Student Voice, Agency and Leadership

Guidance

Definitions

For definitions of student voice, agency and leadership, refer to the Definitions section of the Policy tab.

Key features of student voice, agency and leadership

Student voice is evident when students:

• ask questions to strengthen their understanding
• seek feedback from teachers and peers
• share their ideas and opinions
• give feedback to peers, teachers and the school
• feel confident to contribute in meaningful ways.

Student agency is evident when students:

• are increasingly able to exercise independence and self-regulation in their learning
• use feedback to progress their learning and reflect on their learning experience
• can monitor their own learning growth
• contribute to the creation of a culture that is safe for them and their peers
• contribute ideas and take part in decision making processes.

Student leadership is evident when students:

• set high expectations for themselves and feel motivated and empowered to exercise agency
• have self-efficacy and believe they can learn and build their knowledge and skills
• can represent themselves, their peers and their school as members of a school community
• support students who may not be heard, who are disengaged, or who lack the skills and confidence to express views and opinions
• take part in student representative bodies and contribute to school decision making.

Student voice, agency and leadership in the FISO 2.0 illustrations of practice

The FISO 2.0 illustrations of practice provide examples on how to use student voice, agency and leadership to support school improvement. These include:

• students’ views, priorities and feedback are heard and responded to by leaders through meaningful interactions, through which students openly share their experiences and leaders authentically support a solution-focused approach to improving outcomes
• student leaders have clear roles and responsibilities in the co-design and implementation of wellbeing policies and programs, model inclusive leadership principles and values and represent their school and its students confidently
• students participate in regular, meaningful student-led forums that collect and analyse student feedback and perception data and evidence, informing how leaders and teachers make decisions about learning and wellbeing
• students are provided opportunities to lead and demonstrate agency in collaboration with teachers and parents/carers to create a shared understanding of how to support and enhance learning and wellbeing in respect to the school’s culture and context.

Contact: schoolplanning@education.vic.gov.au.

Student voice, agency and leadership in the VTLM 2.0 Elements of teaching

The VTLM 2.0 helps schools create the conditions that support student voice, agency and leadership. It does this through:

• inclusive and culturally responsive practices
• respectful relationships
• positive classroom management.

The VTLM 2.0 encourages and builds the skills required for student voice, agency and leadership through practices that:

• invite student feedback and insights
• enhance student learning independence and self-regulation
• build learning success and mastery, and application and transfer of knowledge.

Planning

Schools can use the following guides to learn more about using student voice to develop and improve teaching and learning programs. Student feedback provides important insights into student learning, experience and engagement. Schools can use evidence from exit tickets, surveys and discussions. This data can inform program updates, such as practice improvements, text choices or sequencing of topics.

The planning guides are:

• Lead a whole-school curriculum approach(opens in a new window)
• Develop and deliver quality curriculum materials(opens in a new window)
• Enact a Multi-Tiered System of Supports(opens in a new window)

Enabling learning

The following guides support schools to enable student learning through positive relationships, cultural responsiveness and positive classroom management. When students feel engaged and supported they are able to exercise student voice, agency and leadership.

The Enabling learning guides are:

• Inclusive learning
• Cultural responsiveness
• Positive Classroom Management Strategies
• Enable student self-regulation and self-efficacy

Inclusive learning guide

The Inclusive learning guide(opens in a new window) highlights how safe and inclusive learning environments support belonging, engagement and learning success. Active listening and student feedback enable student voice and help to build respectful relationships. High expectations show students their teachers believe they can succeed. Effective teaching practices and reasonable adjustments help students meet those expectations.

Cultural responsiveness guide

The Cultural responsiveness guide(opens in a new window) highlights the importance of valuing student cultures. Teaching and learning programs can include students’ cultures, languages and stories. Teachers can empower students to share feedback, cultural knowledge and perspectives. Students should feel safe to share, without the expectation they are community experts.

Positive classroom management strategies guide

The Positive Classroom Management Strategies guide(opens in a new window) introduces practices that optimise classroom time and engagement. They include strategically sequencing tasks and planning for student choice. Planned choices allow students to exercise agency in learning. These might include how they respond to tasks, the tools they use, the order of tasks, where they work, and whether they work alone or with peers.

Enable student self-regulation and self-efficacy guide

The Enable student self-regulation and self-efficacy guide(opens in a new window) provides guidance on teaching and modelling self-regulation and metacognitive strategies. Building these skills improves student focus and confidence. It also improves their ability to manage their learning. This provides the foundation for increased student agency in learning, and learning environments.

Explicit teaching

The following guides support schools in using explicit teaching to help students build the knowledge and skills they need to exercise agency in their learning and beyond.

The Explicit teaching guides are:

• Focus the learning
• Explicit explanation and modelling
• Scaffold practice
• Monitor progress

Focus the learning guide

The Focus the learning guide(opens in a new window) highlights the importance of learning objectives and success criteria. These provide a basis for students to track their progress. They also help them reflect on their understanding, and make adjustments to improve.

Explicit explanation and modelling guide

The Explicit explanation and modelling guide(opens in a new window) notes the importance of sharing thought processes through teacher modelling. This makes implicit processes explicit and helps students develop their metacognitive skills.

Scaffold practice guide

The Scaffold practice guide(opens in a new window) explains that scaffolds help students to maintain a high level of success. Teachers should reduce scaffolds as students build fluency and mastery. This supports the transition to independent practice.

Monitor progress guide

The Monitor progress guide(opens in a new window) highlights how feedback can build agency in learning. Feedback helps students understand how their learning is progressing and identify next steps. Responsive teaching provides students with the support they need to succeed in their learning. This enhances self-efficacy and learner independence.

Supported application

The following guides support schools to use supported application strategies to provide students with opportunities to apply their learning with increasing independence and agency.

The Supported application guides are:

• Vary practice
• Revisit and review
• Apply learning and build mastery

Vary practice guide

The Vary practice guide(opens in a new window) highlights the importance of varying the way students apply learning. When teachers space and vary practice, students develop fluency and build mastery. With questioning techniques, teachers prompt students to actively use and explain their learning. Through varied practice, students learn to transfer learning to new situations.

Revisit and review guide

The Revisit and review guide(opens in a new window) notes the importance of revisiting knowledge at increasing intervals. This strengthens connections in long-term memory and makes knowledge easier to recall and apply. It also notes the importance of teaching revision strategies. Students can then distinguish between effective and ineffective approaches. This helps them build study habits and manage their learning with increasing independence.

Apply learning and build mastery guide

The Apply learning and build mastery guide(opens in a new window) reminds us that students strengthen knowledge through open tasks, problem solving and inquiry. First they build a sound knowledge base. Then they engage with tasks where they select, organise and integrate knowledge. This leads them to generate new learning beyond what they have been taught. Group work builds skills in collaboration and communication. Metacognitive strategies help students to monitor, direct and review their own learning.