THE PEDAGOGICAL MODEL Curriculum planning Building practice and assessment excellence Excellence in Evidence-based high teaching Evaluating impact impact teaching on learning strategies and learning r ito E Student on va achievement, lu engagement m a and wellbeing Parents and carers d t Empowering students Positive Community as partners n e and building school pride climate for engagement a a learning in learning Global citizenship t n Health and wellbeing n d Networks with schools, e services and agencies Setting expectations d Professional E and promoting inclusion leadership m e x i e g p a Building l l Intellectual communities a o g engagement and p g r self awareness n e n m E o I Building leadership Vision values s teams and culture e Instructional Strategic and shared resource leadership management Student achievement, E engagement v n a and wellbeing i l a u l a p t x e E D e v s e l l a o o p g a Elab rate t n o e d s p d l n an a se iti or Pri Acknowledgments The Department of Education and Training (the Department) acknowledges the expertise and commitment of teachers and school leaders in Victorian government schools who First published by the Department of Education and Training, work to build teaching and learning excellence every day. Melbourne, June 2018., updated October 2020. We would like to thank school principals, teachers and departmental colleagues for their valuable contribution to © State of Victoria (Department of Education and Training) developing this resource. 2020 The Pedagogical Model is designed to support delivery of The copyright in this document is owned by the State of the Victorian Curriculum F-10 and the Victorian Early Years Victoria (Department of Education and Training), or in the case Learning and Development Framework. It draws from the of some materials, by third parties (third party materials). No current evidence base, including the following frameworks part may be reproduced by any process except in accordance and initiatives: with the provisions of the Copyright Act 1968, the National • Framework for Improving Student Outcomes Education Access Licence for Schools (NEALS) (see below) or • Australian Professional Standards for Teachers with permission. • Literacy and Numeracy Strategy An educational institution situated in Australia which is not • Practice Principles for Excellence in Teaching and Learning conducted for profit, or a body responsible for administering such an institution may copy and communicate the materials, • High Impact Teaching Strategies (HITS) other than third party materials, for the educational purposes • Professional Learning Communities of the institution. • School Differentiation Model (School Strategic Plan, Annual Authorised by the Department of Education and Training, Implementation Plan, Performance and Development 2 Treasury Place, East Melbourne, Victoria, 3002. Approach) • New Pedagogies for Deep Learning Community of Practice. ISBN 978-0-7594-0835-7 Contents Introduction 4 Why the Pedagogical Model? 5 What is the Pedagogical Model? 6 How does the Pedagogical Model fit into the 7 Victorian Teaching and Learning Model? How is the FISO Improvement Cycle 8 embedded in the Pedagogical Model? Who is the Pedagogical Model for? 9 How does the Pedagogical Model 10 align with other DET resources and initiatives? The Pedagogical Model domains explained 11 Domains overview 12 Engage 14 Explore 16 Explain 18 Elaborate 20 Evaluate 22 Glossary 24 Evidence base 26 Providing feedback This resource is the result of generous collaboration among Victorian government school teachers and departmental colleagues. We intend to update the resource over time, and your contribution will help us make it more useful for teachers. Please send your comments and ideas to: [email protected] Introduction Teachers have a critical role in shaping Victorian teachers and school leaders are Each of the resources in the Victorian the lives of their students. Victorian teachers responding to the extraordinary learning Teaching and Learning Model builds on the work everyday to prepare our young people challenges and opportunities facing children improvement priorities of the FISO and for a future which is characterised by and young people. In response to these aligns with the Literacy and Numeracy dynamic change. demands, the teaching profession itself is Strategy Phase 2: Achieving Excellence The Victorian Government is committed to changing. Teachers are spending more time and Equity in Literacy and Numeracy. providing every student with opportunities working together. They devote collaborative Together they reinforce our shared vision to achieve excellence in reading, maths, time to evaluating and improving their and language for school improvement. The Pedagogical Model embeds that vision and science, critical and creative thinking, and practice and they draw on pedagogical language in the classroom, where teachers the arts. Our ambitious Education State resources to create deeper learning create opportunities for students to reach targets focus our efforts on promoting experiences for students. their full potential, regardless of their excellence across the curriculum, on the To support and complement the efforts of background or circumstance. health and wellbeing of students, and on our teachers and school leaders, we have breaking the link between disadvantage developed the Victorian Teaching and Teachers and school leaders have told and student outcomes. Learning Model which has four interrelated us they want resources that expand their conversations about effective teaching and Our schools deliver this excellence through elements. It gives us a Vision for Learning, the learning. The Pedagogical Model follows a focus on high quality teaching and Practice Principles for Excellence in Teaching their lead, it is adaptive and flexible, not learning. This is supported by the Victorian and Learning, the Pedagogical Model and prescriptive and linear, and it encourages Teaching and Learning Model which High Impact Teaching Strategies (HITS). teachers to move back and forth between includes the Pedagogical Model presented Together, they form an evidence-based the five domains as they respond to their here. The Pedagogical Model builds on the answer to the question every improvement- students’ learning needs. The Pedagogical previous e5 model and has been developed focused conversation in schools is about: ‘What is highly effective teaching and Model maps the five domains to the to align with the Framework for Improving learning?’ relevant Practice Principles and HITs, and Student Outcomes (FISO). These two key creates opportunities for deep learning frameworks are developed from the latest experiences. and best evidence for what works and teacher feedback. 4 Why the Pedagogical Model? Why the Pedagogical Model? In collaboration with Victorian teachers and school leaders, the Pedagogical Model has been The Pedagogical Model is… The Pedagogical Model is not… designed to reflect the current evidence base and departmental initiatives, including FISO and the Performance and Development approach. embedded in the Victorian Teaching and Learning Model that incorporates the Vision X a stand-alone resource While FISO focuses on school improvement, the new Pedagogical Model underpins teacher for Learning, Practice Principles and HITS practice improvement, recognising the vital role teachers play in improving student outcomes. focused on teacher practice as the main The Pedagogical Model, as a part of the Victorian Teaching and Learning Model (p. 7), a recipe for solving all problems in contributor to improved student learning X supports schools to build teacher excellence and instructional leadership. Combined with teaching and learning the Vision for Learning, Practice Principles for Excellence in Teaching and Learning (Practice outcomes Principles) and High Impact Teaching Strategies (HITS), the Pedagogical Model will stimulate improvement-focused to assist teachers discussions about current teaching practices in schools, help schools to build a high a tool for evaluating teacher with their professional learning, including X performance learning culture, and ultimately improve student achievement and engagement. performance designing their PD goals By providing common language and guidance on improving the quality and consistency of teaching practice, the Pedagogical Model enables school leaders, teachers and students adaptive and can be modified to fit specific to foster shared leadership so that everybody contributes to co-designed and connected X a prescriptive model learning. school and subject contexts The Pedagogical Model defines what high quality teaching looks like. It is not a prescription for practice. It is a flexible model that can be readily modified for different school settings and flexible, so teachers can move in and out of X a linear model learning areas. We encourage schools to take the lead in adapting the Pedagogical Model to different domains, depending on the context their own school contexts so that it deepens their continuing endeavour to improve learning outcomes through a concerted focus on students’ needs, interests and abilities. Schools can evolving and will be expanded through use the Pedagogical Model immediately or can benchmark their current pedagogical models showcasing best practice across Victorian X a static model for efficacy and consistency. government schools What is new about the Pedagogical Model? 1 2 3 4 5 6 7 8 It