1. An NMR Literacy Improvement Initiative The 7 High Reliability Literacy Teaching Strategies

2. What is literacy ? Literacy is the knowledge students use to convert written information to knowledge

3. Growth of exports Slow growth of exports is itself due to 1.Low income elasticity of demand. Most of these primary products have a low income elasticity of demand. The quantity of food consumption is constrained by biological necessity and population growth in rich countries. Increased incomes are spent on manufactures and services. The small increases in expenditure on food tend to reflect processing and packaging rather than on increased quantities of raw materials. Similarly, spending on more sophisticated or luxury products often involves little increase in demand for low materials.

4. Why the concern about literacy ? Literacy knowledge and skills an essential vehicle for effective learning or knowledge construction in C21. essential for individuals to operate effectively as citizens

5. Why teach literacy ? Literacy = academic success

6. How does good literacy knowledge help students ? Students with good literacy knowledge can learn easily by reading written texts, teach themselves new concepts, learn the vocabulary of the subjects they learn and show what they know efficiently in written contexts.

7. Literacy skills are lower in NMR literacy problems affect student outcomes. low literacy leads to disengagement and poor behaviour. not all teachers know how to develop literacy in their class. a school does not have a consistent, school- wide literacy program.

8. How can schools tackle this issue ? Schools need a workable strategy. This includes: 1. What is useful knowledge to teach ? 2. How to teach it ? 3. When to teach it ?

9. What do you teach ? 1950s – 1960sphonics 1970s – 1980swhole language 1990s – 2000seclectic

10. What is useful literacy knowledge to teach ? The approach to literacy identifies the strategies readers to to comprehend and learn from written text more effectively by converting the written text information to knowledge. teaches readers to use these strategies though the High Reliability Literacy Teaching Procedures (HRLTPs).

11. What do you do when you read ? However, there is one sense in which the origin of right is relevant to philosophical science and this is the free will. The free will is the basis and origin of right in the sense that mind or spirit generally objectifies itself in a system of right (human social and political institutions) that gives expression to freedom, which Hegel says is both the substance and goal of right.

12. Bacciferous, baft, baragouin, batrachophobia The trees in the orchard were bacciferous. The berry pickers worked without pause. The basket of baft into which they deposited their conquests were placed abraded their bare arms. If only the farmer had invested in containers made of more expensive and softer fabric. Conversation with the other pickers was difficulty. Their baragouin was largely incomprehensible. However, there was no mistaking the batrachophobia shown by the barbigerous giant nearest to them. The first sight of the tree frogs froze him to paralysis. Even his well endowed beard failed to mask the intense fear the batrachian creatures induced in him.

13. What are the High Reliability Literacy Teaching Procedures? A set of explicit teaching procedures that teach readers to get their knowledge ready for reading and learning use and learn new vocabulary use reading aloud paraphrase the text link the text with questions it answers summarize the text review, consolidate and automatize what was read.

14. What are the High Reliability Literacy Strategies? They can be used in all subject areas to enhance students' literacy knowledge. They: enhance text comprehension teach regular content lead to the students learning more independently are practical for the whole class

15. The HRLTPs address other school priorities: They teach ways of thinking improve students’ self efficacy as learners. build knowledge by helping students convert short-term understanding to long-term knowledge.

16. Why ‘high reliability’ ? Research shows they work Program successfully implemented in several NMR schools in which student literacy problems have persisted

17. Do these strategies work? 199819992000200120022003 Yr 3 AIM reading1.8 2.3 1.9 2.3 1.9 2.3 2.5 2.4 2.7 2.4 Yr 5 AIM reading2.6 3.2 2.6 3.2 2.7 3.2 2.7 3.1 3.3 3.1 Yr3 1999 / Yr5 2001.6.91.5 School reading scores on RPTest : (mean = 100) 9495107113117123

18. Do these strategies work? School Example AIM Mean Literacy Yr 7 in 2005 Yr 9 in 2007 Improvement L SCReading Writing Spelling 3.7 3.6 3.8 4.8 4.6 1.1 1.2 0.8 Like Schools Reading Writing Spelling 3.9 4.0 3.8 4.8 4.6 0.9 0.8 0.6 StateReading Writing Spelling 4.3 4.2 5.2 4.9 0.9 0.7 Our SchoolReading Writing Spelling

19. What did each school do? 4 prong approach to PL SLTsMLLLsPLTsCP

20. What did each school do (cont.) ? Build a capacity to lead PL for enhanced literacy teaching -SLT trained guide PL for enhanced literacy teaching -MLLL trained guide the PL capacity for the school- MLOPL trained PLTs as the means for explicit PL

21. What did each school do (cont.) ? Identified term by term goals Identified ways of pooling PL regularly Identified procedures for PL How to implement in teaching topics Demonstration and modeling Peer and external coaching Used data in formative way – AfL Gathered summative data -monitored progress

22. What did each school do (cont.) ? Had an explicit focus on professional knowledge and staff activity: By end of Term 1 : What will staff be doing differently? What will students be doing differently? What will SLTs be guiding, scaffolding differently ?

