculum curriculum. promote practical
Leaders establish
that fosters global application of students’
a working group to Leaders oversee a
citizenship and language- learning,
audit the curriculum global citizenship
intercultural capacity. as well as their global
to determine the working group to
and intercultural
Leaders support extent to which collaboratively develop
capabilities.
teachers to run whole- global citizenship is a school- wide plan,
school activities integrated sequentially identifying milestones Leaders establish and
designed to lift the through the curriculum. for integrating global sustain a ‘sister school’
profile of global learning, intercultural arrangement with one
education and develop capability and or more schools.
global citizenship and languages education.
intercultural capability.


The school develops teacher capacity in global citizenship
Teachers are Teachers work in Teachers develop Teacher promote
encouraged to work in teams to promote their awareness of efficacy in developing
teams when devising the integration of a where to access online students’ global
their global citizenship global focus across resources to inform preparedness
curriculum. curriculum learning their globalisation unit through participation
areas and year levels. and lesson planning in conferences,
Teachers visit each
and share this with their international study
other’s classrooms Teachers receive
colleagues. tours and teacher
to observe and give support to attend
exchanges.
feedback on how programs that focus on Leaders support
classes are promoting learning about cultural teachers to access Teachers demonstrate
students’ intercultural understandings and professional reading leadership in
capabilities. practices, and/or and teaching promoting global
language learning. resources that support citizenship, intercultural
them to improve capacity and
their curriculum languages education
development and by supporting other
teaching of intercultural schools to become
capabilities. globally focused.
50

Excellence in Teaching and Learning: Priority Area

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Excellence in Teaching and Learning: Priority Area

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PRIORITY AREA

EXCELLENCE IN TEACHING AND LEARNING

The VTLM Pedagogical Model and Practice Principles

Professional learning is focused on improving teaching effectiveness

FISO Continua of Practice for School Improvement | 9

EMERGING EVOLVING EMBEDDING EXCELLING

FISO Continua of Practice for School Improvement | 11

CURRICULUM PLANNING AND ASSESSMENT

Whole school guide to curriculum planning

FISO Continua of Practice for School Improvement | 13

EMERGING EVOLVING EMBEDDING EXCELLING

To support excellence in practice, teachers develop a shared understanding of what effective

FISO Continua of Practice for School Improvement | 15

EMERGING EVOLVING EMBEDDING EXCELLING

Assessment of Student Achievement and Progress

FISO Continua of Practice for School Improvement | 17

EMERGING EVOLVING EMBEDDING EXCELLING

FISO Continua of Practice for School Improvement | 19

Health, wellbeing and inclusion workforce practice model

FISO Continua of Practice for School Improvement | 21

EMPOWERING STUDENTS AND BUILDING SCHOOL PRIDE

Student voice practice guide (Amplify)

FISO Continua of Practice for School Improvement | 23

EMERGING EVOLVING EMBEDDING EXCELLING

School-wide Positive Behaviour Support

FISO Continua of Practice for School Improvement | 25

EMERGING EVOLVING EMBEDDING EXCELLING

FISO Continua of Practice for School Improvement | 27

INTELLECTUAL ENGAGEMENT AND SELF-AWARENESS

FISO Continua of Practice for School Improvement | 29

EMERGING EVOLVING EMBEDDING EXCELLING

The VTLM: Vision for Learning

FISO Continua of Practice for School Improvement | 31

EMERGING EVOLVING EMBEDDING EXCELLING

FISO Continua of Practice for School Improvement | 33

BUILDING LEADERSHIP TEAMS

FISO Strategic Enablers for Implementation Guide

FISO Continua of Practice for School Improvement | 35

EMERGING EVOLVING EMBEDDING EXCELLING

Strategic resource management is a critical factor in continuous school improvement. Successful

Equity Funding Planning and Intervention Guide

FISO Continua of Practice for School Improvement | 37

EMERGING EVOLVING EMBEDDING EXCELLING

FISO Continua of Practice for School Improvement | 39

INSTRUCTIONAL AND SHARED LEADERSHIP

FISO Continua of Practice for School Improvement | 41

EMERGING EVOLVING EMBEDDING EXCELLING

The VTLM: Practice Principles

FISO Continua of Practice for School Improvement | 43

EMERGING EVOLVING EMBEDDING EXCELLING

Parent Information Kits

FISO Continua of Practice for School Improvement | 45

EMERGING EVOLVING EMBEDDING EXCELLING

FISO Continua of Practice for School Improvement | 47

NETWORKS WITH SCHOOLS, SERVICES AND AGENCIES

EMERGING EVOLVING EMBEDDING EXCELLING

EMERGING EVOLVING EMBEDDING EXCELLING

FISO Continua of Practice for School Improvement | 49

EMERGING EVOLVING EMBEDDING EXCELLING

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