Years 1 to 3 Teacher Professional Development

Program

An Overview

Literacy-the Key to Learning: Framework for Action

2006–2008

Four major challenges:

• Literacy leadership

• Literacy learning

• Literacy teaching

• Literacy in the curriculum.

Why a Framework for Action?

Data show that we provide high quality but inequitable programs in relation to the teaching of literacy.

Educational disadvantage

The single strongest indicator of under provision is socio-economic status … the combination of diversity and socio-economic marginality has become a mainstream pedagogical issue for literacy teachers.

Education Queensland, 2000

A ‘no blame’ culture

• are more open to ideas

• are more willing to experiment

• have greater levels of planning and organisation

• have greater persistence and resilience

• make greater efforts in the face of difficulties.

When they acknowledge and build on difference rather than deficit, teachers:

Why a Framework for Action?

The Framework for Action strengthens and refocuses Education Queensland’s Literate Futures initiative.

• It is the quality of teaching in the classroom that has the most significant impact on student learning.

• The recommendations of the National Inquiry into the Teaching of Literacy focus on professional development and the collection of assessment data.

Why a Framework for Action?

… on the basis of longitudinal statewide test data and continued evidence pointing to the existence of a ‘fourth grade slump’…early literacy intervention is not of itself sufficient to secure sustained improved literacy outcomes for a large percentage of students.

Woods, Wyatt-Smith & Elkins, 2005

Why a Framework for Action?

Schools failin

g our students

Declining literacy standards

Per

form

ance

pay

for

tea

cher

s

Literacy war: back to basics

Curriculum changes lowering standards

Definition of Literacy/ies

To be literate in the 21st century one must have the flexible and sustainable mastery of a repertoire of practices with texts of traditional and new communications technologies via spoken language, print, and multimedia, and the ability to use these practices in various social contexts.

Literate Futures: Reading 2002

Action 1 of the Framework for Action:

Conduct professional development conferences and workshops with a focus on literacy, including literacy in the curriculum.

Teacher professional development

Teacher professional development

Semester 2 2007 –

end 2008

2009 2010 2011

Prep Year Teachers

Years 1 to 3 Teachers

Years 4 to 6 Teachers

Years 7 to 9 Teachers

New employees and those not yet trained

• utilises current research and exemplary practice• connects with issues of instruction and student

learning in the context of actual classrooms• networks across schools• involves active participation of school leaders

and staff• sustains focus over time – continuous

improvement• provides models of effective practice.

Elmore, 2003

Teacher Professional Development

Effective professional development:

A functional model of language

Four Resource model

Code breakerHow can I decipher the codes in this text?

What codes can I choose for this text?

Text participantWhat meaning can I make

from this text?

How do I construct my text to say exactly what I

mean?

Text userWhat is the purpose of this text?

What is my purpose and who is the audience for my text?

Text analystHow does this text affect

me?

How can my text influence others?

Productive Pedagogies

Day One Day Two Day Three Day Four Day Five

Literacy-the Key to Learning: Framework for Action 2006 – 2008

Overview of five-day program

Changing times and understandings

Assumptions impacting on student learning

Responding to diversity: Classroom interaction

Focus on texts 

A functional model of language 

Understanding the reading process

 

The teaching of reading

Getting a grip on grammar   

 

Introduction to curriculum literacies 

 

Explicit teaching strategies for reading

Investigating curriculum literacies: Refining and exemplifying an assessment task   

 Explicit talk to improve student writing   

 Spelling in perspective

The role of phonics in the teaching of reading  

Investigating curriculum literacies: Developing criteria and standards  

Explicit planning, teaching and assessing

Recognition of prior learning

(Professional Development Pathways)

Beliefs

• All children can learn to be literate.• Diversity is a rich resource that contributes

to learning. • Students’ literacy practices must be

acknowledged and respected.• Literacy is everybody’s business.• Literacy is used for real purposes with real

audiences.• Literacy must be explicitly taught.• Success leads to success.

YOU CAN MAKE A DIFFERENCE!

Effective school reform

The research on effective school reform demonstrates that unless we are clear about the goals of public education, about principles of good practice and about how these principles might be enacted, we will not be able to mobilise the pedagogies and learning that are necessary for success for all students.

Fullan, 2003; Hayes et. al., 2006

A shared vision of effective literacy practice

• explicating curriculum literacies and curriculum knowledges (using a Functional Model of Language)

• explicitly teaching a balanced repertoire of literacy practices (using the Four Resource model)

• aligning a quality literacy curriculum (using Productive Pedagogies).

With support from the Principal, teachers will continue their learning in:

Sustainable learning

• opportunities to practise and receive feedback

• professional reading and access to further modules

• professional dialogue and reflection.

Teachers wilI identify their professional learning needs for: