Practice Principles for Excellence in Teaching and Learning (the Practice Principles) facilitate effective literacy learning in all areas of the Victorian Curriculum F–10.
The Practice Principles provide an opportunity for school leaders and teachers to review teaching practice.
Undertaking a reflection on practice
Central to the role of teaching is identifying the learning needs of students, and designing and implementing interventions that address these needs. This involves reflecting on students' learning to determine whether the strategies and activities employed in the classroom are having the intended impact.
Focusing on the students' needs
In maintaining a relentless focus on student growth, you are encouraged to ask:
- How will we target our teaching to ensure we are meeting all students where they are AT and support where they need to go NEXT?
- What can we do that will have the greatest impact on student learning?
- What is currently working, what needs to change and how will we find out more?
Focusing on your teaching practice
The following considerations are provided for you to reflect on your practice:
- consider if the continuum of learning for all students is understood by all teachers (key skill development and sequence of learning is clear and appropriate and all students can be plotted on the continuum)
- consider how new learning can be supported by research, team collaboration and collective expertise, external expertise, classroom observations, and evidence-based practices
- consider your approach to differentiation- what will this look like?
- consider the conditions required for changes in your practice and how you will know it is having an impact.
For more information about using the practice principles to guide literacy learning, see:
Professional practice note eight: Using the practice principles to guide literacy learning
Practice principles diagnostic tools
The Practice Principles diagnostic tools are designed to support you and school leaders to reflect on the Practice Principles and engage in collaborative practice development. The information gathered throughout this process can support you in your Performance and Development process, and contribute to the collection of evidence.
- Use the Teacher Self-Reflection Tool to reflect on your practice.
For each Action, record:
- strengths, listing what you are already doing well
- opportunities for improvement of your practice
- evidence that supports your conclusions (e.g. student assessment data, student feedback, peer observations)
- next steps that you need to take (e.g. discuss and develop your understandings through work in a PLC to learn or direct learning and support professional growth, create new or update existing PDP goals).
- Select areas of focus for the Practice Principles. Work with colleagues to engage in professional learning to improve your skills, knowledge and practice. Use multiple sources of data to monitor student attitudes and achievement.
- At mid-cycle or end-cycle Performance and Development review, refer to this completed Teacher Self-reflection Tool to reflect on your progress.
Practice Principles for Excellence in Teaching and Learning reflection tools
Resources for teachers
For additional tools and resources, see:
For more information, or to share your feedback, email: