<table><tr><td colspan="3">Professional Knowledge</td><td colspan="3">Professional Practice</td><td colspan="2">Professional Engagement</td></tr><tr><td>Knowledge of Students and Cognitive Development</td><td>CurriculumId and Disciplinary Knowledge</td><td>Knowledge of Vivedus Model and Methodology</td><td>Plan for and Implement Effective Vivedus Teaching and Learning</td><td>Create and Maintain Supportive Safe Vivedus Learning Environments</td><td>Assess, Provide Feedback and Report on Student Learning Aligned to Vivedus Model</td><td>Professional Research, Reflection and Growth</td><td>Communication, Collegiality and Compliance</td></tr><tr><td>(IG1) Ignite Knowledge of Students and Cognitive Development
A Ignite teachers actively work to understand and meet the physical, social, and intellectual needs of students and know how these affect learning.  
B Ignite teachers apply strategies to meet the needs of First Nations students and those learners from diverse backgrounds.  
C Ignite teachers apply knowledge and understanding to differentiate instruction and seek to connect learning to lived experience in relevant and purposeful ways.  
D Ignite teachers develop understanding of policy and legislative requirements that supports participation of learners with disability. </td><td>(IG2) Ignite CurriculumId and Disciplinary Knowledge
A Ignite teachers demonstrate knowledge and understanding of curriculum, concepts, and disciplinary content within their areas of teaching.  
B Ignite teachers align disciplinary content to teaching strategies. Ignite teachers organise content into learning sequences to effectively support student understanding and engagement.  
C Ignite teachers use knowledge of curriculum, assessment and reporting to contextualise and frame knowledge and to curate learning programs.  
D Ignite teachers develop understanding and respect for First Nations people and promote reconciliation between Indigenous and non-Indigenous cultures.  
E Ignite teachers know and understand literacy and numeracy strategies and integrate information and communication technology (ICT) tools where appropriate. </td><td>(IG3) Ignite Knowledge of Vivedus Model and Methodology
A Ignite teachers demonstrate foundational understanding of Vivedus methodology and the elements within the Vivedus Planner.  </td><td>(IG4) Ignite Plan for and Implement Effective Vivedus Teaching and Learning
A Ignite teachers communicate learning intentions and set goals to accommodate varying learner abilities. 
B Under the guidance of their line manager or supervisor, Ignite teachers draft Vivedus teaching and learning plans with a goal to guide learners to master the basics, explore concepts and engage in open-ended challenges to foster creativity through stages of possibility thinking. 
C Ignite teachers demonstrate broad knowledge of strategies and trial pedagogies to structure learning sequences and to evaluate programs for improvement. 
D Ignite teachers demonstrate a range of verbal and non-verbal communication strategies to support student engagement.  
E Ignite teachers demonstrate knowledge of a range resources, including ICT to enrich learning.  
F Ignite teachers describe a broad range of strategies to engage parents/care givers in the educational process. </td><td>(IG5) Ignite Create and Maintain Supportive Safe Vivedus Learning Environments
A Ignite teachers identify strategies and pedagogies that cultivate creative and positive learning environments that support inclusive student participation.  
B Ignite teachers organise classroom activities and provide clear directions. 
C Ignite teachers describe strategies that support student wellbeing and safety.  
D Ignite teachers demonstrate knowledge of practical approaches to address challenging behaviour adhering to school and/or system, curriculum, and legislative requirements.  
E Ignite teachers grow understanding of the challenges associated with ICT teaching and learning and describe strategies to align responsible, ethical, and safe practice. </td><td>(IG6) Ignite Assess, Provide Feedback and Report on Student Learning Aligned to Vivedus Model
A Ignite teachers demonstrate and understand diagnostic, formative, and summative assessment strategies to assess student learning.  
B Ignite teachers understand the alignment of assessment practices to learning objectives, activities and Vivedus dispositions and nest assessment for learning tools throughout possibility thinking phases.  
C Ignite teachers understand the purpose of providing targeted, meaningful, and timely feedback for learning, guiding learners to define, set, and monitor challenging, achievable goals. 
D Ignite teachers demonstrate understanding of assessment moderation to make consistent and comparable judgments of student learning.  
E Ignite teachers demonstrate the capacity to interpret student assessment data, including Vivedus feedback tools, to evaluate student learning and modify teaching practice effectively. 
F Ignite teachers demonstrate understanding of various strategies for reporting to students and parents/carers and understand the purpose of accurate and reliable record-keeping. </td><td>(IG7) Ignite Professional Research, Reflection and Growth
A Ignite teachers demonstrate understanding of national or acknowledged professional standards alongside Vivedus methodologies to identify professional growth goals. 
B Ignite teachers understand the relevant and appropriate sources of professional learning for teachers. 
C Ignite teachers seek and apply constructive feedback from curriculum leaders and qualified peers to set professional goals to improve teaching practice.  
D In response to reflection, feedback, and data Ignite teachers demonstrate an understanding of the rationale for continued professional learning and the implications for improved student learning. 
E Ignite teachers are able to self-reflect and self-identify areas for growth and areas of strength </td><td>(IG8) Ignite Communication, Collegiality and Compliance
A Ignite teachers understand and apply the key principles described in codes of ethics and conduct for the teaching profession. 
B Ignite teachers understand the relevant legislative, administrative, and organisational policies and processes required for teachers according to school stage. 
C Ignite teachers understand strategies for working effectively, sensitively, and confidentially with parents/carers. 
D Ignite teachers understand the role of external professionals and community representatives in broadening teachers’ professional knowledge and practice. 
E Ignite teachers read, joining professional associations and/or follow reputable sources for educational practice on social media. </td></tr><tr><td>(IL1) Illuminate Knowledge of Students and Cognitive Development
A Illuminate teachers draw on research and collegial advice to inform practice and understandings of student learning.  
B Illuminate teachers implement strategies to meet the physical, social, and intellectual needs of students, enhancing learning.  
C Illuminate teachers develop and embed strategies to engage learners from diverse backgrounds and First Nations students. 
D Illuminate teachers design activities incorporating differentiated strategies that connect learning to lived experience in relevant and purposeful ways.  
E Illuminate teachers design and implement teaching activities that support participation and learning of students with disability and address relevant policy and legislative requirements. </td><td>(IL2) Illuminate CurriculumId and Disciplinary Knowledge
A Illuminate teachers apply knowledge of curriculum, concepts, discipline content and teaching strategies to develop engaging teaching activities.  
B Using the Vivedus Planner, Illuminate teachers coherently contextualise and frame knowledge and curate well-sequenced teaching and learning programs inclusive of assessment and reporting requirements.  
C Illuminate teachers foster reconciliation by providing opportunities for students to engage with the history, culture, and language of First Nations people. 
D Illuminate teachers support student achievement through applying effective literacy and numeracy strategies.  
E Illuminate teachers successfully integrate ICT to make learning relevant and meaningful. </td><td>(IL3) Illuminate Knowledge of Vivedus Model and Methodology
A Illuminate teachers apply knowledge and understanding of Vivedus methodology.  
B Illuminate teachers cohesively align all elements within the Vivedus planner and embed and adopt teaching for creativity pedagogies within instructional sequences.  
C Illuminate teachers identify opportunities for interdisciplinary thinking and embed opportunities for this within their planning. 
D Illuminate teachers build learners creative efficacy and support students’ understandings of creative dispositions alongside their mastery of the basics. 
E Illuminate teachers build learner agency through effectively situating assessment for learning across all stages of possibility thinking. </td><td>(IL4) Illuminate Plan for and Implement Effective Vivedus Teaching and Learning
A Illuminate teachers communicate clear and challenging learning intentions and set relevant and purposeful goals to accommodate all learner abilities.   
B Illuminate teachers plan and implement well-structured teaching and learning sequences that engage students and promote learning across all phases of possibility thinking. 
C Illuminate teachers select and use a range of strategies and pedagogical approaches to develop knowledge, skills, critical, creative, innovative, and entrepreneurial thinking. 
D Illuminate teachers select and design a range resources, including ICT to enrich learning.  
E Illuminate teachers use effective verbal and non-verbal communication strategies to support student understanding, participation, engagement, and student achievement.  
F Illuminate teachers evaluate personal programs, using feedback tools and student assessment data to inform planning.  
G Additionally, Illuminate teachers plan appropriate and contextually relevant opportunities to engage parents/care givers in the learning process. </td><td>(IL5) Illuminate Create and Maintain Supportive Safe Vivedus Learning Environments
A Illuminate teachers establish and implement positive interactions to cultivate inclusive and creative learning environments that engage and support the participation of all learners.  
B Illuminate teachers establish and maintain orderly and workable routines to create an environment where student time is spent on learning tasks.  
C Illuminate teachers establish and negotiate clear expectations and ensure student wellbeing. They select practical approaches to address challenging behaviour promptly, fairly, and respectfully, adhering to school, system, curriculum, and legislative requirements.  
D Illuminate teachers manage challenges associated with ICT teaching and learning, incorporating strategies to ensure responsible, ethical, and safe practices in their approach. </td><td>(IL6) Illuminate Assess, Provide Feedback and Report on Student Learning Aligned to Vivedus Model
A Illuminate teachers develop, select, and use informal and formal diagnostic, formative, and summative assessment strategies to assess student learning.  
B Illuminate teachers align assessment to learning objectives, activities, and Vivedus dispositions, methodically nesting assessment for learning throughout possibility thinking phases.  
C Illuminate teachers provide timely, effective, and meaningful feedback for learning, and guide learners to define, set, and monitor challenging, achievable goals.  
D Illuminate teachers understand and participate in assessment moderation to make consistent and comparable judgments of student learning.  
E Illuminate teachers use student assessment data and Vivedus feedback tools, to analyse and evaluate student learning, identifying opportunities for intervention and modifying teaching practice. 
F Illuminate teachers select and apply various strategies for clear, accurate, and respectful reporting to students and parents/carers, maintaining accurate and reliable record-keeping. </td><td>(IL7) Illuminate Professional Research, Reflection and Growth
A Illuminate teachers use national or acknowledged professional standards alongside Vivedus methodologies and teaching development tools to identify and plan professional growth aligned to strategic goals.  
B Illuminate teachers participate in targeted professional learning maintaining currency of knowledge and practice in line with national professional standards and school and/or system priorities. 
C Illuminate teachers contribute to collegial discussions and communities of practice and apply feedback and new understandings to improve professional knowledge and practice.  
D In response to reflection, data and feedback from curriculum leaders, qualified peers and students’ Illuminate teachers address student learning needs and apply professional growth opportunities to their own practice. 
E Illuminate teachers can self-reflect and are vulnerable about their strengths and weaknesses.   </td><td>(IL8) Illuminate Communication, Collegiality and Compliance
A Illuminate teachers meet codes of ethics and conduct established by regulatory authorities, systems, and schools. 
B Illuminate teachers understand the implications of and comply with relevant legislative, administrative, organisational, and professional requirements, policies, and processes. 
C Illuminate teachers establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing. 
D Illuminate teachers participate in professional and community networks and forums to broaden knowledge and improve practice. 
E Illuminate teachers read relevant journals, research and keep abreast of developments on AI. </td></tr><tr><td>(IN1) Inspire Knowledge of Students and Cognitive Development
A Drawing on research and workplace knowledge, Inspire teachers possess a deep understanding of learners’ physical, social, and intellectual development, and model a diverse range of strategies to optimise learning.  
B Inspire teachers support colleagues to develop and tailor strategies to meet the needs of learners from diverse backgrounds, including First Nations students.   
C Inspire teachers support colleagues to make authentic connections between learning and students’ lived experiences in meaningful and purposeful ways.  
D Inspire teachers evaluate differentiated teaching methods using assessment data, ensuring inclusivity for students with varied abilities.  
E Inspire teachers engage with colleagues and specialist knowledge to develop programs that support the inclusion of students with disability, maintaining compliance with policy and legislative requirements. </td><td>(IN2) Inspire CurriculumId and Disciplinary Knowledge
A Inspire teachers support and enhance colleagues' knowledge of curriculum, concepts, discipline content and teaching strategies to develop engaging teaching activities.  
B Through using the Vivedus Planner to contextualise and frame knowledge and to curate learning, Inspire teachers exhibit innovative practice.  
C Using contemporary knowledge of curriculum, assessment, and reporting, Inspire teachers support colleagues to plan and implement innovative Vivedus programs.  
D Inspire teachers support colleagues to develop and implement reconciliation activities that engage students with the history, culture, and language of First Nations people.  
E Inspire teachers support colleagues to implement effective literacy and numeracy strategies to improve student achievement. 
F Inspire teachers model exemplary knowledge and skills assisting colleagues to use current ICT to ensure programs and learning remains relevant and meaningful for students. </td><td>(IN3) Inspire Knowledge of Vivedus Model and Methodology
A Inspire teachers model advanced knowledge and understanding of the Vivedus Model.  
B Inspire teachers support and enhance colleagues’ understandings of the interconnectedness between Vivedus methodology, teacher practice and student learning. 
C Inspire teachers support colleagues to identify teaching and learning opportunities that enhance interdisciplinary thinking and transferable knowledge alongside disciplinary understanding and creativity dispositions.   
D Inspire teachers model creative and innovative Vivedus practices, and support colleagues to build understandings of their own creative efficacy as well as that of their students. 
E Inspire teachers support and enhance colleagues’ knowledge and understanding of fostering, identifying, and assessing learners’ creative dispositions. </td><td>(IN4) Inspire Plan for and Implement Effective Vivedus Teaching and Learning
A Inspire teachers cultivate challenging learning intentions by modelling and setting relevant and purposeful goals in ways that accommodate all learner abilities.  
B Inspire teachers work with colleagues to enhance their knowledge and understanding of implementing Vivedus planning, to evaluate and modify programs and to create productive Vivedus learning environments that engage all students in learning across each phase of possibility thinking. 
C Inspire teachers support colleagues to design, select and use a range of strategies and pedagogies to enable students to develop and use knowledge, skills, critical, creative, innovative, and entrepreneurial thinking. 
D Inspire teachers assist colleagues to design, select and use of a range resources, including ICT to enrich learning. 
E Inspire teachers assist colleagues to select a wide range of verbal and non-verbal communication strategies to support students’ understanding, engagement and achievement. 
F Inspire teachers work with colleagues to review teaching and learning programs using feedback tools student assessment data, knowledge of curriculum and workplace practices.  
G Inspire teachers work with colleagues to provide appropriate and contextually relevant opportunities to engage parents/care givers in the learning process. </td><td>(IN5) Inspire Create and Maintain Supportive Safe Vivedus Learning Environments
A Inspire teachers model effective practice and support colleagues to implement pedagogies and strategies for cultivating inclusive and creative learning environments that engage and support the participation of all learners.    
B Inspire teachers’ model and share with colleagues a flexible repertoire of strategies for classroom management to ensure all students are engaged in purposeful activities. 
C Inspire teachers develop and share with colleagues a flexible repertoire of behaviour management strategies using expert knowledge and workplace experience. 
D Inspire teachers initiate and take responsibility for implementing current school and/or system, curriculum, and legislative requirements to ensure student wellbeing and safety. 
E Inspire teachers’ model and support colleagues to address challenges associated with ICT teaching and learning, incorporating strategies to ensure responsible, ethical, and safe practices in their approach. </td><td>(IN6) Inspire Assess, Provide Feedback and Report on Student Learning Aligned to Vivedus Model
A Inspire teachers develop and apply a comprehensive range of assessment strategies to diagnose learning needs, complying with curriculum requirements.  
B Inspire teachers support colleagues to align assessment strategies to learning objectives, activities, Vivedus dispositions and possibility thinking phases to evaluate the effectiveness of their approaches to assessment. 
C Inspire teachers select from an effective range of strategies to provide targeted feedback based on informed and timely judgments of each student’s current needs in order to progress learning.  
D Inspire teachers support colleagues to apply a range of effective feedback strategies that help students to define, set and monitor challenging and achievable goals. 
E Inspire teachers organise assessment moderation activities to make consistent and comparable judgments. 
F Inspire teachers support colleagues to use internal and external data from student assessments and Vivedus feedback tools to evaluate student learning, identifying opportunities for intervention, and modification for teaching practice. 
G Inspire teachers support colleagues to construct accurate, informative, and timely reports to students and parents/carers about student learning and achievement.  </td><td>(IN7) Inspire Professional Research, Reflection and Growth
A Inspire teachers analyse national or acknowledged professional standards and utilise Vivedus methodologies to plan professional development goals, supporting colleagues and pre-service teachers to improve classroom practice.  
B Inspire teachers identify, review, and evaluate relevant research and engage in high-quality targeted opportunities to improve practice and offer quality placements for pre-service teachers where applicable.  
C Inspire teachers initiate and engage in communities of practice and discussions with colleagues, in a range of forums to evaluate practices aimed at enhancing professional knowledge and skills and the educational outcomes of students.  
D Inspire teachers engage with colleagues to evaluate the effectiveness of teacher professional learning activities to address student learning needs. 
E In response to reflection, data and feedback from line managers, qualified peers and students Inspire teachers address student learning needs and apply professional growth opportunities to their own practice. 
F Inspire teachers can self-reflect and are vulnerable about their strengths and weaknesses.   </td><td>(IN8) Inspire Communication, Collegiality and Compliance
A Inspire teachers maintain high ethical standards and support colleagues to interpret codes of ethics and exercise sound judgement in all school and community contexts. 
B Inspire teachers support colleagues to review and interpret legislative, administrative, and organisational requirements, policies, and processes. 
C Inspire teachers demonstrate responsiveness in all communications with parents/carers about their children’s learning and wellbeing. 
D Inspire teachers contribute to professional networks and associations and build productive links with the wider community to improve teaching and learning. 
E Inspire teachers read and keep abreast of developments in AI. In addition, they join professional associations and/or follow reputable sources for educational practice on social media. </td></tr><tr><td>(EN1) Enlighten Knowledge of Students and Cognitive Development
A Enlighten teachers guide colleagues in selecting and refining strategies to enhance understanding of learners' physical, social, and intellectual development. 
B Enlighten teachers effectively lead processes to evaluate teaching programs, drawing on research and workplace knowledge about how students learn. 
C Enlighten teachers evaluate and revise teaching programs, using expert knowledge and community collaboration. 
D Enlighten teachers cultivate authentic connections with community representatives and parents/carers, linking learning to students’ real-life experiences in meaningful ways.  
E Enlighten teachers support equitable and ongoing participation of learners from diverse backgrounds, including First Nations students. 
F Enlighten teachers lead colleagues in assessing the effectiveness of differentiated teaching programs tailored to address the diverse learning needs of students.  
G Enlighten teachers lead school reviews to ensure compliance with policy and legislation, facilitating full participation of students with disabilities. </td><td>(EN2) Enlighten CurriculumId and Disciplinary Knowledge
A Enlighten teachers lead school initiatives to evaluate and improve knowledge of content, strategies, and overall teaching practices, using research-based education programs and the Vivedus Model. 
B Enlighten teachers lead initiatives that utilise comprehensive content knowledge to improve the selection and sequencing of content into coherently organised teaching and learning Vivedus programs. 
C Enlighten teachers lead colleagues to develop programs that are comprehensively aligned to curriculum, assessment, and reporting requirements.  
D Enlighten teachers lead initiatives to assist colleagues to develop and implement opportunities for reconciliation activities that engage students with the history, culture, and language of First Nations people.  
E Enlighten teachers monitor and evaluate the implementation of literacy and numeracy strategies, using research and student data to enhance student achievement.  
F Enlighten teachers lead and support colleagues to integrate the use of ICT strategies, expanding learning opportunities and content knowledge for students. </td><td>(EN3) Enlighten Knowledge of Vivedus Model and Methodology
A Enlighten teachers are Vivedus Coaches who exemplify advanced understanding of the Vivedus Model and methodology.  
B Enlighten teachers lead initiatives to assist colleagues’ knowledge and understanding of the Vivedus Model and its underpinning theories of creativity, the invention cycle, and possibility thinking.  
C Enlighten teachers monitor and evaluate teachers’ understandings of the interconnection between Vivedus methodology, teacher practice and student learning to support a community of practice. 
D Enlighten teachers lead initiatives to identify and exploit innovations and creative capital being generated from the implementation of Vivedus planning to expand teaching and learning opportunities. </td><td>(EN4) Enlighten Plan for and Implement Effective Vivedus Teaching and Learning
A Enlighten teachers demonstrate exemplary practice and high expectations and lead colleagues to encourage students to pursue challenging goals in all aspects of their education. 
B Enlighten teachers exhibit exemplary practice and lead colleagues to plan, implement and review the effectiveness of their Vivedus learning and teaching programs to develop students’ knowledge, understanding and skills across each phase of possibility thinking. 
