Leading Instructional Excellence

Develop a foundational understanding of how students learn aligning with VTLM 2.0 teaching and learning principles.

Grow capacity to empower staff, embed effective instructional practices school-wide, and develop the relevant knowledge required to lead the implementation of explicit teaching within your school. 

Build knowledge as a leader of what teachers need to do to prepare coherent and cohesive curriculum documentation, and to use explicit teaching as part of adaptive practices.

Learn from proven implementation examples and case studies in Victorian school settings.

Audience

Roles 

Designed for school principals, who have the option to invite one other participant such as: 

• an assistant principal
• a leading teacher or a learning specialist. 

School sectors 

This program is available to the following school sectors: 

• Victorian government
• Catholic
• independent. 

Some content may contain information aligned with Department of Education priorities or initiatives. 

This program caters to all school principals and educational leaders regardless of location, context and size. Both small and specialist school principals have been considered in the design and delivery of this program and are encouraged to attend.

Facilitator

Dr Nathaniel Swain is a teacher, instructional coach, and writer. He works as a senior lecturer of Learning Sciences and Learner Engagement at La Trobe University School of Education, and produces a blog about teaching, teachers, learners and learning - Dr Swain’s Cognitorium.

Dr Swain’s Cognitorium

Structure

Over 2 days, you are expected to engage in and contribute to:

• workshops (2 full days) 
• self-directed learning (60 minutes) 

Workshops 

The workshops will focus on 3 areas: 

1. Student learning foundations 

Aligned with the VTLM 2.0 learning principles, you will develop a foundational understanding of how students learn. 

2. Teacher preparation and instruction 

Strengthen your knowledge of what teachers and leaders need to do to prepare coherent and cohesive curriculum documentation and to use explicit teaching as part of adaptive practices. 

3. School support structures 

Discover what leaders can do to provide support structures and implementation processes to facilitate school improvement changes, as per the VTLM 2.0. 

Self-directed learning 

Pre- and post-workshop activities will support you in preparing for the program and implementing your learning following the workshop.

Attendance requirements

To successfully complete this program, you are required to attend, and actively engage in both workshops.

Learning outcomes

You’ll gain knowledge and understanding of: 

• the importance of student attention, focus and regulation, including optimising classroom routines and environments 
• the role that knowledge and working memory play in learning new information, including the simple model of memory and the different learning needs between novice and expert learners, and recognise how this is applicable to all learners, including adults working in a school environment 
• the key actions effective leaders use to oversee school-wide improvement and professional learning for effective instructional practices, including managing distractions that take away from teacher professional learning and development 
• effective implementation through the examination of case studies of school improvement and leadership practices from Victorian schools, including how they achieved change incrementally, and found ‘quick wins’ to initiate momentum.

Fees and financial support

Department of Education fully subsidises Victorian government schools.