connecting fiso resources - education.vic.gov.au · positive climate for learning professional...

Positive climate for

learning

Professionalleadership

Community engagement

in learning

Excellence in teaching

and learning

Student achievement, engagement

and wellbeing

IMPROVEMENT CYCLE

Evaluate anddiagnose

Prioritise andset goals

Developand plan

Implementand monitor

Literacy and Numeracy Curriculum planning and assessment

Empowering students and building school pride

Building communities

Building practice excellence

Building leadership teams

Victorian Teaching and Learning Model

Setting expectations and promoting inclusion

Health and Wellbeing

Connecting FISO resources

Using evidence for impactBuilding on our strengths to face the next challenge

Using evidence for impact

Academic and Planning Priorities for Literacy and Numeracy Improvement Term by term priorities to support schools

Academic and Planning Priorities for Literacy

and Numeracy

THE PEDAGOGICAL MODEL

Curriculum planning and assessment

Evidence-based high impact teaching

strategies

Evaluating impact on learning

Parents and carers as partners

Global citizenship

Networks with schools, services and agencies

Buildingcommunities

Building practiceexcellence


and learning


learning



in learning


and wellbeingEmpowering students

and building school pride

Health and wellbeing


Intellectual engagement and

self awareness

Instructional and shared leadership

Strategic resource

management

Vision values and culture


Evaluate and diagnose

Impl

ement a

nd monitor

Prioritise and set goa

ls

Develop and plan

Student achievement, engagement and wellbeing

Engage

Explore

Ev

alu

ate

Elaborate

Exp

lain

The Pedagogical Model

Writing

Phonological awareness and early writing

The writing process

Spelling

Punctuation

Handwriting

Teaching grammar in context

Genre in the primary curriculum

Literacy focus

The four resources model for writing

Effective writing instruction

In practice examples

Teaching grammar in context

Shared writing

Spelling units

Teaching and learning cycle: English across the curriculum

Teaching and learning cycle

The writing workshop

Approaches to the teaching of writing

Modelled writing

Shared writing

Interactive writing

Guided writing / writing conferences

Independent writing

Language experience approach

Teaching practices

Speaking and listening

Accountable talk

Extended talk and dialogic talk

Teacher talk

Discussions in the dialogic classroom

Talk for writing

Language experience

Modelling through think alouds

Readers’ theatre

Reciprocal teaching

Teaching practicesEffective speaking and

listening instruction

Phonological awareness

Vocabulary

Pragmatics

Purposeful listening

Speaking and listening across the curriculum

Literacy focus

Classroom talk techniques

Interactive read alouds

Talk about texts

Socratic discussions

Frameworks for talk

Role play and drama


Picture chats

Dictogloss

Literacy Teaching Toolkit Map - Foundation to Level 6

Expert literacy videos

Key:= Video

= Lesson Sequence

Reading and viewing

The four resources model for reading and viewing

Effective reading instruction

Running records lessons

Modelled reading lessons

Shared reading lessons

Guided reading

Close reading

Reciprocal reading

Independent reading lesson

Literature circle lessons

Literature unit of work

Teaching and learning cycle



Concepts of print


Phonics

Word morphology

Vocabulary

Fluency

Literature

Multimodal literacy

Visual literacy

Literacy across the curriculum

Literacy focus

Modelled reading

Shared reading

Guided reading

Independent reading

Reciprocal teaching

The language experience approach

Literature circles

Close reading

Reading conferences

Teaching-learning cycle: reading and writing connections

Teaching practices

Document published: May 2018www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/default.aspx 18-0110

Comprehension

Multimodal literacy

Overview of multimodal literacy

Visual metalanguage

Creating multimodal texts


Literacy Teaching Toolkit Map

PRACTICE PRINCIPLES FOR EXCELLENCE IN TEACHING AND LEARNING

5. Deep learning challenges students to construct and apply new knowledge

2. A supportive and productive learning environment promotes inclusion and collaboration

3. Student voice, agency and leadership empower students and build school pride

4. Curriculum planning and implementation engages and challenges all students

1. High expectations for every student promote intellectual engagement and self-awareness

6. Rigorous assessment practices and feedback inform teaching and learning

7. Evidence-based strategies drive professional practice improvement

8. Global citizenship is fostered through real world contexts for learning

9. Partnerships with parents and carers enhance student learning


learning


and learning


in learning



strategies



Global citizenship


Buildingcommunities



and learning


learning



in learning







self awareness


Strategic resource

management



Vision for LearningAll students are empowered to learn and achieve, experiencing high quality teaching practice and the best conditions for learning which equip them with the knowledge, skills and dispositions for lifelong learning and shaping the world around them.

