The Practice Principles for
Excellence in Teaching Practice are nine signature
pedagogies which make the difference in improving student learning and
wellbeing.
The practice principles
The practice principles articulate how teachers can deliver the curriculum and engage students. They are designed to link directly to a school's documented teaching program, which outlines what is to be taught, and the approach to assessment, which helps teachers determine student needs and how students can demonstrate their levels of understanding.
Each of the Principles is supported by a theory of action that describes how the work of teachers can generate improved student learning over time. It explains the specific changes that can be expected and creates a brief evidence-based synopsis.
The 
Quick Guide to the VTLM (pdf - 611.17kb) aligns the 5 elements of the VTLM, including the practice principles, with the core elements of the Framework for Improving Student Outcomes 2.0.
Principle 1: High expectations for every student promote intellectual engagement and self-awareness
Action 1.1
Teachers convey high expectations of learning, effort and engagement for all students
Action 1.2
Teachers co-design aspirational goals with students
Action 1.3
Teachers ensure all students’ cultural backgrounds, needs and abilities are recognised and addressed in the learning program
Action 1.4
Teachers build student capacity to monitor and evaluate their own progress and achievement
Link to FISO
Principle 1: high expectations links to, FISO: Priority: Positive climate for learning
Evidence, Engagement Activities and Resources
To find out more about this Principle, please access the printable resource available at the end of the page.
Principle 2: A supportive and productive learning environment promotes inclusion and collaboration
Action 2.1
Teachers build quality relationships that enhance student engagement, self-confidence and growth as a learner
Action 2.2
Teachers ensure all students’ cultural backgrounds, needs and abilities are recognised and addressed in the learning program
Action 2.3
Teachers develop student capacity to collaborate
Action 2.4
Teachers maintain an energised and focused learning environment
Link to FISO
Principle 2: high expectations links to, FISO: Priority: Positive climate for learning
Evidence, Engagement Activities and Resources
To find out more about this Principle, please access the printable resource available at the end of the page.
Principle 3: Student voice, agency and leadership empower students and build school pride
Action 3.1
Teachers empower students to have a democratic voice in the running of the communities in which they learn
Action 3.2
Teachers provide opportunities for students to exercise authentic agency in their own learning
Action 3.3
Teachers provide leadership opportunities
Action 3.4
Teachers build school pride and connectedness
Link to FISO
Principle 3: high expectations links to, FISO: Priority: Positive climate for learning
Evidence, Engagement Activities and Resources
To find out more about this Principle, please access the printable resource available at the end of the page.
Principle 4: Curriculum planning and implementation engages and challenges all students
Action 4.1
Teachers place student needs at the centre of program planning and delivery
Action 4.2
Teachers collaboratively design and implement a scope and sequence of learning
Action 4.3
Teachers regularly review and update learning programs in line with school curriculum plans
Link to FISO
Principle 4 links to, FISO: Priority: Excellence in teaching and learning
Evidence, Engagement Activities and Resources
To find out more about this Principle, please access the printable resource available at the end of the page.
Principle 5: Deep learning challenges students to construct and apply new knowledge
Action 5.1
Teachers design learning programs to explicitly build deep levels of thinking and application
Action 5.2
Teachers support students to explore the construction of knowledge
Action 5.3
Teachers support students to be reflective, questioning and self-monitoring learners
Link to FISO
Principle 5 links to, FISO: Priority: Excellence in teaching and learning
Evidence, Engagement Activities and Resources
To find out more about this Principle, please access the printable resource available at the end of the page.
Principle 6: Rigorous assessment practices and feedback inform teaching and learning
Action 6.1
Teachers design authentic, fit for purpose assessments to reflect the learning program and objectives
Action 6.2
Teachers use assessment data to diagnose student learning needs and plan for learning
Action 6.3
Teachers provide regular feedback to students on their progress against individual learning goals and curriculum standards
Action 6.4
Teachers analyse student achievement data to improve their practice
Link to FISO
Principle 6 links to, FISO: Priority: Excellence in teaching and learning
Evidence, Engagement Activities and Resources
To find out more about this Principle, please access the printable resource available at the end of the page.
Principle 7: Evidence-based strategies drive professional practice improvement
Action 7.1
Teachers evaluate the impact of teaching on learning by analysing multiple sources of data
Action 7.2
Teachers identify and target areas for professional learning
Action 7.3
Teachers draw on current research and use an inquiry improvement cycle
Action 7.4
Teachers challenge and support each other to improve practice
Link to FISO
Principle 7 links to, FISO: Priority: Excellence in teaching and learning
Evidence, Engagement Activities and Resources
To find out more about this Principle, please access the printable resource available at the end of the page.
Principle 8: Global citizenship is fostered through real world contexts for learning
Action 8.1
Teachers support students to explore their role as global citizens
Action 8.2
Teachers model and facilitate use of digital tools and resources to access, use and share learning
Action 8.3
Teachers and students co-design learning that connects to real world contexts
Action 8.4
Teachers and students collaborate in learning partnerships in and beyond the school
Link to FISO
Principle 8 links to, FISO: Priority: Community engagement in learning
Evidence, Engagement Activities and Resources
To find out more about this Principle, please access the printable resource available at the end of the page.
Principle 9: Partnerships with parents and carers enhance student learning
Action 9.1
Teachers establish open and sustained communications with parents/carers
Action 9.2
Teachers seek and use parents/carers knowledge and feedback
Action 9.3
Teachers facilitate parental/carer involvement in education within the classroom, school and beyond
Link to FISO
Principle 9 links to, FISO: Priority: Community engagement in learning
Evidence, Engagement Activities and Resources
To find out more about this Principle, please access the printable resource available at the end of the page.
Printable guide
Practice principles for excellence in teaching practice
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, online professional learning modules and the HITS Catalogue.
Practice principles poster
This poster presents the practice principles in an easy to print overview table.
A3 Practice principles poster (pdf - 126.08kb)
Diagnostic tools
Diagnostic tools are available to support teachers and school leaders to reflect on the practice principles and engage in collaborative practice development, both for guided whole-school reflection and guided teacher reflection.
To access the tools, download:
Essential resources
Case studies
Fairfield Primary School
Fairfield Primary School's acting principal, discusses how they are using the Practice Principles as a common language to drive excellence in their teaching practices:
Brighton Primary School
In this video, Brighton Primary School talks about how they are embedding the practice principles and high impact teaching strategies into their core business practices:
The principles and framework
Teachers working in the early years of primary school can also refer to the Victorian Early Years Learning and Development Framework (VEYLDF) Practice Principles, bringing coherence to our education system and ensuring continuity of learning across education settings and developmental stages.
To find out more about VEYLDF, see: Victorian Early Years Learning and Development Framework
Early Years of School:
Connecting the VEYLDF with the practice principles for excellence in teaching and learning
Get in touch
For further information and feedback, contact:
professional.practice@education.vic.gov.au