What will be the outcomes Why is it relevant to the What do teachers actually of learning about literacy school to improve its literacy do to teach literacy in pedagogy, in terms of pedagogy? strategic ways? visions, goals of the school re: literacy? What is the capacity school’s your school as a literacy for learning new teaching learning community practice? How will the SLT develop improving its literacy positive attitudes to pedagogic practice Does the school have the professional learning about conditions needed to build a literacy in staff, in Key culture for professional Learning Areas (KLAs) and learning about literacy? in students? What opportunities does it To what extent do students have for learning more about, value literacy and learning it? and for improving, its literacy teaching? What will staff learn as Do they have positive improved literacy teaching attitudes to literacy? To what extent is the practice? school leadership equipped How will you foster positive to provide instructional What will this new teaching attitudes to literacy learning in leadership for improving its look like? students? literacy teaching? (Source: Adapted from the original diagram in Munro, 2007) know that the literacy project is long-term and have relevant expectations; own the literacy enhancement program all staff – members need to have confidence that the priority will continue, even with changes in staff, policy and structure; identify what constitutes literacy learning, recognise successful instances of it, and know what it looks like; recognise effective literacy teaching, knowing what it looks like and what teachers and students would be doing when it is in place; show it recognises and values improvement in The school, through its leadership team, needs to: literacy teaching, in tangible and visible ways; develop and implement a plan clear ‘visual’ action – show it values literacy progress; students’ a pathway that shows how literacy goals will be invite staff and Professional Learning Teams to achieved each term, where the school is at any time, share recent literacy teaching innovations, at staff how the literacy results fit on this pathway, school’s meetings; and what these indicate about student learning; know the resources that are needed;
What will be the outcomes of learning about literacy pedagogy, in terms of visions, goals of the school re: literacy? How will the SLT develop positive attitudes to professional learning about literacy in staff, in Key Learning Areas (KLAs) and in students? What will staff learn as improved literacy teaching practice? What will this new teaching look like? Why is it relevant to the school to improve its literacy pedagogy? your school as a literacy learning community improving its literacy pedagogic practice To what extent do students value literacy and learning it? Do they have positive attitudes to literacy? How will you foster positive attitudes to literacy learning in students? What do teachers actually do to teach literacy in strategic ways? What is the school’s capacity for learning new teaching practice? Does the school have the conditions needed to build a culture for professional learning about literacy? What opportunities does it have for learning more about, and for improving, its literacy teaching? To what extent is the school leadership equipped to provide instructional leadership for improving its literacy teaching? (Source: Adapted from the original diagram in Munro, 2007) The school, through its leadership team, needs to: develop and implement a clear ‘visual’ action plan – a pathway that shows how literacy goals will be achieved each term, where the school is at any time, how the school’s literacy results fit on this pathway, and what these indicate about student learning; know that the literacy project is long-term and have relevant expectations; own the literacy enhancement program – all staff members need to have confidence that the priority will continue, even with changes in staff, policy and structure; identify what constitutes literacy learning, recognise successful instances of it, and know what it looks like; recognise effective literacy teaching, knowing what it looks like and what teachers and students would be doing when it is in place; show it recognises and values improvement in literacy teaching, in tangible and visible ways; show it values students’ literacy progress; invite staff and Professional Learning Teams to share recent literacy teaching innovations, at staff meetings; know the resources that are needed;
What%20Works%20Principals%20as%20Leaders%20in%20Teaching%20Literacy.docx