Vision for Learning STAGE 3 EQUIP AND EMBED
Implementation Overview Bridging the gap between theory and practice
Our Vision To create learning experiences that engage hearts, minds and spirits, to empower learners for lives of meaning and purpose.
PURPOSEFUL
INCLUSIVE
building personal qualities and skills to make a meaningful contribution to their community
COLLABORATIVE working together to learn with and from each other
CONNECTED
learning design is agile and responsive to all students
INQUISITIVE
thinking creatively, constructively, critically and independently
learners are inspired to take an active role as global citizens
COURAGEOUS
learning is pursued with integrity, enthusiasm and perseverance
Towards a Systemic Learning Framework Vision for Learning
Assessment Tools and Processes
Reporting
ALIGNMENT
ensure alignment, validity and reliability of assessment tools and processes
develop robust summaries that provide regular feedback on student growth and achievement
GOOD METRICS
EFFECTIVE FEEDBACK
Learner Attributes
Resource Design
Credentialing
articulate our common purpose
develop a common language around the competencies that position students to thrive
ensure shared curriculum resources align with the learning map
GOALS
ACADEMIC RIGOUR
Learning Maps
Learning Models
ensure specific, cumulative, wellrounded, preparatory and rigorous learning experiences CLARITY & EQUALITY
explain what effective learning and teaching looks like PLAYBOOK & ILLUSTRATIONS OF PRACTICE
develop a concise summary representing what a student knows, what they can do and who they are LEARNER PROFILE
Warranting
adopt universal standards so that credentials are comparable from one student to another, both inside and outside the school community UTILITY & PARTNERSHIPS
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To educate is to make an intervention into the lives of others. When we intervene, we do so with certain assumptions about the value of what we are doing and why. Our strategic direction and priority to 2025 is mission driven to enrich the capacity of our schools to be learning communities, grow their Anglican Identity and be proactive in promoting inclusion, justice, and respect for all. A learning community where excellence is pursued is Core Activity Three of the Anglican Schools Commission’s Strategic Plan 2025. This document seeks to outline the framework for delivery of that core activity. It also provides some benchmarks that allow assessment of where a school community is placed on their journey in relation to that core activity.
For implementation to be effective: »
s chool communities will need to engage their stakeholders and commit to the Vision for Learning,
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s chool communities will need to reflect on, evaluate and develop their teaching and learning framework,
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t he level of system support will need to be matched to the needs of schools, based on where a school and the system are on the continuum of progress, and,
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t he framework and associated practices will need to be evidence informed and subject to local and system-wide evaluation.
The ASC is made up of 16 schools, across three states. While the implementation of a systemic learning framework may differ from school to school, it will hold fast to the ASC Vision and provide clarity to educators, students, and families.
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VISION FOR LEARNING The Vision for Learning articulates our shared purpose for learning. It provides a common language to drive learning culture.
Teaching & Learning Architecture The Vision for Learning is a unified set of values for teaching and learning at ASC schools. It serves as a compass for our learning communities and articulates the attributes, qualities and transferable skills we seek to embed in our learners. These will position our students to navigate and thrive through challenge and change, and contribute to the success and strengthening of their communities.
Our values
Our vision
An Anglican Schools Commission (ASC) education is one that connects young people to a community that values faith, excellence, justice, respect, integrity and inclusion. Our Anglican identity defines what we understand to be meaningful and significant.
To create learning experiences that engage hearts, minds and spirits, to empower learners for lives of meaning and purpose.
Rationale
Research shows the powerful impact that an explicit systemic learning and teaching framework can have on improving student outcomes. The Vision for Learning provides an opportunity for all stakeholders to commit to a shared purpose for learning in ASC schools. It provides a foundation for strategic allocation of resources and ensures the operation of the core activity aligns with the overall mission and strategic direction of the organisation.
2. 3.
hat insights do policy and research W offer to help us better understand learners, educators, and learning? What is the current learning culture in ASC learning communities and what do we aspire for ASC learning communities to be like?
Documents
The Reverend Doctor Daniel Heischman. (2019). Embracing our Anglican Identity
Process
Anglican Schools Commission. (2022). ASC Strategic Plan 2025
Questions
Organisation of Economic Co-operation and Development. (2015). OECD Future of Education and Skills 2030 Department of Education, Skills and Employment. (2019). The Alice Springs (Mparntwe) Education Declaration
The arrival at a shared purpose for learning required consultation with stakeholders and a review of policy and research. Three questions were central to the formation of the ASC Vision for Learning: 1.
hat ‘claims’ ground the values and W beliefs that shape the hoped for and lived reality of our Anglican learning community?
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Benchmarks
#3 The school leadership team is explicit about its vision for learning and seeks to focus the whole school community’s attention on the purpose of learning. The school leadership has consulted with stakeholders and the explicit vision aligns with the voice of students, families, educators, and the community, research, and policy, as well as the school’s history, vision, and values. There is a strong and optimistic commitment by all educators and the wider community to the school’s/system’s vision for learning and a clear belief that it equips students to commit to lives of meaning and purpose. Educators take collective responsibility for the changes in practice required. All students, educators and families have a strong sense of belonging to the school community.
#2 #2
The school can articulate a shared vision for learning that aligns with the voice of students, families, educators, and the community as well as the school’s history, vision, and values. The School Council, Principal and school leaders are committed to implementing the vision. Educators are united in their desire to see students thrive and communicate clearly that they have high expectations for all students.
#1 #1
Educators at the school articulate a shared commitment to students and have identified priority areas. Shared goals and targets are evident but it is unclear how these were determined, the rationale and/or evidence base. Educators are unclear about their roles and responsibilities in relation to the vision. There are no formal avenues for student voice to be communicated to educators and the school community. The wider school community is largely unaware of the strategic direction of the school. School leaders seem largely focused on operational matters.
Goals and Strategies for Improvement 1
SYSTEM - Develop tools to increase awareness of the Vision for Learning
2
SCHOOL -
3
SCHOOL -
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LEARNER ATTRIBUTES Learning attributes serve as a compass and articulate the attributes, qualities, and transferrable skills that we believe will position students to thrive in their current and future communities.
and assessment design can be aligned with our shared learning ambitions. Identifying these attributes will also help provide clear, measurable interim goals that can be used to assess progress towards the Vision for Learning.
Rationale
Process
An ASC education is one that connects young people to an Anglican community that values faith, reason, worship, inclusion, character, and service. Anglican schools have historically been renowned for their commitment to excellence and the dignity and worth of every student. This commitment has seen a focus in Anglican schools on a holistic education that values character formation. There is a growing cross sectoral belief that the significance of formation through learning in schools has been underestimated and agreement is emerging that developing proficiency in learning ‘competencies’ and mastery of depth of learning in disciplines are interdependent and necessary correlatives. These future-focused learning ambitions or qualities are referred to in the literature as 21st century skills, general capabilities, graduate attributes, or transversal skills. At the heart of a school community are agreements about the breadth and depth of learning that students will experience. It is important that the learning attributes valued in our community are articulated so that learning
PURPOSEFUL
working together to learn with and from each other
Questions
Three questions were central to the formation of the ASC Learning Attributes: 1.
hat does a flourishing learning W community look like?
2.
hat attributes will help our students W thrive in the future?
3.
hat attributes do we aspire for an ASC W graduate to possess?
Documents
Education Council. (2020). Looking to the Future: The Report of the Review of Senior Secondary Pathways into Work, Further Education and Training S. Milligan, Luo, R., Johnston, J., & Hassim, E. (2020). Future Proofing Students: What they need to know and how educators can assess and credential them
INCLUSIVE
building personal qualities and skills to make a meaningful contribution to their community
COLLABORATIVE
The arrival at a shared purpose for learning requires consultation with stakeholders and a review of policy and research.
CONNECTED
learning design is agile and responsive to all students
INQUISITIVE
thinking creatively, constructively, critically and independently
learners are inspired to take an active role as global citizens
COURAGEOUS
learning is pursued with integrity, enthusiasm and perseverance
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Benchmarks
#3 There are agreed descriptions of the learning attributes valued by the school community. These learning ambitions are reflected in organisational statements of objectives, professional learning, learning and teaching design and learning partnerships. A focus on learner attributes is amplifying student engagement and deepening capacity for learners to develop depth in discipline and vocational based domains.
#2 #2
The relationship between core content and discipline knowledge and transferrable general learning ambitions is explicitly acknowledged by school leaders and understood by the broader school community.
#1 #1
The focus of learning and teaching is on helping students demonstrate cognitive mastery.
Goals and Strategies for Improvement 1
SYSTEM - Communicate system-wide learner attributes and provide resources to assist realignment
2
SCHOOL -
3
SCHOOL -
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LEARNING MAPS The school has an explicit, coherent and sequenced whole-school map for learning that is widely shared with stakeholders.
Rationale
The learning map provides a bird’s eye view. To thrive, a learner needs both breadth and depth of learning. Such learning should encompass attainment of the basic literacies and numeracies and mastery of discipline or domain knowledge. A learning map will ensure learning is specific, cumulative, well-rounded, preparatory, and rigorous. It should also include knowhow in applying knowledge to create value for society and competence in general, transferrable capabilities and dispositions. It will help ensure transparency and equity in the learning community and provide all students with the opportunity to develop their capacity to learn and their exercise of learner agency.
Process
A learning map requires the construction of a shared understanding with students of what they are learning and why they are learning. Curriculum leaders, such as Heads of Learning Areas or Stage Leaders, should ‘lead’ the development of this learning sequence for their subject and be responsible for ensuring student agency and that educators and students understand this sequence. It requires: » vertical coherence so subject knowledge is logically sequenced over time, » horizontal coherence so knowledge builds between subjects and across years and, » explicit statements about the depth at which students need to learn, demonstrate their understanding of, and apply a given concept.
A learning map goes beyond a mere listing of standards, although it is based on the standards adopted from the relevant state government and National Curriculum. It should incorporate the additions the school has made to more clearly translate the content knowledge, conceptual understanding, and skills students are expected to learn. The learning maps explicitly indicate what the school requires in every classroom and acknowledges where students and teachers have agency.
Documents
Council of Great City Schools. (2017). Supporting Excellence: A framework for developing, implementing, and sustaining a high-quality district curriculum J. Hunter, Haywood, A., Parkinson, N. (2022). Ending the Lesson Lottery: How to improve curriculum planning in schools Melbourne Assessment Learning Progressions (available to member schools) Australian Curriculum Assessment and Reporting Authority. (2023). National Literacy Learning Progression Australian Curriculum Assessment and Reporting Authority. (2023). National Numeracy Learning Progression
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Benchmarks
#3 The school has a coherent and comprehensive map for learning that reflects the Vision for Learning and the relevant curriculum authority’s prescribed standards. The map demonstrates vertical coherence so that subject knowledge and competency growth is logically sequenced over time, and horizontal coherence so that knowledge and competency growth build between subjects and across years. It includes explicit statements about the depth at which students need to learn, demonstrate their understanding of, and apply a given concept. Curriculum leaders such as Heads of Learning Area and Stage leaders ‘own’ the learning sequence for their subject and are responsible for ensuring that educators and students understand this sequence and have accompanying materials that they need for their classes. School leaders work alongside educators to coordinate and review curriculum implementation and ensure targeted interventions are embedded for students requiring additional support. Students are regularly engaged in cycles of goal setting.
#2 #2
The school’s documented plan for implementing the prescribed curriculum standards reflects shared values about teaching and learning. The structures in place support collaboration between educators. Educators draw on their knowledge of individual students to ensure that learning experiences are responsive to students. Educators regularly review and refine curriculum implementation.
#1 #1
There are emerging structures and processes that support teachers to plan collaboratively and leaders to monitor curriculum alignment. Most planning occurs at the level of the individual teacher and teaching team. Leaders encourage teachers to review and refine curriculum implementation. There does not appear to be a school wide vision or systems for differentiated teaching and learning.
Goals and Strategies for Improvement 1 2
SYSTEM - provide opportunities for educators in ASC schools to work collaboratively on learning maps.
3
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LEARNING MODELS A learning model explains what effective learning and teaching looks like and helps guide learners and educators’ collaborations about evidence-informed teaching and learning practices.
Rationale
Effective teaching contributes to all students being challenged, engaged, and learning successfully. While always context dependent, some practices are more effective than others at engaging students and providing the opportunity for them to develop skills and content knowledge.
Discussion
Learning models will be most effective when they are aligned with how students learn. The ASC Vision for Learning recognises the interdependency of proficiency in learning capabilities and mastery of depth of learning in disciplines: one is not obtained without the other. Learning models help educators articulate strategies to manage the cognitive load of different learning experiences as well as articulate how to teach and assess transferable competencies.
Process
Learning models need to contain illustrations of practice as well as build teachers’ and students’ understanding of why, when and how each of these practices can be effective, and exactly what it means to demonstrate them in a way that is optimal to promote students’ learning. Implementation of effective learning and teaching practices is facilitated through purposeful collaboration. Leaders should work alongside students and educators to draw on a range of evidence to evaluate and continuously refine learning and teaching practices.
