Focus on Teaching & Learning
Effective schools are focused primarily on teaching and learning. They carefully consider time spent on academic and non-academic learning. Effective schools deploy their resources strategically to enhance teaching and learning. Professional learning activities and programs are aimed at improving the teaching-learning relationship, paying particular attention to developing the subject and pedagogical knowledge of teachers.
Forming answers to the following questions may help to provide a focus on teaching and learning in your school:
- How well does our school manage the time spent on the three strands of VELS (i.e. physical, personal and social learning, discipline-based learning, and interdisciplinary learning)?
- Identify one or two strategies that were implemented in the school to bring about improvement in the teaching-learning relationship. Analyse how effective the strategies have been. What worked well? What hindered successful or full implementation? Should the strategies be persevered with?
- How effective are our professional learning activities that aim to improve student learning?
- How well does our school manage the workload of staff, in particular the balance between time focused on teaching and learning and time spent on administrative tasks?
Links to Blueprint Strategies/Initiatives
Developing a focus on teaching and learning is supported through:
Flagship Strategy 1
The whole-school curriculum planning model that is the basis of the Curriculum Planning Guidelines supports school councils, leaders and teachers to work cohesively to create learning environments that focus on learning and teaching in a strategic, cohesive and continuous way.
Schools have a major role to play in developing skilled, flexible, responsible and creative young people. The Victorian Essential Learning Standards, together with the Principles of Learning and Teaching P-12 and the assessment advice provide a curriculum approach that directly addresses the growing evidence base about how people learn and its implications for teaching that works. The focus is on the notion of developing learners who can apply their knowledge beyond the classroom to new and different situations.
The Victorian Essential Learning Standards ensure schools address three broad curriculum areas in their teaching programs and in their assessment and reporting practices. The Standards have not been designed as an organisational template on which to develop timetables or school structures. They are designed to be used for whole school curriculum planning. School teams decide how to meet the essential learning standards.
The Principles of Learning and Teaching P-12 (PoLT) initiative provides a strategy for planning and implementing pedagogical change in Years P&ndash12. It offers a means by which schools and school clusters can examine their teaching practices, identify key areas for improvement and develop a plan to initiate improvement and monitor change. Six key principles that provide a basis for effective pedagogy are described, along with a change model that reflects contemporary understandings of teacher development and school improvement. The change model is designed to be implemented over a three-year period.
Effective schools' Assessment and Reporting practices are integral to the teaching and learning process and are matched to the teaching and learning goals. Assessment is part of the overall process of the whole school curriculum planning and weaves the three learning strands together, in ways that meet the essential learning requirements of all students, along with local community expectations and needs. The assessment tasks are authentic &ndash taking into account how students learn and their different learning styles. This will challenge students to apply their relevant skills, knowledge and understanding to real-world challenges.
As educators we are constantly searching for examples of best practice and new ideas to improve our teaching and learning. Finding these examples can be made easier with Knowledge Bank where you will find an extensive range of case studies written by your colleagues about the issues that are impacting on the profession.
Flagship Strategy 2
The Student Resource Package provides a focus on teaching and learning by recognising student needs rather than expenditure. It is flexible and encourages innovation. Teaching and learning is enhanced through the identification of student needs and targeting funds for those students through equity and school specific initiatives.
Flagship Strategy 4
A Performance and Development Culture in schools sustains a focus on teaching and learning by ensuring all teachers have: a development plan informed by student learning outcomes data, and professional learning programs focused on improved teacher effectiveness and student outcomes.
Flagship Strategy 6
The Effective Schools Model provides a lens through which schools can think about their performance, plans and priorities. Blueprint Flagship Strategy 6 (School Improvement) provides a range of tools, processes and opportunities for schools to improve their planning, reviewing, evaluation and decision-making when they examine their school through the model.
Single Planning and Accountability Document
Staff, Student and Parent Surveys provide feedback to teachers and school leadership teams on teaching and learning arrangements.
Flagship Strategy 7
The Leading Schools Fund supports schools to focus on teaching and learning by providing resources to implement programs designed to improve teaching practice as well as the provision of teacher mentors and professional development for staff. Learners are supported by programs that develop independent learning skills.
Professional Reading
The following readings can be located on the web or in hard copy through the appropriate journals or educational texts. These readings have been influential in the thinking behind current educational reform in Victoria.
Teaching and Learning Web Resources
Information, articles and research about education and adolescents:
Professional Development
Professional Learning - Teachers - the Department's professional development area for teachers.
Department for Education and Skills (DfES), The Core Principals: Teaching and Learning School Improvement System Wide Reform
Elmore, Richard. Bridging the Gap between Standards and Achievement: The Imperative for Professional Development in Education (2002). Albert Shanker Institute.