![]() work with colleagues to select a range of tools to receive regular student feedback on classroom climate. ![]() lead colleagues to evaluate the appropriateness of learning goals to improve student achievement and engagement.model and demonstrate how to collaboratively develop shared norms and responsibilities for reinforcing protocols with students.support their colleagues to collect, analyse and share feedback from students and parents/carers to inform future planning.develop and share strategies to build students’ capacity to participate in whole school decision-making.model and share with colleagues strategies for maintaining an energised and focused learning environment.collaborate with colleagues and students to develop and maintain a culture of high expectations for all students by setting appropriate and challenging learning goals.share ideas about how to involve students in curriculum planning, engage students in selecting tools and resources and negotiate learning goals.co-design behaviour protocols with students to maintain a productive and safe learning environment.build connectedness with parents/carers and the broader community to strengthen social ties, care and support for students.provide opportunities for students to initiate and assist in planning school events.consider students’ backgrounds, interests and prior knowledge to create authentic and meaningful learning opportunities.develop and maintain a culture of high expectations and empower students to present their own ideas.set explicit, challenging and achievable learning goals for all students.collaboratively develop and implement protocols to build a respectful, trusting learning environment in which students feel confident to contribute.communicate with parents/carers and seek their knowledge and feedback.engage with individual students and respond to their academic, social and emotional needs.demonstrate knowledge of contemporary resources to enrich teaching and learning programs and to enhance student engagement.consider students’ backgrounds, interests and prior knowledge.communicate high expectations and promote effort and hard work.set learning goals that explain what students need to understand and what they must be able to do.build safe learning environments that support students’ wellbeing.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. The model consists of five domains: EngageĮach continuum level of teacher proficiency assumes proficiency at the previous level. VTLM page on FUSE where you will find case studies, reflection tools and the HITS Catalogue. ![]() scalable possibilities, allowing individual teachers, professional learning communities, and whole schools, to set goals and actions centred on the pedagogical model domains.įurther information and resources to support your practice and implementation of the Victorian Teaching and Learning Model are available through the.bite sized insights that enable you to focus on one or more domains, and to progressively build expertise.succinct guidance on implementing five domains of the model. ![]()
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