From Term 1 2017, Victorian government and catholic schools will use the new Victorian Curriculum F-10. This page is currently being reviewed and may be subject to change.
For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA
Effective performance and development in schools supports the ongoing development of teachers and principals to ensure that students experience high quality teaching and learning in every classroom.
The Department of Education and Training’s Performance and Development model promotes and supports high levels of professionalism and excellence in schools and allow teachers, principals, school staff, parents and students to work together to make sure Victoria’s education system is one of the best in the world.
Performance and development is not new to Victorian schools – and this model provides a clear and effective way to recognise teachers who a positive difference to the learning, growth and development of students and contribute to vibrant communities. Most successful organisations have strong performance and development models, and Victorian government schools are no different.
The Performance and Development EduGate site contains all guidelines, templates tools and resources to support teachers, principal class employees and support staff to participate in Performance and Development. See: Performance and Development in Victorian Government Schools
The Professional Practice and Performance for Improved Learning: Performance and Development (2014) paper outlines the underlying concepts, structures and processes for a new performance and development model for school leaders and teachers. Drawing from national and international research and examples of current practice within Victorian schools, it describes what effective performance and development processes look like, why they are important and where they fit within a wider context of professional practice and professional learning.
The Professional Practice and Performance for Improved Learning: Professional Learning and Support for School Leaders and Teachers (2014) paper outlines the opportunities available for the profession to continue to build the capabilities that result in improved teaching practice and student learning outcomes. Practical information, including links to resources and professional learning programs and courses, is provided in this paper to stimulate discussions with school leadership teams and among peer groups about their priorities for professional learning.
For more information, see: