Pedagogical model

The Pedagogical Model identifies five evidence-based domains which define what high-quality teaching practice looks like. It is a flexible model that can be readily modified for different school settings and learning areas.

Overview

When implemented together with the practice principles, the pedagogical model enables teachers to maintain a line of sight between their own professional development and school-wide improvement based on FISO 2.0.

The pedagogical model is:

embedded in the Victorian teaching and learning model that incorporates the vision for learning and wellbeing, practice principles, HITS and HIWS
focused on teacher practice as the main contributor to improved student outcomes
improvement-focused to assist teachers with their professional learning, including designing their PD goals
adaptive and can be modified to fit specific school and subject contexts
flexible, so teachers can move in and out of different domains, depending on the context.

Get started with the pedagogical model

The pedagogical model resource includes information on getting started with using the model to plan, reflect upon and improve teaching practice.

This resource includes:

succinct guidance on implementing five domains of the model
bite sized insights that enable you to focus on one or more domains, and to progressively build expertise
scalable possibilities, allowing individual teachers, professional learning communities, and whole schools, to set goals and actions centred on the pedagogical model domains.

Further information and resources to support your practice and implementation of the Victorian Teaching and Learning Model are available through the VTLM page on FUSE where you will find case studies, reflection tools and the HITS Catalogue.

Domains

The model consists of five domains:

Engage

Continuum of practice

Each continuum level of teacher proficiency assumes proficiency at the previous level. Teachers can use each domain’s continuum to reflect on their practice, make judgements about specific areas of teaching and set targets to move to the next level of proficiency.

Graduate teachers:

build safe learning environments that support students’ wellbeing
set learning goals that explain what students need to understand and what they must be able to do
communicate high expectations and promote effort and hard work
consider students’ backgrounds, interests and prior knowledge
demonstrate knowledge of contemporary resources to enrich teaching and learning programs and to enhance student engagement
engage with individual students and respond to their academic, social and emotional needs
communicate with parents/carers and seek their knowledge and feedback.

Proficient teachers:

collaboratively develop and implement protocols to build a respectful, trusting learning environment in which students feel confident to contribute
set explicit, challenging and achievable learning goals for all students
develop and maintain a culture of high expectations and empower students to present their own ideas
consider students’ backgrounds, interests and prior knowledge to create authentic and meaningful learning opportunities
provide opportunities for students to initiate and assist in planning school events
build connectedness with parents/carers and the broader community to strengthen social ties, care and support for students.

Highly accomplished teachers

co-design behaviour protocols with students to maintain a productive and safe learning environment
share ideas about how to involve students in curriculum planning, engage students in selecting tools and resources and negotiate learning goals
collaborate with colleagues and students to develop and maintain a culture of high expectations for all students by setting appropriate and challenging learning goals
model and share with colleagues strategies for maintaining an energised and focused learning environment
develop and share strategies to build students’ capacity to participate in whole school decision-making
support their colleagues to collect, analyse and share feedback from students and parents/carers to inform future planning.

Lead teachers:

model and demonstrate how to collaboratively develop shared norms and responsibilities for reinforcing protocols with students
lead colleagues to evaluate the appropriateness of learning goals to improve student achievement and engagement
work with colleagues to select a range of tools to receive regular student feedback on classroom climate
lead processes to evaluate the effectiveness of strategies to raise student engagement
initiate, lead and evaluate processes to build students’ capacity to participate in whole school decision-making
strengthen social ties, care and support for students, teachers lead processes to monitor and evaluate connectedness with parents/carers and the broader community.

Teachers know their students well and engage them in building supportive, inclusive and stimulating learning environments. Teachers motivate and empower students to manage their own learning and develop agency.

Explore

Continuum of practice

Graduate teachers:

demonstrate knowledge and understanding of strategies to identify prior knowledge
establish routines and provide a schedule to support time management
demonstrate knowledge of a variety of teaching strategies and resources to accommodate the range of abilities and interests
implement strategies for using ICT to expand learning opportunities for students
use guiding questions to assist students to select relevant information
ask students to explain their understanding of key concepts and ideas to identify misconceptions
support specific groups of students (ATSI students, students learning English as an additional language, and students with additional needs) with appropriate resources to tailor, support and modify learning goals.

Proficient teachers:

ensure the learning program is relevant to students’ needs, interests and learning goals
plan and deliver structured lessons, monitor learning, adapt routines and adjust time allocated to maximise student learning opportunities and understanding
use a range of teaching strategies that leverage and develop different skills and abilities
assist students to choose appropriate resources and processes to collect information for their learning program
use effective teaching strategies to integrate ICT into learning programs in ways that make selected content relevant and meaningful
use a range of question types to engage students and stimulate further investigation
support students to identify and explore real world issues and problems.

Highly accomplished teachers:

model and share strategies for reinforcing routines, scaffolding new learning, and using smooth transitions to optimise time on task and classroom climate
prompt students to select tools and strategies appropriate for documenting and evaluating the information they have collected
explain reasons for using particular strategies to help students organise information and encourage students to reflect on which strategies are most effective for them
model high-level knowledge and skills and work with colleagues to use current ICT in ways that improve their practice and make content relevant and meaningful
share strategies that encourage students to share their learning, teach, question and challenge each other
support colleagues to integrate learning areas and capabilities and support students to identify learning connections across a range of contexts
empower students to make decisions based on the knowledge of how they learn.

Lead teachers:

initiate and lead colleagues to implement strategies that support students to exercise authentic agency, question and form conclusions about the value of their learning
model and share strategies that challenge misconceptions through using specific tasks and questions to extend student thinking
lead and support colleagues to select and use ICT with effective teaching strategies to expand learning opportunities and content knowledge for all students
initiate and lead processes that enable students to negotiate assessment methods and criteria matched to their learning goals
use evidence to monitor and evaluate the impact of different lesson structures
initiate and lead processes where teachers and students collaborate in learning partnerships in and beyond the school

Teachers present challenging tasks to support students in generating and investigating questions, gathering relevant information and developing ideas. They help students expand their perspectives and preconceptions, understand learning tasks and prepare to navigate their own learning.

Explain

Continuum of practice

Graduate teachers:

demonstrate knowledge and understanding across learning areas of developmental learning programs based on the Victorian curriculum capabilities
explicitly teach new knowledge and skills
explain links between new content and existing knowledge
develop learning programs that support students to connect their learning with real-world contexts
demonstrate knowledge and understanding of worked examples to introduce new knowledge and skills
provide opportunities for students to develop explanations of the content and practise new skills and processes
monitor students’ understanding and adapt their teaching strategy when required
allow students to share and reflect on their ideas and structure activities in small groups.

Proficient teachers:

collaboratively design learning programs that integrate the Victorian curriculum content descriptions, and achievement standards for learning areas and capabilities
explain relationships between ideas and help students connect new and existing knowledge
determine students’ current levels of understanding and introduce new content accordingly
regularly use worked examples to introduce new knowledge and skills, and to scaffold student learning
draw out students’ misconceptions and frame questions to challenge students’ ideas
continuously monitor students’ learning and adapt routines to maximise student learning opportunities and understanding.

Highly accomplished teachers:

support colleagues to develop sequenced learning programs that are scaffolded to promote student independence in learning
structure learning sequences to provide multiple opportunities for students to consolidate new knowledge and practise new skills
support colleagues to monitor students’ progress, and adjust instruction to meet individual student needs
model effective practice and support colleagues to develop individual learning strategies and assessment rubrics in collaboration with students
explain reasons for using particular strategies and encourage students to reflect on which strategies are most effective for them
support colleagues to develop and implement protocols for group work that build student understanding of how effective groups operate.

Lead teachers:

lead work in PLCs to design learning programs that integrate the Victorian curriculum content descriptions, and achievement standards for learning areas and capabilities
lead initiatives to engage students in deconstructing learning tasks and assessment criteria, enabling them to assess their current knowledge, gain deeper understanding of new content, and monitor learning progress
lead colleagues to design learning programs with multiple entry points, progression tracks, and aspirational, individualised learning goals
lead colleagues to determine students’ level of understanding, and select and introduce content at individual point of need in response to student explanations
initiate strategies and lead colleagues to consistently structure learning around differentiated group tasks that require students to work collaboratively.

Teachers explicitly teach relevant knowledge, concepts and skills in multiple ways to connect new and existing knowledge. They monitor student progress in learning and provide structured opportunities for practising new skills and developing agency.

Elaborate

Continuum of practice

Graduate teachers:

demonstrate knowledge and understanding of the Victorian curriculum capabilities across learning areas teachers demonstrate knowledge and understanding of surface and deep learning
develop students’ critical, creative and higher order thinking skills
demonstrate knowledge and understanding of effective questioning to engage students in higher order thinking
demonstrate knowledge and understanding of effective questioning to engage students in higher order thinking
allow students to share and reflect on their ideas with their peers
monitor student understanding and provide appropriate feedback referenced against assessment criteria.

Proficient teachers:

enrich and deepen learning programs through integrating the Victorian curriculum capabilities across learning areas
provide examples of concepts in similar contexts to assist students to apply their learning
support students to form theories, find patterns and make connections in their learning. Teachers design investigations of current issues that require students to compare and contrast different perspectives
use questioning to probe student thinking and prompt them to justify their responses
monitor student understanding, provide feedback and adapt instruction based on group needs.

