Revisions to the VTLM and the teaching of reading

As previously announced by Minister Carroll, revisions have been made to the Victorian Teaching and Learning Model (VTLM) encompassing advice to schools relating to the teaching of reading.  Revisions to the VTLM were also announced via the DE School Update available here.

The VTLM model represents a creditable framework with focus on a cohesive, evidence-based approach to education. The model’s emphasis on high-impact teaching strategies is particularly noteworthy, as it aligns classroom practices with proven methodologies, leading to enhanced student outcomes.

However, while the model provides a robust scaffold, its success hinges on effective implementation and continuous professional development. Teachers must be equipped with the necessary training and support to adapt these principles to their unique classroom contexts. Moreover, the model should remain flexible to accommodate diverse student needs and evolving educational landscapes. 

Schools have encountered significant challenges due to workforce shortages, prompting a shift in focus towards managing staff vacancies and logistics, thereby constraining earnest efforts to consistently prioritise and develop effective teaching strategies and approaches.

Ultimately as the teacher workforce shortage gradually improves over time, there will once again be increasing focus on enhancing the skill sets and expertise of teachers. For the here and now, adapting and maximising existing human resources remains a priority due to the challenges posed by the shortages.

The teaching of reading announcement has drawn much attention and discourse, much of which has been offensive and inaccurate. The Victorian education system empowers schools with the autonomy to develop their own pedagogical approaches and models of practice. This is a significant strength of our system. However, what is deeply concerning is the implication that our schools are not utilising explicit teaching and research-informed practices to enhance student outcomes. Various reports by external groups and stakeholders have unfairly drawn negative media attention, branding our system as 'failing students' and making statements like 'phonics will now be taught in schools.' Really? Phonics will now be taught?  What do they think schools have been doing all this time?

There is no question that continuous improvement is essential, especially in the journey from good to great to excellent. Even when we achieve excellence, there is a moral imperative to keep growing and evolving. While the focus and approach may require occasional refinement, it is the unwavering commitment to perpetual improvement that defines our schools, leaders, and teachers. This relentless dedication demands recognition and respect.