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
The Evidence Based Professional Learning Cycle supports you to measure the impact of your professional learning on your practice and on your students’ learning. This Cycle is modelled on the work of Professor Helen Timperley.
It is grounded in your ability to identify fit for purpose data, to analyse the data and make correlations between student and teacher evidence that informs and measures the impact of professional learning.
The Evidence Based Professional Learning Cycle:
- helps you to respond to your students’ needs based on evidence
- prompts and facilitate a continued inquiry into your teaching
- supports you to evaluate the impact of your professional learning on your students' learning.
The Cycle consists of five dimensions which will help you to breakdown the perennial teacher question:
‘Based on the needs of my students what do I need to know and do differently in my teaching practice to progress the learning of my students?’
Five Dimensions within the Cycle
- What do my students need to be able to know and be able to do?
- What do I need to know and be able to do in response to my students’ needs?
- How do I go about deepening my knowledge and refining my skills?
- What happens in the classroom when I apply my learning?
- What impact did my learning have on my practice and on my students’ learning?
Evidence Based Professional Learning Cycle Resource
The Evidence Based Professional Learning Cycle resource has been designed to assist you to use the Cycle to evaluate the impact of your professional learning not only on your practice but also on your students’ learning outcomes.
In exploring the five dimensions, you will find a Video, Teacher Stories, Prompts and Resources. Through the Video and Teacher Stories you meet four teachers: Dorothy, Steve, Jacki and Blair. These four teachers share how they have gone about inquiring into their practice with the assistance of the Evidence Based Professional Learning Cycle.
Explore the Resource
To begin your exploration, see Evidence Based Professional Learning Cycle Resource.
Using the Resource
Learn how the Resource supported Malvern Central School teachers to apply an evidence-based approach to their professional learning focused on middle years students’ reflection and goal setting practices.
Malvern Central School-Learning Goals and Reflection in the Middle Years (docx - 79.46kb)
Helen Timperley (2011) Using student assessment for professional learning: focusing on students’ outcomes to identify teachers’ needs (pdf - 623.75kb) Paper No. 21 May 2011. Department of Education and Early Childhood Development, Victorian Government
Halbert. J, Kaser, L. (2012). Inquiring Learning Environments: New Mind Sets Required Centre for Strategic Education, Victorian Seminar Series Paper No. 214, April 2012.