Tutor Learning Initiative

Policy

This policy outlines the operation of the Tutor Learning Initiative in Victorian government schools.

Summary

Schools receiving funding under the Tutor Learning Initiative (TLI) must:

• provide small group learning support to all students across Foundation to Year 12 who are identified as performing significantly below their age-expected standard in literacy and/or numeracy
• provide a tutoring program in each of literacy and numeracy. The programs must include a documented sequence of sessions, designed to support the specific learning gaps of participating students. Schools should consider their tutoring program as part of planning for implementation of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) and approach to teaching reading F–2 (PDF)
• plan to provide each identified student with a minimum of 40 hours of timetabled small group learning support per year (in groups of up to 5 students). Note that if a student has been identified as needing additional support in both literacy and numeracy, then the school should plan for the student to be provided 80 hours of small group learning support. Tutoring programs are recommended to provide students with a minimum of 2 sessions per week to maximise learning gains
• measure attainment for each participating student using a standardised assessment tool at the commencement and the conclusion of the year. Students must be assessed for each of the programs in which they are participating (that is, literacy and/or numeracy)
• record and update information about which students are identified for TLI support by checking and adding TLI tags on CASES21
• ensure students' Individual Education Plans (IEP) reflect participation in tutoring (where applicable) (IEPs)
• appoint and record tutors on eduPay using the TLI code: 80026. Note that if tutors are being appointed from the school’s existing staff, their tutoring FTE must be re-coded to the TLI code: 80026 using a General Ledger (GL) override on eduPay. Refer to eduPay General Ledger Overrides (PDF) (staff login required). For further assistance refer to the eduPay User Guides (staff login required).

Details

TLI provides government and low-fee non-government schools with funding to employ tutors to deliver targeted small group learning support to students who are performing significantly below their age-expected standard in literacy and numeracy.

Research shows that small group tutoring is one of the most effective interventions to improve literacy and numeracy outcomes (Grattan Institute, 2023 (PDF)) such that on average, over the course of the year, primary school students show gains of an additional 4 months of learning, with the learning gain in secondary schools being 2 months (Evidence for Learning, 2021).

Tutoring through TLI is the key Tier 2 intervention used in Victoria’s Multi-Tiered System of Support (MTSS).

Tier 2 interventions are part of a whole-school approach to learning intervention, providing support to identified students in addition to the instruction received by all students at Tier 1 (mainstream classroom).

Tutoring is therefore a short-term program designed to address specific literacy or numeracy learning gaps, enabling students to build towards their age-expected level in literacy or numeracy.

The guidance pages provide further information on implementation of TLI in Victorian government schools.

Related policies

• Individual Education Plans (IEPs)
• Middle Years Literacy and Numeracy Support
• Recruitment in Schools
• Victorian Teaching and Learning Model 2.0
• Victoria’s approach to teaching reading F–2 (PDF)

Contact

Schools can direct queries as follows:

• for queries about TLI in your school, contact your school’s education improvement leader (EIL) located in your regional office
• for general queries about the initiative, contact: tutor@education.vic.gov.au
• for queries relating to tutor HR and recruitment, contact the Schools Recruitment on: sr.tutor.recruitment@education.vic.gov.au or 1800 641 943
• for queries regarding funding, contact the School Financial Management Support Unit: schools.finance.support@education.vic.gov.au
• for information regarding VIT teacher registration for tutors, refer to the Victorian Institute of Teaching
• for queries about the tutor laptops contact: notebook@education.vic.gov.au

Guidance

This guidance includes the following chapters:

• Program requirements
• Delivering tutoring in different school settings
• Delivering tutoring for different student groups

Program requirements

Schools funded under the Tutor Learning Initiative (TLI) must follow the program requirements below.

Provide small group learning support to students behind in literacy and numeracy

Schools must provide small group learning support to all students across Foundation to Year 12 who are identified as significantly below their age-expected level of learning in literacy and numeracy, as follows:

• Students in Years 4 to 11 – all students assessed as ‘Needs Additional Support’ (or exempt), in one or both NAPLAN reading or numeracy domains. The department will pre-tag these students within CASES21.
• Students in Foundation to Year 3 and Year 12 – students the school identifies through other assessments who are achieving significantly below the expected level for their age in literacy or numeracy.

Schools must notify the families of those students selected for participation in tutoring and the support their child will receive. Refer to the template correspondence to families at: Information for families – templates (DOCX).

Provide structured tutoring programs in literacy and numeracy

Schools must provide a structured tutoring program in each of literacy and numeracy, with a documented sequence of sessions to address learning gaps of the identified students.

Schools should consider their tutoring program as part of planning for implementation of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) and approach to teaching reading F–2 (PDF).

Tutors should refer to the refreshed tutor practice guidance at TLI Tutor Practice Guidance (DOCX) in delivering tutoring. Tutors are encouraged to refer to the VTLM 2.0 to inform their delivery of tutoring, including using explicit teaching practices and synthetic phonics to teach reading in F–2. Tutors are also recommended to draw upon guidance on supporting students with diverse learning needs as relevant.

Provide each identified student with 40 hours of timetabled small group support per year

Schools must plan to provide each identified student with a minimum of 40 hours of timetabled small group learning support per year (in groups of up to 5 students).

If a student has been identified as needing additional support in both literacy and numeracy, then the school should plan to provide the student with a minimum 80 hours of small group learning support in that year (that is, a minimum of 40 hours literacy support, and 40 hours numeracy support).

Schools must deliver tutoring using one or a combination of the following approaches:

• separate tutoring sessions timetabled to coincide with the student’s regular English or mathematics lessons
• separate tutoring sessions timetabled in addition to their existing English/mathematics lessons (note that it is recommended that students are not consistently removed from the same subject)
• tutoring within the student’s existing English/mathematics classes (that is, the tutor attends the mainstream classroom to work intensively with a specific group of students).

Tutoring programs are recommended to provide students with a minimum of 2 sessions per week to maximise learning gains.

Measure student attainment twice per year

Schools must measure student attainment using a standardised assessment tool at the commencement and the conclusion of the year in which students participate in tutor learning.

ACER statewide licence

Schools are strongly encouraged to use the Adaptive PAT-R (Reading) and Adaptive PAT-M (Mathematics) assessments which are free to government schools in 2025 and can be accessed via the PAT Online Assessment and Reporting System.

Schools with existing state-wide accounts with the PAT Online Assessment and Reporting System in 2024 will have their access automatically renewed for 2025. Government schools who have not yet signed up to access the free PAT state-wide licence, can sign up at PAT Statewide Licence – Opt-In.

The adaptive PAT-R and adaptive PAT-M are usually used to compare learning growth over 9 to 12 months.

Other assessment tools

Other standardised assessment tools recommended for use in acquitting this requirement include:

• English Online Interview (EOI) or Year 1 Phonics Check
• Mathematics Online Interview (MOI), for students in Foundation (at the start and end of the year) and for Year 1, Year 2 and at-risk students
• Fractions and Decimals Online Interview (FDOI), for students in the upper primary and early secondary year levels
• Digital Assessment Library (DAL) – schools are strongly encouraged to use the English and Mathematics assessments for Years 2 to 10, developed by the Victorian Curriculum and Assessment Authority. This includes Mathematics Focus Assessments to support measurement of learning over short teaching cycles
• Abilities Based Learning and Education Support (ABLES) assessment tools, to identify and monitor the learning readiness and progress of students with disability and diverse learners
• Reading and Vocabulary Assessment Tool for students with English as an Additional Language (RVEAL), to measure EAL students’ reading and vocabulary skills and knowledge in Years 3 to 10.

The National Numeracy Learning Progressions and National Literacy Learning Progressions are also useful resources to map student's developmental progress.

Reporting progress to parents/carers

Schools may include information in the regular written reports to parents/carers about what additional learning support was delivered as part of the TLI program and what progress was made.

Schools may also invite tutors to directly contribute to written reports by providing a short comment on:

• a student’s participation and engagement
• information on progress and achievement of learning goals set within the initiative.

For information on general reporting requirements, refer to Reporting Student Achievement and Progress Foundation to 10.

Record and update information about which students are identified for TLI support

Schools must keep records of all students receiving TLI support through CASES21.

Students assessed as ‘Needing Additional Support’ or exempt in the reading and/or numeracy domains of the 2023 and 2024 NAPLAN are pre-identified by the department in CASES21.

Students who were absent from, or in a year level that has not yet completed the revised NAPLAN, and through assessments have been identified as being significantly below their age-expected level of learning in literacy and numeracy must be manually recorded in CASES21 by schools as receiving TLI literacy and/or numeracy support.

Please note, schools can remove students from the pre-populated list of those receiving TLI support if required. If students are transferring to a school, the school will need to identify them manually (NAPLAN pre-identification will not transfer with them). Schools should update CASES21 throughout the year if additional students are added to the TLI program.

For support using CASES21 please refer to: Software and Administration Systems: Resources.

Ensure students' Individual Education Plans (IEPs) reflect participation in tutoring

Some students in TLI may have an Individual Education Plan (IEP) which includes their literacy and numeracy learning goals. For students with an IEP, tutoring must be informed by, and integrated within, IEPs.

For more information, refer to: Individual Education Plans (IEPs) policy.

For more information, visit:

• Diverse Learners Hub
• Learning Difficulties Information Guide – Numeracy (DOCX)
• Learning Difficulties Information Guide – Literacy (DOCX)
• Deciding if a student has a learning difficulty in numeracy
• Deciding if a student has a learning difficulty in literacy.

Appoint tutors and record this on eduPay

Tutors in government schools must be one of the following:

• a teacher currently registered with the Victorian Institute of Teaching (VIT)
• a teacher with VIT Permission to Teach (teacher tutor) (employed as an education support (ES) class employee)
• a pre-service teacher (PST) (employed as an ES class employee) working under the supervision of a registered teacher
• a speech therapist or occupational therapist (employed as an ES class employee) tutoring in specific identified student needs
• a retired teacher who has re-registered with the VIT.

For more information about the eligibility requirements for tutors visit Victorian Government Tutor Learning Initiative – Victorian Institute of Teaching.

Tutor employment arrangements must be consistent with the Victorian Government Schools Agreement 2022 (VGSA 2022) and relevant department employment policies.

Government schools select and recruit tutors to work in their schools using their regular recruitment processes. Schools are supported in their recruitment through the School Jobs Vic pool of interested tutors. Further information on registering interest through School Jobs Vic is provided at the Tutor learning initiative: information for prospective tutors webpage.

Victorian government schools are not required to advertise tutor positions for the TLI on School Jobs Vic. Instead, schools will be able to access the register of interested tutors through the Applicant Pool in School Jobs Vic to identify and shortlist suitable tutors for recruitment.

In the case that a school would like to appoint an existing employee through their regular, merit-based human resources processes, the school can use a General Ledger (GL) override on eduPay to assign the employee’s tutor portion to TLI code 80026 or action a higher duties assignment to a tutor classification where applicable.

Guidance and resources on the process for tutor appointments are available on School Jobs Vic Help for Recruiters (staff login required).

All tutors will be subject to the usual pre-employment check requirements that apply under the Recruitment in Schools guide.

The role and responsibilities of tutors should be defined according to their classification and range. Schools can refer to:

• Role and Responsibilities – Teaching Service: Classroom teachers for tutors employed as teachers
• Education Support Class – Dimensions of Work (PDF) for tutors employed as education support class.

School Jobs Vic Help for Recruiters (staff login required) includes a training tutorial video, frequently asked questions and instructions on how to search the talent pool and appoint applicants who have expressed interest in employment as a tutor.

Delivering tutoring in different school settings

The sections below outline delivery approaches for tutoring in different school settings.

Tutoring in primary school settings

Evidence from systematic reviews of research indicates that the impact of small group tutoring in primary-school aged students can be up to an additional 4 months of learning (Small group tuition – E4L). Research also indicates that primary school students may benefit from more frequent but shorter sessions (Grattan, 2023).

Primary schools are recommended to:

• work towards a higher frequency of shorter sessions, for example, 3 × 45 minutes per week. In 2024, the majority (70%) of tutoring sessions in Victorian government primary schools ran for 2 to 3 times per week, for 20 to 45 minutes
• wherever possible, timetable tutoring sessions to optimise the most effective learning times for younger students.

If schools elect to deliver tutoring through the tutor attending the regular classroom, the tutor should provide the small group of identified students with direct, intensive support to address key learning gaps.

Within schools’ literacy tutoring programs, it is recommended that tutors focus first on reading. Further information can be found at Victoria’s approach to teaching reading F–2 (PDF).

Tutoring in secondary school settings

Research shows that the impact of tutoring in secondary-school aged students can be up to an additional 2 months of learning (Small group tuition – E4L).

Where possible, secondary schools are recommended to work towards students participating in 2 timetabled sessions of tutoring per week.

Tutoring programs in secondary schools are likely to differ between the lower and upper secondary years, reflecting students’ pathways and timetabling considerations. For example, schools will consider pathways options in the design of their programs for the senior secondary years, such as the VCE Vocational Major Literacy and Numeracy Units.

If schools elect to deliver tutoring through the tutor attending a regular English or mathematics class, the tutor should provide the small group of identified students with direct, intensive support to address key learning gaps.

Secondary schools should ensure that learning resources are age-appropriate for teenage learners, such as using decodable readers that have more mature themes and older characters.

Tutoring in specialist school settings

There are a range of government specialist schools and education settings available for students with specific disability and high needs. These settings include specialist schools, specialist campuses and supported inclusion schools. Approaches to tutoring will vary depending on the needs of students within each setting.

In 2024, specialist schools reported that 62% of tutoring was provided within an existing classroom setting, and 38% of tutoring occurred outside of an existing class or using a combination of approaches. The majority (89%) of specialist schools used tutoring sessions of 20 to 45 minutes.

The Abilities Based Learning and Education Support (ABLES) website provides information that supports teachers to identify and monitor the learning readiness and progress of students with disability and diverse learners.

Delivering tutoring for different student groups

The sections below include considerations when providing tutoring to different cohorts of students and includes information from the evidence base and relevant departmental policies and resources.

Tutoring for students with an Individual Education Plan

Some students participating in tutoring under the TLI program will have an Individual Education Plan (IEP), also known as individual learning plans, individual learning improvement plans and Koorie education learning plans.

The Individual Education Plans policy outlines that IEPs are required for:

• students in statutory Out-of-home care (OOHC)
• Koorie students (as required by Marrung: Aboriginal Education Plan 2016-2026)
• students supported under individualised disability funding programs including the Program for Students with Disabilities (PSD) and Disability Inclusion
• students in youth justice (custody and community)
• students in re-engagement programs under contract arrangements with another school or provider
• students undertaking Flexible Learning Options (FLOs).

IEPs are also highly recommended for:

• students with additional needs
• students not achieving to their potential (this may include high-ability students, where appropriate) – further guidance is available from the department’s High-ability toolkit)
• students at risk of disengagement
• students who are young carers (where appropriate)
• any other students determined by the school as needing an IEP.

IEPs include an outline of the student’s educational goals, including for literacy and numeracy. For students with an IEP, tutoring must be informed by, and integrated within, IEPs.

Delivery of tutoring for Koorie students

As highlighted in the department's Strategic Plan 2024-28 and in Marrung, access to culturally safe and inclusive learning environments and supports targeted to need are critical to ensure First Peoples learners achieve their potential, succeed in life, and feel strong in their cultural identity.

Delivery of tutoring for Koorie students in primary schools through the TLI program should be implemented alongside delivery of the Koorie Literacy and Numeracy Program (KLNP), which funds Victorian government primary and specialist schools to improve literacy and numeracy outcomes for eligible Koorie students.

Further information is available at Koorie Education policy and Koorie literacy and numeracy programs.

Delivery of tutoring for students with learning difficulties

Some students participating in small group tutoring may have complex learning and other needs.

These students may have an Individual Education Plan (IEP) which outlines key information including their literacy and numeracy learning goals. Tutoring should be informed by, and integrated within, these plans.

Further information is available at the Diverse Learners Hub including information, tools and guidance on diverse learning, including:

• understanding autism and how schools support autistic students
• understanding the different types of learning difficulties
• how learning difficulties can affect a child’s and young person’s learning
• evidence-based resources, tools, and guidance on learning diversity
• professional learning and teaching resources for school staff.

Delivery of tutoring for EAL Learners and students from refugee backgrounds

Information and guidance on supporting EAL students and meeting their learning and wellbeing needs is available at English as an Additional Language (EAL).

As outlined in the department’s guidance on Supporting students from refugee backgrounds, whilst some students from refugee backgrounds may have had extensive schooling, and strong literacy and numeracy skills in their first or additional languages, others may have had highly disrupted or minimal access to formal schooling. These students will have limited literacy proficiency in their home language and English and they will therefore require additional support from teachers and school staff to develop the English language and learning skills they need to succeed in the classroom and life beyond school.

Schools are encouraged to refer to a range of programs, support and advice available to help guide schools and staff who are supporting refugee background students and families.

Further information on working with students from a refugee background, including in the delivery of tutoring, is available at Supporting students from refugee backgrounds.

Delivery of tutoring for students from disadvantaged backgrounds

As noted in the department's Strategic Plan 2024-28, the department is committed to enabling children and young people experiencing disadvantage and vulnerability to get the full benefits of education.

Social disadvantage can often place students well behind their peers when entering the education system.

Studies undertaken in England have shown that students from disadvantaged backgrounds typically receive additional benefits from small group tuition (Evidence for Learning, 2021).

Schools can choose to use the Equity (Social Disadvantage) Funding provided through the Student Resource Package to supplement their TLI funding to meet the needs of this cohort of students.

Further information is available at Social Disadvantage Funding.

Resources

Professional learning

The department offers free after-school professional learning webinars throughout the year to support the implementation of TLI in government schools. These can be accessed through the TLI Arc channel, with the schedule updated throughout the year.

For more information, refer to: Tutor Learning Initiative Professional Learning.

Useful resources

TLI Tutor Practice Guidance (DOCX) – all tutors are recommended to refer to this guidance to inform their practice.

The TLI Implementation Continua (DOCX), which schools and tutors can use to reflect, self-evaluate, and track their progress regarding TLI implementation.

Schools can choose to use this template letter to families of students that have been identified to receive additional support (DOCX) through the Tutor Learning Initiative.

The template can be modified to include information about the school’s selected practice approach, frequency of small group tutoring sessions and curriculum focus. Schools should consider whether this letter requires translation into a language other than English or if the English version requires tailoring to best meet their local context and community’s needs.

Key insights from the implementation of the Tutor Learning Initiative

The department commissioned Deloitte Access Economics to evaluate the first year of implementation of the Tutor Learning Initiative in 2021. The evaluation demonstrated many positive impacts of the initiative and the key insights (DOCX) are available for download.

Useful links

The following resources provide additional advice and context:

• Victorian Teaching and Learning Model 2.0
• Victoria’s approach to teaching reading F–2
• Individual Education Plans
• Literacy and English for Koorie students
• English as an Additional Language (EAL)
• Literacy and Numeracy Learning Difficulties Information Guides
• Literacy Teaching Toolkit
• Mathematics Teaching Toolkit