From Term 1 2017, Victorian government and Catholic schools will use the new Victorian Curriculum F-10. Curriculum related information is currently being reviewed and may be subject to change.
For more information on the curriculum, see:
The Victorian Curriculum F–10 - VCAA
A tool for teachers and schools to help develop and improve teaching practice through discussion, observation, critique and reflection. The e5 model provides a framework to support these conversations.
Get started with e5
The e5 Instructional Model is a reference point for school leaders and teachers to develop a deeper understanding of what constitutes high quality teacher practice in the classroom. The model consisits of five domains:
Using e5 to lead conversations
Select one domain (engage, explore, explain, elaborate or evaluate) for a staff workshop.
Use the questions posed under each domain to provide a focus for the conversation or a workshop. With each question, consider:
- in your own practice what would you offer as evidence that your work was consistent with your chosen domain of practice?
- give at least one concrete example of something you would do to make the chosen domain of practice concrete in your work practices
- bring back evidence of this to discuss at the next workshop.
Teachers as professionals engage in continuous inquiry about their teaching in order to assess the impact it has on the students they teach.
To develop greater expertise, teachers need to understand what it looks like to improve in different domains of learning, and as importantly, believe they are capable of improving their practice. They must also be effectively supported within their schools where the work of teach and learning resides.
The e5 Instructional Model is not a recipe for teacher practice but rather a framework to inform conversations and guide the observation, critique and reflection of classroom practice.
There are many different ways that teachers can vary in their approach and their behaviour and still be highly effective in the classroom. All teachers use their professional judgement to adapt their practice to the specific context they work in and to the particular cohort of students they teach. However, within this zone of discretion there are common practices that draw on a professional knowledge base in the classroom we can develop a great understanding of the nature of the professional learning teachers require to improve their practice.
Research agreement about what constitutes high quality instruction in the classroom to engage students in intellectually demanding work is central to the professional conversations that occur in educational settings. The e5 domain of engage, explore, explain, elaborate and evaluate can be used as a common lens for understanding and improving teaching in all educational settings. This approach can facilitate a more planned and structured collaboration through a commonly understood language and framework.
A focus on quality teaching and learning
The challenge for all schools is to strengthen their performance and development processes to support a professional working environment for all staff and the school’s internal capacity to engage in ongoing improvement.
This can only be achieved by increasing the consistency of high quality teaching and learning in all classrooms.
e5 can support performance and development processes and focus conversations on quality teaching by:
Providing induction into the school or into a new role
Expectations about what quality classroom practice looks like can assist all new staff to understand their responsibilities and the level of support that will be provided to them to improve their practice.
Providing multiple sources of feedback on practice
Criteria from the instructional model capabilities can develop greater consistency and understanding of what teachers should know and be able to do in the classroom and a shared language for describing this.
Aligning performance and development plans to school goals
A self assessment of strengths and areas for improvement against the e5 profile statements can enable staff to develop a more informed and individual approach to the professional learning component of their plans.
Designing a quality professional learning strategy
The school’s professional learning strategy can be designed to support the learning and growth of all staff by using the capabilities described in the model as a focus for conversations about quality teacher practice and the school’s strategic priorities.
Teachers' belief that the school supports individual professional growth and development is enhanced when there is:
- strong agreement about what constitutes quality teacher practice
- organisational conditions that support evidence based inquiries
- opportunities to collaborate and learn in the workplace.
Find out more
For more information about the e5 model, email: