Principles of Learning and Teaching – Frequently Asked Questions

Resources to support implementation

Q. Can we access all the Principles of Learning and Teaching P-12 (PoLT) materials including all the audit instruments and the implementation strategy?

A. The Principles and Principles unpacked with exemplars are readily available to all schools and the wider community. The implementation strategy including audit instruments and professional development modules is available through participation in the PoLT Training Program. The strategy involves significant training and support that is provided by trained professionals to schools wishing to implement PoLT in their schools or at a cluster level.

Q: For how long will the ‘critical friend’ be available? Could access be negotiated with the training provider for 2007 if we did the PoLT Training Program in 2006?

A: The ‘critical friend’ aspect of the PoLT Training Program is available for the duration of the training year. After this initial year, continuing ‘critical friend’ support can be negotiated with the provider directly.

Implementing PoLT

Q: Are there models of long term sustainability for PoLT within schools – how do we embed the Principles within the school?

A: There is no one model that will suit every school in sustaining and embedding PoLT. As part of the PoLT Training Program on pages 75-83 of the Leading Change Manual some critical factors in sustaining change are outlined. Case studies are available that outline the different approaches some schools have used.

The successful Symposia in Term 3, 2006 with schools involved in the PoLT Training Program in previous years also highlighted some successful strategies for sustaining PoLT within schools and clusters.

Q: Making links between cluster goals (principles) and PoLT principles has been important, but this is hard to do. There are ‘time factor’ considerations around successfully pulling people together to fully implement PoLT. It can be difficult to align action plans at different levels ie: individual, school and cluster. What can I do as a cluster educator?

A: For clusters undertaking this program, the school action plan sits within a broader cluster plan. The relationship between the cluster and the school planning and organisation will be different for each cluster, depending on local conditions. There may be a number of initiatives that arise from the auditing process; those already identified as cluster initiatives and those that are implied by individual school strategic plans. These may or may not interrelate. The first part of the work at the cluster level will involve prioritising the initiatives, influenced by agreements across the cluster concerning common foci.

Ultimately, the action plan is an agreed position at the school level about actions related to pedagogy that the school will undertake to bring about change. It may also reflect and consider cluster goals and directions. The school action plans should also be reflected in the Annual Implementation Plan and School Strategic Plan to ensure they are interrelated and appropriately resourced.

Q: What happened at the 2005 follow up day in 2006? Are there any reports, papers presentations available?

A: The two symposia held in Term 3, 2006 were a great success. Various schools and clusters presented their PoLT journey so far, with a focus on strategies for sustaining and embedding PoLT in the school culture. They were all inspiring stories and well worth sharing.

Component mapping

Q: The student survey for young children has limitations – can real data from students (particularly younger) be generated?

A: The Student Perception survey is considered appropriate for Year 5 upwards, given the nature of the language and ideas. An early years version of the survey was developed from an instrument generated and trialled by the Drouin Cluster during the piloting phase. It is included in the manual solely as a resource for those schools who wish to include the student voice of their younger students and as such has its limitations. Before implementing the early years survey it is important to consider how to assist younger students in clarifying survey questions without unduly influencing them in their responses. The time factor involved in administering the survey, compared to the quality of the data produced, also needs to be fully weighed up. A further example of a modified survey developed by Seaford North Primary School is also available.

Q: Can the Component Mapping data be used by my principal for appraisal purposes?

A: This is not the intention or the purpose of the Component Mapping. The Component Mapping process provides the basis on which teachers monitor and reflect on their own practice. The PoLT Coordinator will undertake the Component Mapping of the teachers in the school. The Component Mapping data from this process is confidential and should only be reported publicly in a way that no individual teacher can be identified. However, teachers may decide to use their individual data to develop personal professional learning plans.

Other sectors

Q: What support is available for schools in the Catholic and Independent school systems?

A: The Government expects all schools to adopt the Victorian Essential Learning Standards and to establish the conditions for a supportive and productive learning environment where students’ needs, backgrounds and interests are reflected in the learning programs. Non-government schools are able to participate in the PoLT Training Program. They are entitled to the support of a critical friend as well as all other resources and information aligned with the training program. Non-government schools who do not participate in the PoLT Training Program can still access materials available online by visiting the Principles of Learning and Teaching page of the website. If there is difficulty in accessing the website it may require a password which can be obtained from the appropriate governing body of the sector concerned.