C Enlighten teachers work with colleagues to review, modify, and expand their repertoire of teaching strategies and pedagogy to enable students to  
D develop and use knowledge, skills, critical, creative, innovative, and entrepreneurial thinking. 
E Enlighten teachers guide colleagues to meticulously align curriculum objectives, teaching and learning activity, and creativity dispositions to possibility thinking phases.  
F Enlighten teachers model exemplary skills and lead colleagues in selecting, creating, and evaluating resources, including ICT for application within or beyond the school.  
G Enlighten teachers demonstrate and lead by example inclusive verbal and non-verbal communication using collaborative strategies and contextual knowledge to support students’ understanding, engagement and achievement. 
H Enlighten teachers regularly conduct reviews of teaching and learning programs using multiple sources of evidence including feedback tools student assessment data, curriculum documents, workplace practices and parent feedback.  
I Enlighten teachers initiate contextually relevant processes to establish programs that involve parents/caregivers in broader school initiatives and activities aimed at enhancing learner experience and outcomes. </td><td>(EN5) Enlighten Create and Maintain Supportive Safe Vivedus Learning Environments
A Enlighten teachers demonstrate and lead by example the development of productive, inclusive, and creative learning environments across the school by reviewing inclusive strategies and exploring new approaches to engage and support all students. 
B Enlighten teachers initiate strategies and lead colleagues to implement effective classroom management practices that promote student responsibility for learning. 
C Enlighten teachers implement behaviour management initiatives to assist colleagues to broaden their range of strategies. 
D Enlighten teachers evaluate the effectiveness of student wellbeing policies and safe working practices using current school and/or system, curriculum and legislative requirements and assist colleagues to update their practices. 
E Enlighten teachers review or implement new policies and strategies associated with ICT teaching and learning to ensure responsible, ethical, and safe practices in their approach. </td><td>(EN6) Enlighten Assess, Provide Feedback and Report on Student Learning Aligned to Vivedus Model
A Enlighten teachers evaluate school assessment policies and strategies to support colleagues with: using assessment data (including Vivedus data) to diagnose learning needs, complying with curriculum, system and/or school assessment requirements and using a range of assessment strategies. 
B Enlighten teachers model exemplary practice and initiate programs to support colleagues in applying a range of timely, effective, and appropriate feedback strategies. 
C Enlighten teachers lead and evaluate moderation activities that ensure consistent and comparable judgements of student learning to meet curriculum and school or system requirements. 
D Enlighten teachers co-ordinate student performance and program evaluation using internal and external student assessment data including data drawn from the Vivedus platform to improve teaching practice. 
E Enlighten teachers evaluate and revise reporting and accountability mechanisms in the school to meet the needs of students, parents/carers, and colleagues. </td><td>(EN7) Enlighten Professional Research, Reflection and Growth
A Enlighten teachers use comprehensive understanding of national or recognised professional standards and Vivedus methodologies to identify and plan for the professional development needs of the school, curating tailored professional learning programs and policies.  
B Enlighten teachers cultivate collaborative relationships and communities of practice to expand professional growth opportunities, actively engage in research and provide quality opportunities for pre-service teachers and for colleagues to improve professional practice.  
C Enlighten teachers initiate professional dialogue within the school and broader professional learning networks that is informed by feedback, analysis of current research and practice to improve educational opportunities, possibilities, and the outcomes of students.  
D Enlighten teachers advocate, participate in and lead strategies to support high-quality professional learning opportunities for colleagues stemming from Vivedus insights and beyond that focus on improved student learning.  
E Enlighten teachers know what they value as a person and as an educator and can coherently and effectively communicate their personal philosophy of education. </td><td>(EN8) Enlighten Communication, Collegiality and Compliance
A Enlighten teachers model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues, and the community. 
B Enlighten teachers initiate, develop, and implement relevant policies and processes to support colleagues’ compliance with and understanding of existing and new legislative, administrative, organisational, and professional responsibilities. 
C Enlighten teachers identify, initiate, and build on opportunities that engage parents/carers in both the progress of their children’s learning and in the educational priorities of the school. 
D Enlighten teachers take a leadership role in professional and community networks and support the involvement of colleagues in external learning opportunities. </td></tr></table>