DET Updates

PDP Update from DET

Principals

This year, the SoE for principals is aligned to the Annual Implementation Plan (AIP), and the department’s values.

The expectation is that principals will act with integrity and in accordance with the department’s values. The expectation is also that they will lead the development and implementation of the AIP. This includes implementing the revised Victorian Teaching and Learning Model (VTLM) 2.0.

Teachers and education support employees

This year, the SoE for teachers and education support employees is also aligned to the AIP, and the department’s values.

The expectation for teachers is that they act with integrity and in accordance with the department’s values. The expectation is also that they contribute to the AIP as appropriate to their role and settings. This includes implementing the revised VTLM 2.0.

The expectation for education support employees is that they act with integrity and in accordance with the department’s values. The expectation is also that they contribute to the AIP as appropriate to their role and settings.

It is expected the employee and their principal or reviewer will meet regularly throughout the year and discuss professional growth and career aspirations.

Principals

This year, the SoE for principals is aligned to the Annual Implementation Plan (AIP), and the department’s values.

Child Safe

As Term 1 gets underway, it’s important to think about your school’s commitment to the Child Safe Standards. This includes considering ways to promote diversity and equity at school.

Child Safe Standard 5

Child Safe Standard 5 focuses on diversity and equity.

Valuing diversity helps build a child safe culture by:

respecting a child’s unique experiences, strengths and needs
reducing harm caused by exclusion, discrimination or unfair treatment
helping children feel safe to speak up if they need help.

Equity means every student can take part and feel safe; a child’s safety does not depend on their family, background or circumstances.

Schools should consider and respond to the different needs of their students, including:

Aboriginal and Torres Strait Islander students
students with disability
students from different religious and cultural communities
very young children
students who have experienced trauma
gender diverse or LGBTIQA+ students
students in foster or out-of-home care
international students
students who are pregnant or parents
students facing poverty, homelessness or isolation.

How to recognise and respond to students’ circumstances

Please review Child Safe Standard 5 guidance for schools. It has strategies to help schools recognise and respond to students’ diverse circumstances.

For example, schools can:

display cultural flags
provide materials in different languages
provide child safety information in language and formats that are suitable for children and culturally safe
ask students what they need to feel safe at school and find ways to support them
contact the Safe Schools team for advice to improve inclusion for LGBTIQA+ students
consult with your school community on days of significance
if requested and where feasible, provide a space for prayer by students and/or staff. The Supervision of Students policy has more advice on multifaith prayer rooms.

Policy, guidance and resources

Our Policy and Advisory Library includes all related policy information, guidance and resources under the relevant menu tabs:

Find out more

For advice on applying the Child Safe Standards, refer to the Schools – guidance webpage.

For further enquiries, contact the Child Safety unit by email: child.safe.schools@education.vic.gov.au