EMERGING EVOLVING EMBEDDING EXCELLING Building practice Teachers work in Teachers have The school has a Teacher are excellence isolation and high expectations clear instructional skilled in define their for all students. model that is classroom practice Individually, based on observation, individually. There teachers are research related validating is variation in inclusive and to high-impact judgements using quality of teaching responsive to the teaching a range of across the school, individual needs strategies. All evidence, and with few of their students. teachers follow giving and opportunities to However, the the model which receiving discuss and agree quality of teaching drives and informs feedback in order what constitutes and learning is the work of PLCs. to secure excellence in variable because Teachers are outstanding teaching and there are no committed to teaching and learning. formal, agreed improving their learning across Collaborative protocol of what practice and their own and strategies such as constitutes actively seek other schools, shared analysis of excellent feedback and including the use students’ work teaching. support from each of high-leverage sample, student other. Curriculum approaches to feedback, peer and pedagogical address the observation are expertise is important beginning to be celebrated and curriculum issues. established. shared across the PLCs support and school. challenge each other continuously to review the impact of their practices and approaches. Literacy and Numeracy Strategy The Department’s Literacy and Numeracy Strategy was developed to provide easily accessible, high quality, and differentiated literacy and numeracy support to Victorian teachers. Teachers can consider their literacy or numeracy teaching practices as a focus of their observations. The School Leaders’ Guide to Improving Literacy and Numeracy Outcomes provides guidance with respect to building a culture committed to continuous improvement, and supporting teachers to develop their knowledge and capacity to identify, implement and evaluate the use of high-impact teaching strategies. The School Leaders’ Guide to Improving Literacy and Numeracy Outcomes may inform the focus of peer observation activities. The school strategic plan is the school’s statement to its community about what it stands for and intends to do over the next four years to improve student outcomes. It defines what the school values most and sets out the school’s goals, targets and key strategies for improvement. The Practice Principles allow teachers to identify areas of professional development aligned to the school’s Annual Implementation Plan, therefore contributing to the broader school improvement direction. Schools implementing peer observation in line with agreed school improvement priorities will strengthen personal and school improvement goals. Activities might include engaging peers and learning specialists in observation of the explicit teaching of language demands, introducing one of
EMERGING EVOLVING EMBEDDING EXCELLING Building practice excellence Teachers work in isolation and define their practice individually. There is variation in quality of teaching across the school, with few opportunities to discuss and agree what constitutes excellence in teaching and learning. Collaborative strategies such as shared analysis of students’ work sample, student feedback, peer observation are beginning to be established. Teachers have high expectations for all students. Individually, teachers are inclusive and responsive to the individual needs of their students. However, the quality of teaching and learning is variable because there are no formal, agreed protocol of what constitutes excellent teaching. The school has a clear instructional model that is based on research related to high-impact teaching strategies. All teachers follow the model which drives and informs the work of PLCs. Teachers are committed to improving their practice and actively seek feedback and support from each other. Curriculum and pedagogical expertise is celebrated and shared across the school. Teacher are skilled in classroom observation, validating judgements using a range of evidence, and giving and receiving feedback in order to secure outstanding teaching and learning across their own and other schools, including the use of high-leverage approaches to address the important curriculum issues. PLCs support and challenge each other continuously to review the impact of their practices and approaches. Literacy and Numeracy Strategy The Department’s Literacy and Numeracy Strategy was developed to provide easily accessible, high quality, and differentiated literacy and numeracy support to Victorian teachers. Teachers can consider their literacy or numeracy teaching practices as a focus of their observations. The School Leaders’ Guide to Improving Literacy and Numeracy Outcomes provides guidance with respect to building a culture committed to continuous improvement, and supporting teachers to develop their knowledge and capacity to identify, implement and evaluate the use of high-impact teaching strategies. The School Leaders’ Guide to Improving Literacy and Numeracy Outcomes may inform the focus of peer observation activities. The school strategic plan is the school’s statement to its community about what it stands for and intends to do over the next four years to improve student outcomes. It defines what the school values most and sets out the school’s goals, targets and key strategies for improvement. The Practice Principles allow teachers to identify areas of professional development aligned to the school’s Annual Implementation Plan, therefore contributing to the broader school improvement direction. Schools implementing peer observation in line with agreed school improvement priorities will strengthen personal and school improvement goals. Activities might include engaging peers and learning specialists in observation of the explicit teaching of language demands, introducing one of
Peer_observation_feedback_and_reflection_guide_for_principals_school.docx