Questions
Four questions are central to the development of school-based learning models: 1.
What is learning?
2.
hould we link different learning models S to different stages/types of learning?
3.
ow do we know when a learning H practice is effective?
4.
ow can we build structures to support H purposeful collaboration about learning and teaching practices?
Documents
J Knight, Hoffman, A, Harris, M, Thomas, S. (2020). The Instructional Playbook: The missing link for translating research into practice R. Coe, Aloisi, C., Higgins, S., Major, L.E. (2014). What Makes Great Teaching? Review of the underpinning research W. Dylan. (2019). Teaching not a Research Profession D. Steiner, Magee, J., Jensen, B. (2018). What We Teach Matters: How quality curriculum improves student outcomes Deans for Impact. (2015). The Science of Learning. S. Milligan, Hassim, E., Rice, S., & Kheang, T. (2021). Generating Trust and Utility in Senior Secondary Certification: Case studies of first movers in their warranting networks Australian Education Research Organisation (AREO). (2023). Teaching for How Students Learn: A model of learning and teaching S. Milligan, Luo, R., Johnston, J., & Hassim, E. (2020). Future Proofing Students: What they need to know and how educators can assess and credential them
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Benchmarks
#3 The Principal promotes a shared responsibility for continuously driving improvements in learning design throughout the school. School leaders, educators and students are committed to identifying, understanding, and implementing effective teaching practices. Leaders, educators and students regularly engage in evidence-informed discussions about practices that take into account the context of learning. Educators collaboratively evaluate the impact of pedagogical practices on student learning and share findings and recommendations across their networks. The learning design is inclusive and explicitly seeks to help students develop the learning ambitions. Student and educator wellbeing are high priorities, and processes are in place to provide support to address individual needs.
#2 #2
The Principal explicitly communicates their expectations about student achievement. School leaders have established an environment where educators regularly engage in modelling, observing, and providing constructive feedback on colleagues’ pedagogical practices. Instruction is differentiated. Educators keep abreast of research on effective practices.
#1 #1
Educators recognise that some learning and teaching practices are more effective than others but are less clear about the nature of these practices. Staff discussion about effective and evidence-informed practice is contained within teaching teams. Teachers identify learning goals when planning, although these are not routinely shared outside the teaching team. There is limited tailoring of learning and teaching practices to suit student need and the unique context of the school community. Instructional approaches and learning experiences are mainly designed to cater for students performing at the minimum expected level.
Goals and Strategies for Improvement 1 2 3
SYSTEM - provide opportunities for schools to enter into a partnership with Melbourne Assessment.
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RESOURCE DESIGN Rationale
Effective learning and teaching requires highquality curriculum materials that help students to build knowledge and skills deliberately and incrementally. Developing these materials is complex and time consuming. Converting learning maps into lesson materials requires deep content knowledge, teaching expertise, and careful coordination across a whole school. Less teacher time spent on what to teach means teachers have more time to focus on how to teach. The Grattan Institute suggest up to three hours per week can be saved by providing teachers access to a sequenced well-resourced curriculum. The development of whole-school curriculum resources means that all teachers regardless of their experience have access to high quality resources and have the potential to improve excellence and equity in a school community.
Process
A whole school approach to curriculum materials requires collaboration. The Grattan Institute has identified a number of obstacles to effective collaboration including: poor leadership of the meetings; discussions focusing on issues other than curriculum planning, such as administration or difficult student behaviour; teachers preferring to work individually; insufficient time for quality collaboration; and timetabling clashes that prevent teachers from meeting together.
The curriculum materials themselves also enable high-impact professional learning because teachers have a common foundation to discuss problems, learn from one another, further refine curriculum materials, and improve their classroom practice.
Questions
Three questions are central to the development of effective common curriculum resources: 1.
hat is required for effective W collaboration on curriculum resources?
2.
hat form will common curriculum W resources take and how will they be accessed by educators?
3.
ow will curriculum resources be H evaluated and reviewed?
Documents
J. Hunter, Haywood, A., Parkinson, N. (2022). Ending the Lesson Lottery: How to improve curriculum planning in schools
Where school leaders choose to develop materials from scratch, they should carefully consider how to ensure student agency and give teachers the time and support to do this work. This includes limiting the number of different or new subjects each teacher is assigned, providing teachers with exemplar templates – such as unit and lesson plans – and allocating teachers to develop new materials for one subject only at a time. Whole-school approaches to planning that draw on and adapt existing, high quality curriculum resources can save teachers’ time and effort. Vision for Learning: Stage 3 Equip and Embed Page | 12
Benchmarks
#3 All staff collaborate and are committed to continuous refinement of practice aligned to the Vision for Learning, regardless of their level of experience. The school systematically invites educators to join learning hubs focused on developing common resources aligned with the shared Vision for Learning. The learning hubs exist alongside individual professional learning plans, peer observations, mentoring and coaching opportunities. Leaders encourage staff to pursue further study and connect with learning communities external to the school. The learning hubs are evaluated for impact.
#2 #2
School leaders see the development of highly capable educators as central to the Vision for Learning. There is a planned approach to learning hubs that involves the growth of collective efficacy in educators. The learning hubs provide an opportunity for staff to work together on shared curriculum resources.
#1 #1
The development of professional learning hubs with planned opportunities for regular teamwork, professional discussion and reflection, and shared resource development is not embedded. Stand-alone professional learning opportunities are undertaken by educators.
Goals and Strategies for Improvement 1 2
SYSTEM - Develop the capacity to allow for easy and efficient system-wide sharing of curriculum resources. SCHOOL -
3
SCHOOL -
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ASSESSMENT TOOLS & PROCESSES Rationale
An effective assessment task needs to provide students with the opportunity to demonstrate the skill or knowledge being measured.
Questions
Four questions are central to the alignment of assessment with learning ambitions: 1.
hat are the purposes of assessment in W our school community?
Well-constructed standardised pen and paper assessments can provide effective measurement of students’ knowledge.
2.
What are we seeking to assess?
3.
hat type of assessments are required W across the learning journey?
Deep competence requires a complex amalgam of knowledge, skills, attitudes and values, in which capacity to perform is much more than the sum of the parts. In these cases, assessment design needs to shift its balance from the predominant use of standardised written assessments to encompass standards-referenced, developmental, performance-based assessment.
4.
hat tools and partnerships are required W to ensure validity and reliability of assessments?
Process
The tools required to support quality assessments of this type are emerging. They ensure that assessments are valid and reliable, and based on standards that apply across contexts, on a common scale.
Documents
S. Milligan., Luo, R., Kamei, T., Rice, S., & Kheang, T. (2020). Recognition of Learning Success for All: Ensuring trust and utility in a new approach to recognition of learning in senior secondary education in Australia Melbourne Assessment Sophistication of Tasks, Activities and Performance Opportunities (available to member schools)
These tools include the use of learning progressions and standards-based tasks, moderation of judgement-based assessments and aggregation of multiple evidence sources. The Melbourne Assessment Community is seeking to partner with schools to develop the tools required for valid and reliable measurement of complex competencies. Schools that have not recently engaged in an assessment review may benefit from spending some time exploring the purpose of assessment before considering how to align assessment in the ways discussed above.
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Benchmarks
#3 The school has a systemic plan for purposeful assessment and regularly reviews the number and type of assessments completed by students. Assessment processes are aligned with the school’s learning ambitions and monitor learning progress over time. Assessment practices enable teachers to routinely draw on quality evidence of student learning and progress. Assessment data is reliable and valid and based on standards that apply across contexts, on a common scale. Assessment is accessible to all students and used effectively to monitor individual progress over time and to make responses to identified needs. Evidence from a range of accessible assessment methods is used.
#2 #2
There is a widely understood plan for the systemic ongoing assessment of student learning, including for priority groups and individual students. The plan makes clear the full range of data to be collected and how it is to be used. Assessment practices reflect intended curriculum outcomes and are used to monitor and enhance student progress.
#1 #1
Teachers regularly use assessment to make judgements against curriculum outcomes and monitor student progress. Assessment is mainly used to make judgements about student achievement of curriculum intentions.
Goals and Strategies for Improvement 1 2
SYSTEM - Research system-wide SEQTA templates for reporting as well as providing schools with the opportunity to connect with Melbourne Assessment. SCHOOL -
3
SCHOOL -
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2024
2025
2026
2027
2028
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Year
Focus Area
Concurrent Changes eg mandated curriculum changes Professional Learning Focus
Data Focus
Partnerships
We are a learning community that pursues excellence. Our vision is to create learning experiences that engage hearts, minds and spirits to empower learners for lives of meaning and purpose.
Towards a Mature Teaching and Learning Framework