Student Learning

Literacy Professional Learning Resource – Leadership for Literacy Learning

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Literacy teaching and learning in Victorian schools

The following extracts are taken from Literacy Teaching and Learning in Victorian Schools Paper No. 9 Part A (August 2006)

The following key principles emerge for effective school planning and operation:

  • build capacity
  • develop a school literacy plan
  • create literacy school environments and communities
  • respond to diverse student needs.

Build capacity

Schools can build their capacity for effective literacy instruction through engagement with others, other schools and professional bodies. Engaging in professional conversations with others allows sharing of effective ideas and creation of a learning organisation. Schools should cluster with other schools in the area or like schools to create professional learning clusters.

Develop a school literacy plan

Effective literacy instruction and planning requires a whole school literacy plan. This must be a living document, enacted in all classrooms, and discussed across the different year levels by teachers, allowing transitions in teaching and learning for students from year to year.

Create literacy school environments and communities

An effective literacy environment goes beyond the school. The literacy plan should be developed in consultation, and shared, with members of the community. Parents and caregivers should be informed about the expectations of the school and instructional practices so that they can also assist in the development of their child's literacy skills.

Respond to diverse student needs

Effective literacy teaching for all students requires early identification of potential difficulties in literacy development and ongoing assessment and monitoring of students' progress. Once identified, programs and interventions can be implemented to support the individual learning needs of students.

Other considerations may include:

  • coaching as a powerful process for building capacity
  • a literacy plan as part of the whole school curriculum planning process
  • some practical ideas for creating the school literacy environments
  • ensuring that the learner is at the centre of planning for literacy learning.

Knowledge about literacy learning

'... effective literacy teachers had extensive knowledge of literacy and the teaching of literacy in the early years.' (Louden et al, 2005)

The acquisition of knowledge and skills can be through formal professional development, however informal methods such as observing effective teachers, team teaching, mentoring and discussion also need to be recognised as important professional development opportunities.

Through professional development, teachers can be taught the theory, the technicalities and the science of literacy teaching, but it is the application of these understandings in delivering quality classroom programs, which will have an impact on student learning outcomes.

School based professional learning communities can provide immediate and context-relevant responses and support to teachers as they continually acquire knowledge and skill in literacy teaching.

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Seven principles of highly effective professional learning

Professional Learning in Effective Schools (PDF - 503Kb) - Download this document which outlines a vision for professional learning in Victorian government schools. It unpacks the seven principles of highly effective professional learning, which were identified by the Department of Education & Training in 2004, and describes the conditions that support the implementation of the principles.

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Characteristics of effective curriculum planning

The characteristics of effective whole school curriculum planning and effective program planning for cohorts of students are described in the Curriculum Planning Modules.

Download the template from Curriculum Planning Module 1 - Characteristics of effective whole school curriculum planning
(www.sofweb.vic.edu.au/blueprint/fs1/CPM/default.htm)

Download the template from Curriculum Planning Module 2 Characteristics of effective program planning for cohorts of students
(www.sofweb.vic.edu.au/blueprint/fs1/CPM/default.htm)

The Curriculum Planning Modules assist schools to:

  • develop whole school curriculum plans and program plans for cohorts of students that reflect a strong understanding of the Victorian Essential Learning Standards (VELS), the Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice
  • develop a whole school curriculum plan that reflects the school's strategic plan or charter and the needs of the school community
  • develop program plans for cohorts of students that will best support their learning.

Each module comprises learning activities, resources and notes, and samples and stories that will support the continued development, strengthening and refinement of understandings of effective curriculum planning.

The Curriculum Planning Modules integrate the VELS with the Principles of Learning and Teaching P-12 and the Assessment and Reporting Advice through the identification of key questions:

  • What is it powerful to learn?
  • What is powerful learning?
  • How do we know if it has been learnt?
  • Who do we report to?

They also make direct reference to the new Principles of Learning and Teaching P-12 online resource and Assessment Professional Learning Modules.

At the centre of these interconnecting facets is the learner. The Curriculum Planning Modules will support the development of curriculum plans that place the learner at the centre of decision making.

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Using the Literacy Professional Learning Resource

The presentations used in the 2007 professional learning program for literacy leaders in schools may be downloaded.

Primary schools program

Day One

Day Two

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