Highly accomplished teachers:

support colleagues to identify learning connections across a range of content areas and real-life contexts
support colleagues to design learning programs that are intellectually challenging, developmental and scaffolded to meet students’ needs
support colleagues to develop conversation protocols that support all students to make meaningful contributions
support colleagues to deliver challenging activities that involve student choice, deep understanding, discipline rich inquiry, problem solving and collaboration
implement strategies that support students to share their learning, support and challenge each other
monitor student progress, intervene to address individual needs and provide feedback to enable students to improve their learning.

Lead teachers

lead processes to monitor and evaluate the integration of the Victorian curriculum capabilities across learning areas
lead colleagues to design, implement and monitor learning programs that explicitly build deep levels of thinking and application
lead colleagues to support students to use evidence to challenge assumptions underpinning principles when extending their learning to new contexts
lead initiatives to advance students’ independence in learning and prepare them to undertake self-directed inquiry
lead processes to empower students to take action to develop innovative solutions that address local and global issues
lead processes that use formal and informal assessment, student feedback and teacher collaboration for evaluation and planning, ensuring all students are engaged, challenged and extended.

Teachers challenge students to move from surface to deep learning, building student ability to transfer and generalise their learning. They support students to be reflective, questioning and self-monitoring learners.

Evaluate

Continuum of practice

Graduate teachers:

demonstrate knowledge and understanding of assessment strategies that meet the achievement standards for learning areas and capabilities
use explicit assessment criteria to assess student progress referenced against curriculum standards and the learning goals
continuously monitor student learning, integrating evidence from formal and informal assessments
provide students with targeted feedback on achievement relative to their learning goals and their needs
communicate with parents/carers to provide regular updates on student progress
use student achievement data to guide their own professional learning
build new knowledge and skills through research, peer observation and coaching.

Proficient teachers:

ensure assessment strategies meet the achievement standards for learning areas and capabilities
design authentic, fit-for-purpose assessments based on the learning objectives and students’ individual needs and abilities
work with colleagues to develop assessment rubrics with explicit assessment criteria and make consistent judgements validated by moderation
use multiple forms of formative assessment and provide feedback to students to help them reflect on the learning processes and the impact of effort on achievement, identify their strengths and areas for improvement, and form new learning goals
analyse student data, reflect on the effectiveness of their own teaching and identify appropriate professional learning.

Highly accomplished teachers

collaborate to plan learning programs, integrating multiple forms of fit-for-purpose formative and summative assessments
demonstrate high-level knowledge and skills in monitoring student progress, providing feedback and adjusting instruction to support and extend all students
support colleagues to build student capacity to develop and use assessment rubrics to monitor their own learning progress
support colleagues to implement student self-assessment and peer assessment, giving students opportunities to review samples of work, identify evidence of learning and exchange constructive feedback
support colleagues to trial new practices and evaluate their effectiveness using feedback from students, colleagues and parents/carers.

Lead teachers:

lead the development of multilevel learning programs, integrating multiple forms of fit-for-purpose formative and summative assessments
lead colleagues to critically review and improve their assessment strategies
lead colleagues to use feedback from students, colleagues and parents/carers to improve assessment strategies
help colleagues to set aspirational goals that extend students beyond their current performance level
lead a whole-school approach to developing evaluative practice, prioritising time and resources for teams to scrutinise their impact on students’ progress
lead processes to analyse a range of student data for strategic planning of teachers’ individual and collective professional learning.

Teachers use multiple forms of assessment and feedback to help students improve their learning and develop agency. They monitor student progress and analyse data to draw conclusions about the effectiveness of their teaching practices, identify areas for improvement, and address student individual needs.

Using the model

Before engaging with the pedagogical model, schools can undertake a reflection on their school-wide practice using the following practice principles and self-reflection tools:

practice principle 1: High expectations for every student promote intellectual engagement and self-awareness.
practice principle 4: Curriculum planning and implementation engages and challenges students.
practice principle 6: Rigorous assessment practices and feedback inform teaching and learning.

At a whole-school level, the pedagogical model can be used to develop a high performance learning culture and establish consistently high quality teaching practice across the school. It can also be used to inform or update the implementation of the school’s current pedagogical model.

School leaders

School leaders can drive school-wide improvement by using the pedagogical model to:

plan and review learning programs

guide teachers' reflections on their current teaching practices
assist teachers in evaluating their performance against each domain's continuum of practice
specify areas for improvement.

Teachers

The pedagogical model supports teachers to design engaging and challenging learning experiences through planned integration of curriculum, pedagogy and assessment.

PLCs provide excellent opportunities for teachers to use the pedagogical model in many contexts, to:

review their learning programs
guide self and group-reflection
set professional development goals
plan and implement the specific steps to achieve those goals.

Essential resources

Professional Practice Note 11 – Enhancing literacy learning with the pedagogical model

Get advice

For more information about the pedagogical model, email: professional.practice@education.vic.gov.au