Practice Principles for Excellence in Teaching

and Learning

1 |

HIGH IMPACT TEACHING STRATEGIESExcellence in Teaching and Learning




Global citizenship


Buildingcommunities



learning



in learning







self awareness


Strategic resource

management




and learningEvidence-based high impact teaching

strategies

High Impact Teaching Strategies

A SCHOOL LEADERS’ GUIDE TO IMPROVING LITERACY AND NUMERACY OUTCOMESAchieving Excellence and Equity in Literacy and Numeracy

A School Leaders’ Guide to Improving

Literacy and Numeracy Outcomes

AmplifyEmpowering students through voice, agency and leadership


Evidence-based high impact teaching strategies



Global citizenship


Buildingcommunities



and learning


Empowering students




Positive climate for learning


and wellbeing


Intellectual engagement and self awareness


Draft for consultation

and TrainingEducation

Amplify

VICTORIAN EARLY YEARS LEARNING AND DEVELOPMENT FRAMEWORK

FOR ALL CHILDREN FROM BIRTH TO EIGHT YEARS

Victorian Early Years Learning and

Development Framework

LITERACY AND NUMERACY STRATEGY PHASE 2 Achieving Excellence and Equity in Literacy and Numeracy

Literacy and Numeracy Strategy Phase 2

Guide to the Literacy Teaching Toolkit: Foundation to Level 6READING AND VIEWING VERSION 1

Guide to the Literacy Teaching Toolkit:

foundation to Level 6

Assessment feeds into studentdata and informs the cycle

Teach

ers colla

bo

rate to

develo

p

an

d sh

are

curricu

lum

pla

ns

and

mo

nit

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den

t le

arn

ing

pro

gre

ssEv

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ate

imp

act

on

lea

rnin

g -

Ass

ess,

rec

ord

and assessment

Curriculum planning

What data is available? What does the evidence tell us?

have students demonstrated?

What does student

feedback tell us?

Wh

at

stra

teg

ies

need

to c

ha

ng

e/co

ntin

ue?

Where are students on the continuum of learning?

What e

vidence of learning progress

bee

n e

ffec

tive

?

Ha

ve t

he

tea

chin

g s

trat

egie

s

Wh

at lea

rning experiences will be designed?

How

will I structure the learning?

How will

we measu

re im

pact

?

Wh

at w

ill ha

ve the greatest impact on student learning?

What are th

e learn

in

g goals

for s

tude

nts?

Ho

w d

o I plan for learning progressions?

What are th

e expectatio

ns an

d le

arni

ng

aspiratio

ns for e

ach s

tude

nt?

Assess

Tea

ch

Plan

Identify le

arnin

g goa

ls

Use student data

Imple

ment

and m

onitor

Evaluate

and diagnose

Prio

ritis

e

and set goa

lsand plan

Develop

At a glance - Literacy and Numeracy Teaching Resources

• Insight Online Assessment Platform

– Transition Learning and Development Statements (Level F)

– English Online Interview (EOI) (Levels F-4)

– Diagnostic Assessment Tools in English (DATE) (Levels A-4)

– Abilities Based Learning and Education Support (ABLES) (Levels F-10)

– Early ABLES (ages 2-5 for children with additional needs)

– Mathematics Online Interview (MOI) (Levels F-4)

– Fractions and Decimals Online Interview (FDOI) (Levels 3-8)

• VCAA On Demand Tests English/Mathematics (Levels 3-10)

• Tools for Enhancing Assessment Literacy (TEAL)

• NAPLAN

• VCAA Annotated Work Samples in Reading and Viewing

• School based assessment such as: – Feedback and reflection

– Student self assessments

– Student Portfolios

– Validated tools

– Anecdotal evidence

– Teacher moderated student assessment tasks

– Student self reflections/ interests/surveys (student voice)

Assess

Teach

Use student data

Plan

Identify learning goals

Resources available:





• High Impact Teaching Strategies (HITS)

• Teaching and Learning Tool Kit

• Abilities Based Learning and Education Support (ABLES) (Levels F-10)

• Early ABLES (ages 2-5 for children with additional needs) teaching advice


• Literacy Leaders’ Guide (ePub)

• Literacy Teaching Toolkit

• Mathematics Teaching Toolkit

• Practice Principles of Excellence in Teaching and Learning

• Insight Online Assessment Platform

– Transition Learning and Development Statements (Level F) (2018)

– English Online Interview (EOI) (Levels F-4)

– Diagnostic Assessment Tools in English (DATE) (Levels A-4)

– Abilities Based Learning and Education Support (ABLES) (Levels F-10)

– Mathematics Online Interview (MOI) (Levels F-4)

– Fractions and Decimals Online Interview (FDOI) (Levels 3-8)

• VCAA On Demand Tests English/Mathematics (Levels 3-10)

• Early ABLES (ages 2-5 for children with additional needs)


• NAPLAN

• School based assessment data, such as: – Validated tools

– Anecdotal evidence

– Teacher moderated student assessment tasks

– Student self reflections/interests/surveys (student voice)

• Victorian Curriculum Content Descriptors and Achievement Standards

• Literacy/Numeracy Portal

– Literacy Teaching Toolkit

– Mathematics Teaching Toolkit (2018)

• FUSE Digital Resources (Numeracy)

• EduSTAR Catalogue

• High Impact Teaching Strategies (HITS)

• Practice Principles for Excellence in Teaching and Learning

• Victorian Early Years Learning and Development Framework Illustrative maps (Birth to 8 years)


• VCAA Curriculum Planning Resource including

– School Planning

– Curriculum Area Planning

– Year Level Planning

– Unit/Lesson Planning

– Self Assessment tool

• VCAA sample units English (F-10)

• VCAA sample programs Mathematics (F-10)

• Scope and Sequence Charts – English and Mathematics (Levels A – 10)

• Victorian Curriculum F-10 achievement standards*

• Curriculum mapping templates – English and Mathematics

• VCAA Indicative progress templates English and Mathematics (Levels F-10)

• Literacy and Numeracy Learning Progressions

• Abilities Based Learning and Education Support assessment tools - achievement advice (ABLES) (Levels F-10)


• High Impact Teaching Strategies (HITS) Including learning intentions, setting goals and success criteria

• Victorian Early Years Learning and Development Framework (Birth to 8 years)

• School based resources, such as: – Individual Learning Plans

– 1:1 Conferences

– Student Reflections

* Foundation level (F) is inclusive of Towards Foundation levels A to D

At a glance - Literacy and Numeracy Teaching

Resources

Victorian Numeracy portal

Literacy Teaching Toolkit

PEER OBSERVATION, FEEDBACK AND REFLECTION:

A PRACTICAL GUIDE FOR TEACHERS

Peer Observation, Feedback and

Reflection: A Practical Guide for Teachers

School Strategic Plan

Annual Implementation Plan

Learning Specialists

Framework for Improving Student Outcomes

Victorian Curriculum

Literacy and Numeracy Strategy

High Impact Teaching Strategies

Principal Performance and Development Plan

Teacher Performance and Development Plan

Education Support Staff Performance and Development

Plan

Four professional practice days

30+8 work allocation model

FOUR PROFESSIONAL PRACTICE DAYS

OVERVIEW

From the commencement of the 2018 school year each teacher is entitled to one day per term (four days per year, pro rata for a teacher employed part time) released from their scheduled duties, including teaching, to focus on the improved delivery of high quality teaching and learning.1

The work undertaken on these days must be consistent with Departmental and school priorities and selected from the following areas: planning, preparation, assessment of student learning, collaboration, curriculum development, relevant professional development and peer observation including feedback and reflection.2

The timing and focus of each day for each teacher will be nominated by the teacher and be agreed in consultation with the principal.3

A FOCUS ON TEACHING PRACTICE

Four professional practice days per year for teachers (one full day per term, pro rata for a teacher employed part time) are provided to release teachers from their scheduled duties to focus on the improved delivery of high quality teaching and learning. These days are in addition to the existing pupil-free days.

The four professional practice days will create opportunities for individual teachers by increasing time available to focus, reflect on and improve their individual practice and to have the opportunity to engage in purposeful collaboration so as to impact student learning. The Victorian Government Schools Agreement 2017 (VGSA 2017) states that the work undertaken on these days will be consistent with Departmental and school priorities and selected from: planning, preparation, assessment of student learning, collaboration, curriculum development, relevant professional development and peer observation including feedback and reflection.

ENSURING ALIGNMENT WITH SCHOOL PRIORITIES

Schools will articulate their priorities in the School Strategic Plan (SSP) and Annual Implementation Plan (AIP). Teachers will be able to reflect on their individual goals in their Performance and Development Plans (PDPs) to determine the focus of their professional practice days, which will be consistent with school and Departmental priorities. Activities might include working with other teachers, including a learning specialist, to develop their practice, or any of the activities highlighted above.

The image below is a representation of the professional practice elements in the VGSA 2017 within broader school activities.

FIGURE 1: PROFESSIONAL PRACTICE ELEMENTS IN THE VICTORIAN GOVERNMENT SCHOOLS AGREEMENT 2017 WITHIN BROADER SCHOOL ACTIVITIES

1 Clause 22 Sub Clause 12 (a) of the VGSA 20172 Clause 22 Sub Clause 12 (b) of the VGSA 20173 Clause 22 Sub Clause 12 (c) of the VGSA 2017

Professional Practice

PROFESSIONAL PRACTICE

NOTE 1

Professional Practice Notes

Victorian Curriculum Reading and Viewing

Work Samples

Guide toFormative Assessment Rubrics

Victorian Curriculum F–10

Exposure Draftfor Trialing and Feedback

Please email feedback by Friday 27 July 2018 to:

[email protected]

Guide to Formative Assessment Rubric

Victorian Curriculum F–10http://victoriancurriculum.vcaa.vic.edu.au/

OverviewThe overview contains a brief introduction to the concept of a continuum, structure, and other high-level information.

Curriculum areasEach learning area and capability includes an Introduction and the Curriculum.

Understanding each learning area and capability is essential, and the Rationale and Aims, Structure and Learning in … sections of the Introduction need to read at least once. (via Navigation and Terminology tab)

Scope and Sequence charts allow teachers to see the progression in the continuum and this assists in planning. They’re designed to be printed A3.

Navigating the curriculum websiteOnce you are familiar with the Introduction, select Curriculum. It is worth exploring the Filter, View and Show functions to display the curriculum in the most useful way. For example whether you want to look closely at the elaborations, or understand the progression across levels or bands within a particular strand.

Watch these short videos showing new users how to navigate and use the functions of the Victorian Curriculum F–10 website .

This website also includes companion documents for Learning about World Views and Religions and mapping for the cross curriculum priorities.

F–10 Resources and Supporthttp://www.vcaa.vic.edu.au/Pages/foundation10/f10index.aspx

VCAA websiteF–10 resources and support is a sub-section of the main VCAA website containing general advice and curriculum-specific advice. This is a great page to bookmark.

General adviceCurriculum planning and reporting guidelines The Revised Curriculum Planning and Reporting Guidelines provide advice on the effective use of the curriculum to develop whole-school teaching and learning plans and to report student learning achievement.

Whole school planning and Curriculum Area mapping templates A range of whole school planning sample templates have been developed to support schools to document a high-level summary of the coverage of all the curriculum areas delivered through the teaching and learning program that reflects local priorities.

Curriculum area specific documents are available support teachers to identify where content descriptions and achievement standards are being explicitly addressed within the school’s teaching and learning program. Start with these Instructions before getting the templates for each learning area and capability from the curriculum-specific advice pages.

SubscribeStay up to date with professional learning opportunities and curriculum resource developments by subscribing to the F–10 Curriculum Update and the VCAA Bulletin.

Curriculum specific adviceEach learning area and capability has a web page for resources located under curriculum-specific advice.

The Introducing the curriculum section has a high-level statement addressing continuity with previous curriculum, but also highlighting new features. A PowerPoint presentation of key messages is available for each learning area and capability.

You will also find links to the curriculum mapping templates, external links, FAQs and the contact details for the curriculum manager responsible for each learning area and capability.

*Please note the VCAA is developing and publishing additional resources for the curriculum-specific advice pages as they become available.

Curriculum Planning Resourcehttp://curriculumplanning.vcaa.vic.edu.au/home

School leadership team and teacher supportCurriculum defines what it is that students will have the opportunity to learn as a result of their schooling. The school’s teaching and learning program is the school-based plan for delivering this common set of knowledge and skills in ways that best utilise local resources, expertise and contexts.

The curriculum planning portal offers school leadership a range of resources to support planning and documenting a comprehensive whole-school plan.

Documenting a teaching and learning programThere are four layers of documentation:

• By School

• By Curriculum Area

• By Year Level

• By Unit/Lessons

Schools can use the self-assessment tool to review the four layers of the whole-school plan and identify any areas that require further improvement.

Hints and TipsThe Hints and Tips are really useful if you’re looking for advice, such as where to start, guidance on time allocation or additional information on the relationships between the four layers of documentation.

ExamplesThe intent of the examples is to facilitate school discussion, to provide a mechanism to ensure coverage, and to ensure that planning is an open and shared responsibility.

* Please note that current examples are based on AusVELS but are published in a format that enables schools to modify them to suit their teaching and learning plan.

QUICK GUIDE

Qui

ck G

uid

e W

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tes_

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pag

er F

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ary

2017

F-10 Curriculum Quick Guide

Insight Assessment Platform

Strategic Planning Online Tool (SPOT)

FISO CONTINUA OF PRACTICE FOR SCHOOL IMPROVEMENT 2018

FISO Continua of Practice for School Improvement

Professional Learning Communities

Maturity Matrix

Emerging

Whilst PLCs are not formally established, staff meet regularly to discuss student progress and are beginning to use structured meetings (e.g. faculty and staff meetings) to reflect on student progress and achievement.

Evolving

PLCs formally meet and use a range of data to jointly diagnose strengths and weaknesses in teaching and students’ learning. They agree priority areas of focus for investigation; however, there is variation between classrooms and this impacts on students’ progress and achievement.

Embedding

PLCs are at the heart of improvement across all levels; vertical, horizontal, leadership. There is a commitment to, and trust in, the value of a wide range of collaborative activities. Resources and time are allocated for continual ‘deep’ learning for improvement.

Excelling

PLCs are highly effective. They are disciplined, mature and agile and have an unremitting focus on collaboration to secure outstanding teaching and learning within and beyond their school. Students are at the heart of all decisions.

Vision, values, culture

Leaders communicate a vision of high expectations and take responsibility for most decisions. Most staff share in the vision of high aspirations for students but there may be in-school variation, which is reflected in varying commitment to collaborating to secure universally outstanding teaching and learning across the school.

Leaders set targets and have initiated discussions and considered structural and cultural changes to support collaboration for improvement. Instructional leaders communicate high expectations and lead teams in a range of reflective activities focused on securing continual improvements.

Leaders and staff have a shared vision and are unified and committed to achieving the learning goals. There is mutual trust between leaders and staff who are all equally committed and trusted to achieve ambitious targets for every student. Instructional leaders lead with autonomy, authority and accountability and are trusted and valued by all staff.

Leaders are highly respected and admired by their own staff and colleagues in other schools because of their vision, values, trust and professional generosity. Distributed leadership is evident at all levels and leaders proactively lead and support collaboration for continuous improvement in order to achieve ambitious targets in their own and other schools. Students are at the heart of every decision they make, with a belief that all students can progress and achieve.

Building PLCs through a culture of collaboration for improvement

Teachers operate independently in their own classrooms. Teachers cooperate at faculty/team meetings planning together and sharing resources. Students’ progress and achievement and quality teaching are discussed as a whole staff.

Teachers engage in regular conversations about student learning and teaching practice. They are beginning to open up to feedback about their teaching. PLCs’ meeting time includes an evaluation of the impact of their teaching on student outcomes.

PLCs are embedded into the culture of the school. All teachers pro-actively participate in a range of collaborative activities, which are regularly evaluated in terms of impact on teaching. There is a strong sense of collective responsibility in order to achieve agreed targets.

PLCs consistently focus on teacher learning to ensure all students make measurable and ambitious gains, for which all staff share accountability. They engage in giving and receiving feedback to ensure continuous improvement in teaching and learning within and beyond their school.

Data used to focus and drive collaborative improvement and evaluate impact on learning

Teams meet but use limited formative and summative student data to evaluate the impact on student learning in their meetings. Data dialogues in relation to the impact of instruction on students’ progress and achievement are not the focus of the work of teams.

The school has a data management system that enables teachers to readily access and use data at team, class and individual levels. Data is used in PLC meetings to support curriculum planning.

PLCs track and monitor individual students, subgroups and whole school progress. PLCs are agile and effective at using a wide range of data for improvement. PLCs use a range of evidence to provide feedback on teaching practice and student learning.

Data and evidence informs and drives all the work of PLCs. Teachers and leaders are fully data literate. They routinely analyse data at individual student, sub-group, class, and year group. Multiple sources of evidence are used to drive and inform the PL needs of the team.

Structures and systems to support collaboration for improvement – focus on strategic resource management

There is limited timetabled time for teachers to meet to collaborate on planning, curriculum, assessment and students’ progress and achievement. PLC processes and protocols vary across the school. There is considerable variation in the way in which teams meet and no agreed expectations and outcomes for teams.

Teachers have weekly scheduled time to meet and work together as PLCs to improve teaching and learning. Over the year, additional resources are allocated for observation and feedback, collaborative reviews of student work, planning and moderation of common assessment tasks. PD is provided to build the capacity of PLC leaders.

PLC processes are consistent across the school with agreed norms and protocols. A structured and disciplined cycle of improvement is adhered to. PLCs have levels of trust that enable teachers support and challenge each other to continually improve. Resource decisions are directly related to building teacher capacity. New staff are inducted thoroughly.

The timetable and meeting schedules prioritise collaboration for improvement across all teams. PLCs have clearly identified goals that are directly linked to the school’s AIP and priorities. The impact of PLCs is regularly evaluated in relation to improving student learning and the quality of teaching. Key school processes (eg. PL and strategic plans) are aligned. Professional Learning

Communities Maturity Matrix

PEER OBSERVATION, FEEDBACK AND REFLECTION:

A GUIDE FOR PRINCIPALS AND SCHOOL LEADERS

Peer Observation, feedback and reflection:

a guide for principals and school leaders

MARRUNG ABORIGINAL EDUCATION PLAN2016 - 2026

Marrung Aboriginal Education Plan

LITERACY AND NUMERACY TIPS TO HELP YOUR CHILD EVERY DAYA GUIDE FOR PARENTS OF CHILDREN AGED 0-12

Literacy and Numeracy tips to help your child

every day

The Bastow Institute of Educational Leadership

FUSE

The PLC Guide: Implementing FISO with precision, collaboration and inquiry

Implementing FISO through PLCs

Evaluating the impact of your teaching

SCHOOL-WIDE POSITIVE BEHAVIOUR SUPPORT An introduction for school Principals WHAT IS SCHOOL-WIDE POSITIVE BEHAVIOUR SUPPORT (SWPBS)? SWPBS is a broad range of systemic and individualised strategies for achieving important social and learning outcomes in schools while preventing problem behaviour. The key attributes of SWPBS include preventive activities, data-based decision making, and a problem solving orientation. SWPBS is a technology with four core, defining features:

WHY SHOULD YOU IMPLEMENT SWPBS? SWPBS has demonstrated:

• Reduced problem behaviour • Increased academic performance • Improved perception of safety • Reduced bullying behaviours • Increased time for instructional leadership • Reduced staff turnover • Improved social-emotional competence • Increased positive school climate and culture

“…there’s data entries, and monthly meetings to review the data, then I knew, it must be better than any of the other programs”. Principal1

SWPBS IS A TIERED INTERVENTION FRAMEWORK SWPBS uses a tiered intervention framework which invests in prevention (tier I), identifies and provides targeted supports for individual students at risk for developing challenging behaviour (tier II), and provides individualised and intensive interventions for students with significant support needs (tier III).

SWPBS counteracts the “wait-to-fail” model of other frameworks and moves schools to a prevention-based approach.

THE ROLE OF SCHOOL PRINCIPALS IN SWPBS School principals play a pivotal role in adopting, implementing, and sustaining SWPBS. Principal support such as agreeing with SWPBS principles, allowing teacher release time for training and team meetings, and allocating resources for implementation are significant factors related to the sustainability of SWPBS.

“…a system that’s out there is already being researched and it’s already being implemented”. Principal1

School-wide positive behaviour support

1

Effective Practice Project

Capturing lessons from

our schools to support the

implementation of FISO

Effective implementation - case studies and guide

In Our Classrooms

PURPOSEFUL COLLABORATIONCOLLECTIVE RESPONSIBILITYLEARNING IMPACTPROFESSIONAL PRACTICE ELEMENTS

VICTORIAN GOVERNMENT SCHOOLS AGREEMENT 2017

Professional practice elements

PRACTICE PRINCIPLES FOR EXCELLENCE IN TEACHING AND LEARNING REFLECTION TOOLSVERSION 1

5. Deep learning challenges students to construct and apply new knowledge

2. A supportive and productive learning environment promotes inclusion and collaboration

3. Student voice, agency and leadership empower students and build school pride

4. Curriculum planning and implementation engages and challenges all students

1. High expectations for every student promote intellectual engagement and self-awareness

6. Rigorous assessment practices and feedback inform teaching and learning

7. Evidence-based strategies drive professional practice improvement

8. Global citizenship is fostered through real world contexts for learning

9. Partnerships with parents and carers enhance student learning


learning


and learning


in learning



strategies



Global citizenship


Buildingcommunities



and learning


learning



in learning







self awareness


Strategic resource

management



Vision for LearningAll students are empowered to learn and achieve, experiencing high quality teaching practice and the best conditions for learning which equip them with the knowledge, skills and dispositions for lifelong learning and shaping the world around them.

Reflection Tools for Practice Principles

COMMUNITIES OF PRACTICESELF ASSESSMENT TOOL

EMERGING EVOLVING EMBEDDING EXCELLING

COMMUNITY:HOW WE WORKTOGETHER

� We meet regularly as a network.

� We are primarily task driven.

� We have a schedule of activities planned.

� We have a core of members who do most of the work to establish and run the network.

� We agree, document and provide protocols for how we work as a network.

� Our membership includes the primary, secondary and specialist schools in our area.

� We regularly share knowledge, data and resources.

� We are all active members in our network, with over 80% attendance at most meetings.

� We welcome new members and have induction protocols to help them join.

� We conduct school visits in each other’s schools and provide feedback.

� We have, and use, agreed protocols on how we operate as a community. We review them and challenge each other to comply with them.

� We are guided by a network plan that is regularly reviewed.

� We have agreed systems for peer review that involve sharing data and resources.

� Our roles and accountabilities are well-defined and agreed.

� We have agreed protocols and metrics by which members hold each other to account.

� We share resources regularly according to needs across our network, including human and financial resources.

� Membership of our network extends to Assistant Principals and Leading Teachers for priority projects.

� It’s easy for new members to join and feel like they belong.

� We induct new members carefully using our protocols.

� We celebrate achievements within our network.

� We regularly participate in classroom visits and provide feedback.

� We have a high level of social capital among the schools in our network that is a foundation for great professional collaboration.

� Leadership is distributed, not centralised.

� We are capable practitioners of system leadership.

� We actively collaborate with other networks and external agencies such as health and human services, community organisations, tertiary institutions and private enterprise to improve our professional practice.

� Our network helps foster and maintain strong relationships between the different institutions through which students’ progress, from preschool to tertiary study.

� We interact with all relevant resources available within the Department of Education and Training.

� Membership of our network extends to all members of staff.

� Students have a voice in our decision-making.

� We do not rest on our laurels or get comfortable. We continually challenge ourselves to improve.

PROFESSIONALPRACTICE:HOW WE LEARNTOGETHER

� We share experiences about teaching practices during network meetings.

� We occasionally reference data.

� We provide collegial support.

� We regularly discuss and share teaching practices.

� We share information, concepts and strategies based on our practical experience.

� We know about other members’ professional practices in the focus areas we have chosen to work on.

� We arrange professional development from experts in relevant fields.

� We reflect on our own practices based on information shared at the network.

� We occasionally give and receive feedback about each other’s performance data, with a focus on improving teaching practices.

� There is a good balance of formal and informal structure.

� We regularly share our schools’ data.

� A high level of trust exists between members of the network regarding the information we share.

� Reciprocal challenging is firmly established between members.

� We take a joint practice development approach, using processes and protocols for observing each other’s teaching, reviewing each other’s learning materials and providing coaching and mentoring.

� We support work shadowing and other forms of direct observation for developing teachers.

� Progress towards our network learning goals is monitored regularly, and evaluated annually.

� We document and share evidence of impact and review our work in the light of it.

� We hold one another accountable for maintaining our focus, and persist in pursuing our improvement goals despite setbacks and difficulties.

� Reciprocal challenging on specific, evidence-based outcomes is a key feature of our self-improving network and is embedded in all of our development activities.

� We have a strong culture of transparency of results and practice across our network.

� Members trust, value and invite critical perspectives.

� We partner with other schools in and beyond our network, sharing our best resources where they are most needed.

� We maintain ongoing relationships with professional experts in relevant fields.

PROFESSIONALKNOWLEDGE:WHAT WE LEARN TOGETHER

� We have agreed on the FISO priorities for our network.

� We discuss and share good practice, and sometimes arrange expert speakers to present at meetings.

� We have clear learning goals for our network that support agreed FISO priorities and a schedule of activities that aims to support them.

� Most of our activities address needs shared by all members.

� Our activities explicitly address improving teaching practices.

� We give some attention to identifying and nurturing leadership talent.

� We have a clear and shared focus for improvement in student outcomes.

� Our scheduled activities support joint practice development, not just transfer of professional knowledge.

� We cultivate multiple dynamic, interlinked relationships across our schools at all levels.

� Our members have sufficient data literacy to make the most of our shared data.

� We have a clear strategic plan that supports the achievement of our agreed FISO priorities, which is regularly reviewed.

� Leadership development is inherent in all professional development.

� We do not focus on operational matters.

� We are guided by a long-term vision for improving student outcomes that extends for five or more years.

� Our collective moral purpose is shared with our wider networks in our communities, including external agencies such as community organisations and tertiary institutions.

� We have common, collective data structures enabling us to share data on all our schools across our entire network and have tools to usefully analyse and communicate the data.

� Leadership development is closely tied to practice through mentoring and coaching.

PROFESSIONALETHIC:WHY WE LEARNTOGETHER

� We value getting together and sharing experiences and ideas for our individual schools.

� Our network has a shared collective moral purpose.

� We personally benefit by participating in the network.

� The network contributes to our development.

� Our purpose is learning together to improve student outcomes.

� We have a strong focus on fostering genuine, mutual partnerships and work hard to overcome competitiveness between individual schools that detracts from collective educational outcomes and wellbeing.

� A profound sense of collective moral purpose and responsibility for the educational outcomes and wellbeing of all children in our network informs everything we do – in our individual schools and across the network.

� Altruism prevails – our high-performing schools collaborate with poorly performing schools on specific outcomes, inside and beyond our network.

� Our network is an important enabler of long-term improvement across our education system.

ENDORSED AND ENABLED:WHAT HELPS US LEARN TOGETHER

� Our regional and area support teams show an interest in and commitment to our network.

� Participation in the network is supported by our schools.

� The network has sufficient access to resources to function well.

� Results and achievements of our network are officially recognised.

� We make sufficient time to participate in the network successfully.

� Our systems and standards enable easy transfer of records as students move from preschool to primary, primary to secondary and beyond.

� We are a self-improving school system, a product of our joint practice development, high social capital between members, collective moral purpose and ongoing evaluation and challenge practised within and between schools.

� We support teachers to experience other school settings as part of their career development.

� We are resilient and self-sustaining – our network continues to operate successfully, regardless of changes to resourcing.

This tool provides a set of actions that networks perform at increasing levels of maturity, as they evolve into effective Communities of Practice. Use the tool to inform the ongoing development of your network. Bring the key members of your network together (including your SEIL) to critically examine where your network is currently placed, and what you can do to develop it as an effective Community of Practice. The tool is drawn from recent research1 into effective collaboration between schools, but is not exhaustive or conclusive – it should be used to guide thinking, rather than be regarded as a recipe for success.

1 Bentley, T. and Cazaly, C. (2015). The shared work of learning: Lifting educational achievement through collaboration. Mitchell Institute research report No. 03/2015; Farrar, Maggie (2015). Learning together: The power of cluster-based school improvement, Centre for Strategic Education

Paper 249; Hargreaves, David H (2012). A Self-Improving School System: Towards Maturity National College for School Leadership; Wenger, E., McDermott, R., & Snyder, W. (2002). Cultivating communities of practice. Boston, MA: Harvard Business School Press.

Communities of Practice self assessment tool

2019 Annual Implementation Planning Guidelines

and TrainingEducation

Annual Implementation Planning

Measures used in the Differentiated School Performance Method

Guide to the Improvement Measures

The EAL Handbook

Program for Students with Disabilities –

operational guidelines for schools 2019

Respectful Relationships: A resource kit for Victorian schools

Improving School Governance

Communities of PracticeResources

Some documents may require Edumail account

https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/FISO.aspx

https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/improvement-cycle.aspx

https://www.education.vic.gov.au/about/programs/pages/respectfulrelationships.aspx

https://edugate.eduweb.vic.gov.au/edrms/collaboration/SLA/AreaProfile/Using%20Evidence%20for%20Impact_September%202018.pdf

https://edugate.eduweb.vic.gov.au/edrms/collaboration/SI/SEIL%20Resources/Academic%20and%20Planning%20Priorities%20Resource_FINAL_APPROVED.pdf

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/pedagogicalmodel.pdf

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/english/literacy/lttusermap.pdf

https://www.education.vic.gov.au/Documents/school/teachers/support/practiceprinciples.pdf

https://www.education.vic.gov.au/Documents/school/teachers/support/highimpactteachstrat.pdf

https://www.education.vic.gov.au/Documents/school/teachers/support/schleadguide.pdf

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/Amplify.pdf

https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/literacynumeracy/Literacy_and_Numeracy_Strategy_Phase_2.pdf

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/english/literacy/literacytoolkitguide.pdf

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/literacynumeracy/LiteracyandNumeracyTeachingResourcesDiagram.pdf

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/maths/Pages/numeracyportal.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/Pages/default.aspx

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/Peer_observation_feedback_and_reflection_practical_guide_for_teachers.pdf

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/ppe-elements.aspx#link69

https://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/english/readingsamples/readingsamples.aspx

https://www.vcaa.vic.edu.au/Pages/foundation10/viccurriculum/formative_assessment.aspx

http://victoriancurriculum.vcaa.vic.edu.au/static/docs/Quick%20Guide%20Websites.pdf

https://www.vcaa.vic.edu.au/Pages/insightplatform/login.aspx

https://apps.edustar.vic.edu.au/spot/

https://www.education.vic.gov.au/Documents/school/teachers/management/improvement/ContinuaForSchoolImprovement.pdf

https://www.education.vic.gov.au/Documents/school/teachers/management/improvement/plcmaturitymatrix.pdf

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/practice/Peer_observation_feedback_and_reflection_guide_for_principals_school.pdf

https://www.education.vic.gov.au/about/programs/Pages/marrung.aspx

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/discipline/english/literacy/LiteracyandNumeracyTipstoHelpYourChild_Final.pdf

https://www.bastow.vic.edu.au/

http://fuse.education.vic.gov.au/

https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/plcguide.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/evaluateimpactteaching.aspx

https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/swpbs.aspx

https://indd.adobe.com/view/9365b295-d64b-4a68-8ede-70578ff886c6

https://www.education.vic.gov.au/school/teachers/classrooms/Pages/default.aspx

https://www.education.vic.gov.au/school/teachers/teachingresources/practice/improve/Pages/ppe-elements.aspx

https://www.education.vic.gov.au/Documents/school/teachers/support/practiceprinreflection.pdf

https://www.bastow.vic.edu.au/communities-of-practice

https://edugate.eduweb.vic.gov.au/sites/i/pages/production.aspx#/app/content/2925/support_and_service_(schools)%252Fschool_performance_and_evaluation%252Fplanning_and_reporting%252Fannual_implementation_planning

https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/improvement-measures.aspx

https://www.education.vic.gov.au/Documents/school/teachers/teachingresources/diversity/eal/eslhandbook.pdf

https://www.education.vic.gov.au/school/teachers/learningneeds/Pages/psdhandbook.aspx

https://www.education.vic.gov.au/about/programs/pages/respectfulrelationships.aspx

https://www.education.vic.gov.au/Documents/school/principals/governance/governanceph.pdf

https://www.bastow.vic.edu.au/communities-of-practice/cop-resources