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What is our Visionfor Learning?What are the PracticePrinciples?‘All students are empowered to learn and achieve, toexperience high quality teaching practice and the bestconditions for learning which equip them with the knowledge,skills and dispositions for lifelong learning and to shape theworld around them.’The Practice Principles for Excellence in Teaching andLearning provide a foundation for the conversations,collaborations and actions at the centre of teaching andlearning. For most teachers the Practice Principles will bea familiar part of everyday practice, so the purpose of thisresource is to bring them together to guide teacher reflectionsand conversations about what they teach, the way they teach,and how they think about teaching. Early years teachers willalso draw on the VEYLDF Practice Principles for Children’sLearning and Development which provide an evidencedbased understanding of the science of early learning anddevelopment to guide teachers to know what children up toeight years of age need to thrive and the pedagogy that bestsupports this.In Victoria, our Vision for Learning articulates our aspirationsand beliefs about teaching and learning. With students atits centre, the Vision outlines our aspiration for all studentsto achieve and grow as learners, and to generate their owncourse for lifelong learning. Students will be empowered to takeownership of their learning, to make purposeful contributionsto their learning environments, and to tackle issues arising inthe world around them.The Vision for Learning also recognises the central role ofteachers as they use expert knowledge, skills and dispositionsas designers. They develop engaging and challenging learningprograms and create the optimal conditions for studentlearning, including supporting parents as first educators andpartners in education. Teachers model lifelong learning as theybuild reflection and deep levels of thinking into their practiceand challenge themselves and their students to co-constructand apply new knowledge.Victoria’s Vision for Learning creates the narrative for change,and draws our focus to the values and beliefs at the heartof teaching and learning. For teachers and school leaders inVictorian schools it provides a starting point for a close analysisof school culture and professional practice.THE PRACTICE PRINCIPLESThere is a substantial body of knowledge about effectiveinstructional practices and what works to improve studentlearning outcomes in schools. Drawing from this body ofresearch nine Practice Principles have been identified forthe Victorian context. These Practice Principles are signaturepedagogies which ‘make the difference’, and research hasexplicitly linked them to improved student achievement andmotivation.The Practice Principles articulate how teachers can deliverthe curriculum and engage students. They are designed tolink directly to a school’s documented teaching and learningprogram, which outlines what is to be taught, and theapproach to assessment, which helps teachers determinestudent learning needs and how students can demonstratetheir levels of understanding.Each Principle is supported by a theory of action that describeshow the work of teachers can generate improved studentlearning over time. It explains the specific changes that can beexpected and creates a brief evidence-based synopsis.ACTIONSEach of the Principles is unpacked into three or four key Actionswhich provide more detail about the specific teacher practiceswhich contribute to effective teaching and learning. Teacherswill be able to reflect on their practice, gather evidence abouttheir strengths and areas for improvement, and use the Actionsto draft Performance and Development Plans (PDPs) and planfor classroom practice improvement.8 Practice Principles for Excellence in Teaching and Learning

INDICATORSDIAGNOSTIC TOOLSThe Actions cascade into a set of Indicators which provideadditional, and more granular detail about the Principleand what it looks like in practice. The Indicators can be usedas a diagnostic tool for teacher self-reflection, for teacherobservation and feedback, and as the basis for studentfeedback to teachers.The Diagnostic Tools are designed to support collaborativepractice improvement. They will help school leadership teamsand teachers to: determine how effectively the Principles (one, several orall) are embedded in teacher practice across a school,in Professional Learning Communities, and in individualclasses identify focus areas for peer observation and feedback,learning walks, and PDP goals determine the ‘next step’ which will help ProfessionalLearning Communities and teachers to improve practice.ENGAGEMENT ACTIVITIESTwo engagement activities for each of the nine Principles willsupport teachers, individually and in teams, to develop, reflecton, and gather evidence of their practice. An engagementactivity is just that: something that prompts discussionand debate, and provides an exercise to use in classrooms,Professional Learning Communities or with students. Eachengagement activity includes a stimulus and set of questionsor tasks that, when applied, will deepen understanding ofthe Principle.Teachers should not feel constrained by the questions but usethem to promote rich conversations that challenge and extendprofessional thinking and practice. They can also be usedcollaboratively with students in the classroom, and form thebasis for reflection and evidence gathering for improvement.The diagnostic tools are available online from thePractice Principles page (see: ) on the on the Department’swebsite.Practice Principles for Excellence in Teaching and Learning 9

Who are the PracticePrinciples for?TEACHERSPROFESSIONAL LEARNING COMMUNITIESThis resource provides an opportunity for teachers toevaluate their practice with a focus on one or more ofthe Practice Principles and share reflections and newunderstandings about what works in classrooms withtheir colleagues. For teachers in the early years thesediscussions can also occur collaboratively with earlychildhood professionals using the VEYLDF PracticePrinciples to discuss evidence-based approaches to bestpractice.‘Collaboration is a powerful way to deepen educator capacity,to increase the total value of the professional capital in theschool, and to harness the power of the collective.’4All teachers will benefit from regularly engaging with thePractice Principles. Starting from the engagement activitiesand using the diagnostic tools, teachers can diagnoseareas requiring attention and set improvement goals thataddress both student and personal development needs.Teachers can document these goals in their PDPs, drawlinks to the Australian Professional Standards for Teachersand demonstrate progression toward the achievement oftheir goals.By using the Practice Principles in parallel with the FISOImprovement Cycle as part of collaborative professionallearning, teachers can maximise their impact on teacher andstudent learning. The Department’s best practice approachto collaborative professional learning is exemplified in theProfessional Learning Communities (PLC) initiative (to learnmore about the initiative see: www.education.vic.gov.au/plc)however teachers will already be familiar with the process ofworking in professional learning teams. Effective teams will: collect evidence to gauge teaching and learningeffectiveness identify a problem of practice engage with the resource to discuss strategies review teaching practice through observation andfeedback.High quality teaching and learning is deliberate work.Purposeful engagement with the Practice Principles incollaborative teams will help all teachers to develop new skillsand strategies, and build student motivation and commitmentto improve their own learning.FOCUS AREAS FOR USING THE FISO IMPROVEMENT CYCLE TO SUPPORT TEACHING AND LEARNINGEvaluateand diagnose4Prioritiseand set goals What’s going on forour learners? What does ourevidence tell us? How do we know? Where will weconcentrate ourenergies to make thegreatest impact onlearning? How will we measureimpact?Developand plan How will we targetour teaching toensure we aremeeting all studentswhere they are ATand support wherethey need to goNEXT? What will we dothat will have thegreatest impact onstudent learning? What is currentlyworking, what needsto change and howwill we find outmore?Implementand monitor How will we knowalong the way thatour efforts aremaking enoughof a difference onstudent progress?Sharratt, L. & Plance, B. (2016). Leading Collaborative Learning: Empowering Excellence. Thousand Oaks, California: Corwin.10 Practice Principles for Excellence in Teaching and Learning

SCHOOL LEADERSFor school leaders the Vision for Learning and the PracticePrinciples provide an opportunity to bring coherence to wholeschool improvement efforts.The Vision for Learning and the Practice Principleswill support school improvement across the eightFISO Essential Elements for School Improvement:The Key Improvement Strategies and Actions documentedin school Annual Implementation Plans will become moremeaningful to teachers as they set PDP goals and use thePractice Principles to contribute to achieving improvementtargets.1.In addition, school leaders will be able to address four keyleadership dimensions in the FISO Professional LeadershipPriority using the Practice Principles:3. School improvement team formed to develop,oversee and evaluate the effectiveness andimpact of the Annual Implementation Plan Vision, values and culture – where leaders promote afuture focussed vision, a common purpose and values,and the commitment of teachers, parents and students torealise the potential of all students Building leadership teams - that empower and developtheir staff, collectively and individually, at their point ofneed4. Student voice, leadership and agency in ownlearning activated so that students have positiveschool experiences and can act as partners inschool improvement Instructional and shared leadership – where leadersare actively involved in discussions with teachers aboutinstructional matters, including how instruction impacts onstudent achievement6. Moderation of common student assessment tasksStrategic resource management – where leaders areequipped to determine what teaching expertise andresources are needed to achieve student learning goalsand source and allocate them accordingly.8. Explicit use of evidenced-based schoolimprovement strategies and teacher professionalpractice activities. Documented curriculum plan, assessment andshared pedagogical approaches2. School-based professional learning programdeveloped and implemented that supports theschool’s identified improvement strategies5. Whole school approach to health, wellbeing,inclusion and engagement7. Data collection, analysis and evaluation ofstudent learning growth over timeFor more information on the FISO Essentialelements The Department welcomes questions, comments and feedback on the Practice Principles. Your engagement andcontribution will contribute to the ongoing development and improvement of our resources, including future versions ofthis publication. To contact the Department with regard to Practice Principles, contact: professional. practice@edumail.vic.gov.auPractice Principles for Excellence in Teaching and Learning 11

Practice Principles overview tableVision for LearningAll students are empowered to learnand achieve, experiencing highquality teaching practice and the bestconditions for learning which equipthem with the knowledge, skills anddispositions for lifelong learning andshaping the world around them.1. High expectations forevery student promoteintellectual engagementand self-awarenessPositiveclimate forlearning2. A supportive and productivelearning environmentpromotes inclusion andcollaboration3. Student voice, agency andleadership empower studentsand build school prideBuilding practiceexcellenceCurriculum planningand assessmentExcellence inteachingand learningEvidence-based highimpact teachingstrategiesEmpowering studentsand building school pridePositiveclimate forlearningStudentachievement,engagementand wellbeingEvaluating impacton learningCommunityengagementin learningHealth and wellbeingGlobal nt andself awarenessBuilding leadershipteamsInstructionaland sharedleadership5. Deep learning challengesstudents to construct andapply new knowledgeParents and carersas partnersNetworks with schools,services and agenciesProfessionalleadershipSetting expectationsand promoting inclusion4. Curriculum planning andimplementation engagesand challenges all studentsExcellencein teachingand learningVision valuesand cultureStrategicresourcemanagement7. Evidence-basedstrategies driveprofessional practiceimprovementCommunityengagementin learning12 Practice Principles for Excellence in Teaching and Learning6. Rigorous assessmentpractices and feedbackinform teaching andlearning8. Global citizenshipis fostered throughreal world contexts forlearning9. Partnerships withparents and carersenhance student learning

