LITERACY AND NUMERACY STRATEGY DIRECTIONS 2012-2013

• Strengthening Literacy and Numeracy Leadership

• Improving Literacy and Numeracy Teaching

• Improving Literacy and Numeracy Learning

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ForEword

SuppORTINg LITERaCy aND NumERaCy IN aCT pubLIC SChOOLS

The Literacy and Numeracy Strategy 2009-2013 demonstrates the Directorate’s focus on improved student learning in literacy and numeracy. Together we are committed to maximising the learning potential of our children and young people to be competent individuals and effective 21st century citizens.

At this mid-point of implementation of the Literacy and Numeracy Strategy, principals, central office leaders and teachers have the opportunity to both support and challenge each other to continue the journey of improvement to enable every student in ACT public schools to thrive and learn.

This document provides a fresh focus and direction for our work with the Literacy and Numeracy Strategy in 2012 and 2013. It provides a common language and lens to reflect on and evaluate the literacy and numeracy that is being taught and learned in each one of our schools and colleges. The companion graphic organiser of the Nine Essential Elements for Effective Literacy and Numeracy is a tool school leaders and their teams will find valuable to support the reflection, evaluation and focus for their school or college in 2012 and 2013.

My sincere appreciation to the Review Working Party listed below and to all educators in schools and central office committed to increased student achievement in literacy and numeracy.

Jayne Johnston

Executive Director Learning, Teaching and Student EngagementMay 2012

2011 Literacy and Numeracy Review Working Party:

Jantiena Batt

Ian Copland

Mark Deeker

Kerrie Grundy

Judy Hamilton

Colleen Matheson

Jo Padgham

Rita van Haren

Marc Warwick

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LITERACY AND NUMERACY STRATEGYdirEctions 2012-2013

At the start of the 2012 school year ACT public schools are at the midpoint in implementation of the Literacy and Numeracy Strategy 2009-2013. In 2011 the Strategy was reviewed and the priorities and actions were compared against international measures and research such as the work of Michael Fullan and Lyn Sharratt (2009) and the Toronto York District 14 Parameters. The review confirmed the priorities and actions of the Literacy and Numeracy Strategy and highlighted the alignment with the four ‘right’ drivers Michael Fullan (2011) states are required for successful system reform:

1. Capacity building

2. Group capacity

3. Improvements in instruction; and

4. Systemic solutions.

As a Directorate, a shared understanding of the terms literacy and numeracy is crucial. The Australian Curriculum defines each as:

Literacy refers to a repertoire of skills that enable students to use and produce a range of texts to learn and communicate confidently at school and to become competent individuals and effective community members, workers and citizens. These skills include listening to, reading, and viewing a variety of texts for different purposes, and speaking, writing and creating texts in print, visual and audio form accurately and purposefully, in a variety of formats, within and across all learning areas.

Numeracy refers to the skills students require to recognise and understand the role of mathematics in the world, and the dispositions and capabilities to apply mathematical knowledge and skills in personal, social and work situations that are constructive and meaningful.

The 2005 Australian National Inquiry into the Teaching of Literacy recommended “an integrated approach (to the teaching of reading), that requires teachers to have a thorough understanding of a range of effective strategies, as well as knowing when and why to apply them”. An integrated approach and a balanced philosophical approach to the teaching of literacy and numeracy across all year levels K-12 and all learning areas underpins the Literacy and Numeracy Strategy 2009-2013.

The four ‘right’ Fullan drivers sit within and across all three priorities within the Directorate’s Strategy.

The Literacy and Numeracy Strategy’s first priority Strengthen literacy and numeracy leadership outlines the responsibilities of school leaders to promote and enhance a productive school culture that establishes high expectations for teachers and students and aligns highly effective teaching practices with resource allocation to improve literacy and numeracy.

The second priority Improve literacy and numeracy teaching, focuses on developing all teachers’ professional knowledge, skills and capacity to use research-based practices to improve their teaching of literacy and numeracy.

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The third priority in the Strategy, Improve literacy and numeracy learning, focuses on improving literacy and numeracy outcomes for all students by providing a supportive learning environment and addressing their diverse needs and abilities.

To focus the work in ACT public schools for the next two years, the work of Lyn Sharratt with the York District, Ontario has been used as a basis for a synthesis of the Strategy’s three priorities and accompanying actions into nine essential elements.

NINE ESSENTIAL ELEMENTS FOR EFFECTIVE LITERACY AND NUMERACY IN OUR SCHOOLS AND COLLEGES

strEngthEn LEadErship

1. Shared beliefs, understandings, responsibility and accountability

School leadership teams establish a shared vision for literacy and numeracy teaching in the school context and promote common understandings of literacy and numeracy standards. They ensure that all teachers understand they are responsible and accountable for teaching literacy and numeracy and that sustaining success for every student is the responsibility of all teachers. All can articulate the literacy and numeracy priorities of their school/college. The priorities of the classroom, school, network and Directorate are aligned and focussed.

2. Instructional leadership of literacy and numeracy

Principals as the leaders of literacy and numeracy in their school guide teaching practice and strategic resource allocation. Principals maintain a focus on the literacy and numeracy learning and growth of all students in their school.

3. Data-informed approach

Schools implement a whole school approach to promote effective use of qualitative and quantitative data to inform teaching and learning in literacy and numeracy. School leadership teams ensure individual, class and whole school data are shared with all teachers in order to make collaborative decisions about moving all students forward. The following questions are asked of all data: What do we see in our data? Why are we seeing what we are seeing? What if anything should we be doing about it?

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improvE tEaching

4. Instructional practice informed by a balanced literacy and numeracy approach and system endorsed programs

Teachers with a balanced philosophical approach bring broad repertoires of instructional strategies and deep knowledge of all aspects of the curriculum to meet the diverse needs of their learners.

System endorsed courses have been selected as leading research-based resources that demonstrate rigour and balance in both content and approach and support a consistent approach across the Directorate. Each is a professional resource delivered through professional learning.

5. Literacy and Numeracy coordinators/coaches in every school

Every school has identified literacy/numeracy coordinators who both coach teachers and support student learning. Structures, relationships and resources are in place to support them to undertake their roles within the school.

6. Capacity and knowledge building of all teachers in literacy and numeracy

All teachers are supported to have the knowledge and skills to teach literacy and numeracy skills specific to their area of teaching. Schools promote a sharing of knowledge and a culture of enquiry between teachers to improve and embed practice across all learning areas.

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improvE LEarning

7. Effective transitions to support all students’ literacy and numeracy development

Schools have effective transition support that communicates each student’s literacy and numeracy needs as they move through the school sectors, between specialist programs and settings and within and across schools.

8. Effective intervention to match student need

Principals ensure all literacy and numeracy interventions are based on evidence. Schools promote high quality instruction by every classroom teacher with in-class student support provided by literacy and numeracy coordinators, EALD teachers and field officers. In addition, short-term support is provided for individual students identified for intensive support. Teachers work collaboratively to provide targeted support for all students to meet their needs. In the secondary years, there is continued recognition that literacy and numeracy skills underpin learning in all courses and, when required, explicit teaching both within course delivery and through targeted programs will occur to meet student needs.

9. Effective, respectful partnerships with families and communities

All schools promote inclusive home and school partnerships through connecting to parents and carers within the school and through timely and effective communication of student learning and literacy and numeracy practices. Schools provide parent education programs that suit the context of their school community. Schools form partnerships with community groups and universities to support students’ literacy and numeracy development.

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The nine essential elements have been placed in a conceptual organiser to capture and communicate the essence of the Literacy and Numeracy Strategy. Printed as a placemat it can be used by leadership teams and school improvement teams across the full range of school settings within the Directorate to reflect on and focus the work in their school or college for 2012 and 2013.

From 2012 the National Professional Standards for Teachers and the National Principal Standard will support teachers and school leaders to define, evaluate and communicate the work they do. The Teacher Standards describes the elements of high quality, effective teaching in 21st century schools and provide a framework that makes explicit the knowledge, practice and professional engagement required across teachers’ career stages. The Principals’ Standard outlines professional practices particular to the role of the principal, including leading teaching and learning and leading improvement, innovation and change which particularly apply to the Literacy and Numeracy Strategy.

The practices outlined in both the Teacher and Principal Standards reinforce the priorities outlined in the Literacy and Numeracy Strategy. Through engaging with the Strategy and the nine essential elements, school leaders have an opportunity to reflect on and evaluate the effectiveness of the beliefs, structures and practices in their schools and lead their teachers to respond to their students’ needs in literacy and numeracy.

References:

Fullan, M. (2011). Choosing the Wrong Drivers for Whole System Reform. Centre for Strategic Education Series. Paper No.204

Sharratt, L. & Fullan, M.(2009). Realization: The Change Imperative for Deepening District-Wide Reform. Hawker Brownlow Education. Victoria

This document and the companion graphic organiser poster are available to download from the Directorate’s website.

Publication date: May 2012

For further information about this publication please contact:

Learning and TeachingEducation and Training DirectorateLiteracy and Numeracy Section

GPO Box 158CANBERRAACT 2601

Phone: 02 6205 9179