LITERACY STRATEGY P-122009-2012

Loddon Mallee Region

Literacy is a critical factor in improving a student’s ability to learn and achieve personal and vocational goals. Literacy is a complex socially constructed and dynamic interaction. To be literate is to be able to understand information through listening, reading and viewing and to present information through speaking, writing and images. It is the foundation upon which learning and communication is built and therefore every teacher is a teacher of literacy and has a responsibility to explicitly address the literacy requirements of the learning domains they teach. Literacy is integral to learning for all students, no matter what their year level or the learning domain.

Literacy Teaching & Learning in Victorian Schools (Paper No. 9 August 2006) suggests that teachers should use a variety of teaching practices and approaches. They need to explicitly teach

reading, comprehension, writing, spelling and oral language, engage their students in meaningful literacy activities and make connections across domains and between school and out of school literacy practices.

The aim of this strategy is to support the teaching of literacy in all schools (P-12) in Loddon Mallee Region, 2009-2012. The Breakthrough Framework (adapted from Fullan, Hill & Crevola. Breakthrough.2006) will guide the implementation of this strategy. The core components are personalisation,

precision and professional learning.

Personalisation places the learner at the centre and is tailored to the students learning and motivational needs. Precision focuses on accurate information/data on individual progress which is built into daily practice. Professional Learning ensures focused, ongoing learning for each and every teacher. These core components are interwoven by moral purpose. This ensures continual seeking of best practice that raises the bar for all as it closes the gap. The next layer of the diagram represents the 6 components under which quality teaching and learning takes place. All 6 components are integral and collectively work towards improved

outcomes for students. The plan for regional literacy improvement on the following pages is developed using these 6 components. It identifies region, network and school responsibilities. Finally, Leadership and Coordination is fundamentally collegiate, with an emphasis on strong, instructional leadership between professionals across the region, networks, schools and classrooms. Schools have a moral and intellectual responsibility to learn from other schools and contribute what they know to others.

Moral Purpose

Whole School

Approach

Building Leadership

Capacity

Building Teacher Capacity

Effective use of Student Data

Student Intervention

Professional Learning

Precision

Partnerships with

Schools and Communities

Per

sona

lizat

ion

Component Regional Responsibilities Network Responsibilities School Responsibilities

Whole School ApproachEstablishing and continually refining a culture conducive to school literacy improvementEffective use of school resourcesOrganisational structures and processes must be aligned: performance plans, professional learning, literacy elements

The Regional Literacy Strategy and expectations of networks, schools and school leadership are clearly articulated by regional management

Promote all students as literacy learners and capable of achieving success

Promote all teachers as teachers of literacy with the capacity to support all students

Regional budgets reflect literacy priorities Focus literacy schools are identified and

appropriately resourced Reciprocity is understood: Memorandum of

Understanding agreed to by focus schools receiving regional support

Regional Network Leaders are responsible for literacy improvement in network schools which is documented in the Regional Network Plan

Focus literacy schools are identified and appropriately resourced

Promote all students as literacy learners and capable of achieving success

Promote all teachers as teachers of literacy with the capacity to support all students

Recognition and celebration of success

Principals are responsible for literacy improvement in their schools

School standards and targets are explicit and are linked to Strategic Plan, Annual Implementation Plan, principal and teacher Performance Plans

Effective use of Student Resource Package eg: equity funding, Language Support Program, ESL funding and Koori funding to support literacy targets

Funding allocated to ensure appropriate resources Promote all students as literacy learners and capable

of achieving success Promote all teachers as teachers of literacy with the

capacity to support all students All schools have a strategic approach to literacy eg:

2-4 year Literacy Plan

Building Leadership CapacityEffective leaders identify crucial elements to school success: how we teach and what we teachAlignment of literacy leadership: state, region, network, principal, literacy coordinator, staffPrincipals support literacy improvement through prioritizing professional learning, allocate sufficient time to literacy coordination Leaders act as mentors, coaches and lead learners

Principal Coaching Program will be delivered to all Principals

Develop a training package for Literacy Coordinators delivered in each network

Regional Literacy Improvement Team (Regional Network Leaders, Reading Recovery Tutors, Regional Literacy Coordinators, Regional Literacy Coaches) meet each term.

Identify exemplary literacy classroom practice in schools P-12 across region to promote sharing of best practise.

Respond to and promote DEECD literacy initiatives

Regional Network Leader direct literacy professional learning amongst principals, literacy coordinators and coaches

Coaches in all networks meet one morning per week. (no coaching in schools on this day) This will enable coaches to work with Regional Network Leaders in Professional Learning Teams, facilitate Network Literacy Coordinator modules and support coordinators in schools

Identify exemplary literacy classroom practice in schools P-12 across network to promote sharing of best practice

Principals direct literacy professional learning for staff

School Literacy Coordinators appointed in all schools Recommended Literacy Coordinators are released

within schools one morning per week to support literacy improvement in their school and to attend Network Literacy Coordinator modules once a term

Identify exemplary literacy classroom practice in school to promote sharing of best practise

Building Teacher CapacityAll teachers havedetailed understanding of how children learnwell developed classroom routines, structure and managementthe ability to motivate and engage students using a range of literacy practices and strategiesEvidence based curriculum and assessment

Literacy Coaches work in focus schools 1:1 with teachers

Core Professional Learning Modules delivered from Term 1 2009

Support Professional Learning Modules developed and delivered in response to school needs.

Respond to school/network requests for support around student and teacher literacy learning

Regional Network Leaders, collaborate with school principals to determine individual school needs

Regional Literacy Coaches work in focus schools 1:1 with teachers

Regional Literacy Coaches, supported by Regional Literacy Coordinators deliver modules and ensure effective implementation

Beginning teacher forums conducted each semester to promote effective literacy learning

Regional Network Leaders identify lateral capacity building opportunities

Principals collaborate with Regional Network Leaders to determine school needs

Literacy Coaches work in focus schools 1:1 with teachers

Professional Learning Teams (PLT) meet regularly with a focus on literacy improvement for all students.

Teachers have an understanding of how students learn literacy and are able to differentiate instruction

Classroom climate and environment is conducive to high quality literacy learning

ICT embedded in literacy learning Whole class, small group and independent teaching

and learning opportunities are evident Risk taking and reflection on learning are apparent Teachers use a range of literacy practices to engage

students Peer observation and feedback become routine

Effective use of Student DataStandards and targets are clearly understood and definedData is used to inform teachingAssessment as, of, for Monitoring and tracking student progress at multiple levels.

Determine literacy support needed by networks and schools

Monitor network and school progress at multiple levels

External consultant to work with regional team to ensure a shared understanding of data

Regional Network Leader determines literacy support needed within network schools.

Regional Network Leader monitor school progress at multiple levels

Regional Network Leader monitor the impact of regional coaches in schools using On Demand, NAPLAN, VELS teacher judgements, school & teacher surveys.

Network PLT’s support schools in effective use of literacy data

All teachers use data to drive instruction Where literacy is identified as a priority in

focus school plans, sources of feedback will be identified and used to improve teacher practice

Assessment as, of and for used in all classrooms

Student InterventionTargeted small group interventionEffective use and training of support staffIntensive individual assistance for short periods of time.

Reading Recovery Training and Reading Recovery Ongoing Professional Learning Groups are prioritised

Regional Coaches identified to train and support schools to implement intervention programs eg: Making A Difference

Regional Network Leader ensures schools have systems in place to track progress

Regional Network Leader ensures schools plan for and monitor additional assistance

Principals ensure systems to track student progress are in place

Intervention will be embedded and linked to classroom instruction

Students who require additional assistance will be identified, tracked and supported

Individual Learning Plans established for all Koorie and at risk students

Year 1 Intervention (Reading Recovery) implemented in all primary schools

Partnerships with Schools and Communities

Linking school, home and communityForming partnerships with educational stakeholders

Active promotion of interaction between all educational stakeholders

Professional Learning module developed around home-school partnership

Continue to work to support professional organisation eg: VIT

Support Wannik implementation

Partnerships between home, school and community are promoted

Close links with pre-schools and schools are developed to promote effective literacy routines

Acknowledge parents and carers in literacy learning

Strong partnerships between home, school and community

Close links with 0-4 year providers, pre-schools and schools to promote effective literacy routines eg: Literacy Week