Action 1.1Teachers convey highexpectations of learning,effort and engagementfor all studentsAction 1.2Teachers co-designaspirational goals withstudentsAction 1.3Teachers scaffold anddifferentiate learning toenable students to achievetheir goalsAction 1.4Teachers build studentcapacity to monitor andevaluate their own progressand achievementAction 2.1Teachers build qualityrelationships thatenhance studentengagement, selfconfidence and growthas a learnerAction 2.2Teachers ensure all students’cultural backgrounds, needsand abilities are recognisedand addressed in the learningprogramAction 2.3Teachers develop studentcapacity to collaborateAction 2.4Teachers maintain anenergised and focusedlearning environmentAction 3.1Teachers empowerstudents to have ademocratic voice inthe running of thecommunities in whichthey learnAction 3.2Teachers co-designopportunities for students toexercise authentic agency intheir own learningAction 3.3Teachers co-designleadership opportunitiesAction 4.1Teachers place studentneeds at the centre ofprogram planning anddeliveryAction 4.2Teachers collaboratively designand implement a scope andsequence of learningAction 4.3Teachers regularly review andupdate learning programs inline with school curriculumplansAction 5.1Teachers design learningprograms to explicitlybuild deep levels ofthinking and applicationAction 5.2Teachers support studentsto explore the construction ofknowledgeAction 5.3Teachers support students tobe reflective, questioning andself-monitoring learnersAction 6.1Teachers designauthentic, fit for purposeassessments to reflectthe learning programand objectivesAction 6.2Teachers use assessmentdata to diagnose studentlearning needs and plan forlearningAction 6.3Teachers provide regularfeedback to students on theirprogress against individuallearning goals and curriculumstandardsAction 6.4Teachers analyse studentachievement data to improvetheir practice24Action 7.1Teachers evaluate theimpact of teaching onlearning by analysingmultiple sources of dataAction 7.2Teachers identify and targetareas for professionallearningAction 7.3Teachers draw on currentresearch and use an inquiryimprovement cycleAction 7.4Teachers challenge andsupport each other toimprove practice26Action 8.1Teachers supportstudents to explore theirrole as global citizensAction 8.2Teachers model and facilitateuse of digital tools andresources to access, use andshare learningAction 8.3Teachers and students codesign learning that connectsto real world contextsAction 8.4Teachers and studentscollaborate in learningpartnerships in and beyondthe schoolAction 9.1Teachers establishopen and sustainedcommunications withparents/carersAction 9.2Teachers seek and useparents’/carers’ knowledgeand feedbackAction 9.3Teachers facilitate parent/carer involvement ineducation within theclassroom, school andbeyond1416Action 3.4Teachers build school prideand connectedness1820222830Practice Principles for Excellence in Teaching and Learning 13

Positive climate for learning1. High expectations for every studentpromote intellectual engagementand self-awarenessTheory of actionWhen teachers model and sustain high expectations as part of their regular classroompractice, students’ intrinsic motivation to achieve is lifted and outcomes improve.Actions and IndicatorsAction 1.1Action 1.3Teachers convey high expectations of learning, effort andengagement for all studentsTeachers scaffold and differentiate learning to enablestudents to achieve their goalsThis is evident when the teacher:This is evident when the teacher: communicates high expectations about all aspects of school emphasises the quality of learning with the valuing of effortdetermines prior knowledge to understand students’interests, aspirations and readiness for learning ensures all students understand the standards expected ofthem provides constructive feedback and challenges students tofurther their learning.uses a range of teaching strategies that leverage anddevelop different skills and abilities to enable achievementof goals empowers students to make decisions about what and howthey learn structures learning to support students to achievechallenging goals.Action 1.2Action 1.4Teachers co-design aspirational goals with studentsThis is evident when the teacher:Teachers build student capacity to monitor and evaluatetheir own progress and achievement builds students’ confidence, optimism and self-beliefThis is evident when the teacher: supports students to identify strengths and areas forimprovement ensures assessment criteria are explicit supports specific groups of students (e.g. English as anadditional language, disabilities and additional needs) withappropriate resources to tailor support and modify learninggoalsprovides a range of strategies, tools and rubrics to supportstudent self-evaluation and self-assessment assists students to frame future learning goals based onstrengths and ar

Practice Principles, for excellence in teaching and learning, the Pedagogical Model which describes what effective teaching looks like in the classroom and helps teachers apply the Practice Principles, and the High Impact Teaching Strategies that outline 10 instruc