23. What have we learnt ? Implement 1-2 HRLTPs at a time Need clear operational plan and action plan Need explicit PL procedures, PLT led by MLLL Need clear data Need clear model of teaching Need to know what you are doing

24. Know what you are doing to build your school’s professional knowledge and professional learning capacity

25. What is teachers’ professional knowledge like ? What staff know about literacy, what it looks like What staff know about how literacy is taught - options How staff actually teach literacy

26. Need to know what professional knowledge to target ? Relevant conceptual knowledge Relevant pedagogic knowledge Relevant pedagogic practice

27. Need to know what professional knowledge to target ? What does literacy look like ? Useful literacy teaching procedures HRLTPs are done in teaching What is literacy knowledge in my subjects ? What would literacy teaching look like ? Why should I engage with it ? How / when /where will I do it in my teaching ? How to embed gradually ?

28. How to target knowing literacy ? What staff know about literacy, what it looks like What staff know about how literacy is taught - options How staff actually teach literacy

29. To learn more about What does literacy look like ? What do I need to know to do literacy tasks ? Unpack and identify the aspects of literacy What does literacy ‘look like’ ?

30. How to target knowing options for literacy teaching ? What staff know about literacy, what it looks like What staff know about how literacy is taught - options How staff actually teach literacy

31. To learn more about Useful literacy teaching procedures collaborative discussions in PLTs -possibles, sharing what has worked for others see videos of teaching procedures see sample lesson plans; how others have done them in their teaching how to unpack problems in teaching in terms of literacy Instructional leadership that suggests optional, alternatives

32. Target doing literacy teaching What staff know about literacy, what it looks like What staff know about how literacy is taught - options How staff actually teach literacy

33. How to learn to do HRLTPs are in teaching ? discuss in PLTs, visualise and reflect on how to do HRLTPs to teach topics plan lessons that include the HRLTPs see HRLTPs demonstrated in their classes coach staff to do HRLTPs in teaching trial and evaluate HRLTPs in teaching in action research monitor how HRLTPs solve particular problems in teaching

34. Know how do develop an literacy action plan a professional learning plan an implementation plan

35. Key questions to assist with action planning What will effective literacy teaching look like ? When the effective literacy teaching is in place what will teachers be doing differently ? What does effective literacy teaching look like ? how will students be learning differently ? What does effective literacy learning look like ?

36. How will you set goals for each term ? Activity During termTerm outcome What will teachers do independently ? What will teachers trial ? What will teachers be coached to do ? Collaborative lesson planning ? Novel student activities ?

37. How will you lead teachers to implement activities each week ? Weekly planning proforma HRLTPLesson 1Lesson 2Lesson 3 GKRHear key words, visualize the context Talk about images in sentences Say what questions the text might answer vocabularyRead and spell key words Work out meanings of key words synonyms

38. Know how your school will gather data Formative data : Afl Summative data Know how your school will interpret data and map it into action

39. How can schools gather data about their students’ literacy? AIM test Torch test PAT test Probe test Burt test Teacher assessment reports

40. Monitor the success of professional learning How will the school monitor Change in staff knowledge re literacy ? Improvement in literacy teaching practice ?

41. Explicit PL program The PL program for literacy will enhance literacy knowledge iteracy teaching knowledge literacy teaching practice

42. Who will deliver the program? HRLTP tutors will assist in developing literacy and literacy teaching knowledge. They are teachers from a range of subject areas. from NMR schools which have implemented the program completed the HRLTPs training program, used the strategies in their classes supported colleagues to use them in school-wide programs

43. How will the HRLTPs approach enhance professional practice? Teachers will understand why some students read, understand and retaining information less efficiently multiple ways of using teaching strategy ways of building literacy strategies into all classes how to teach students to use each strategy independently

44. What does school level leadership of literacy involve ? Some key procedures to examine What do school leaders need to know to lead literacy learning ? How will your staff learn to do it ? Lead building a group knowledge literacy teaching The conditions for improving literacy teaching How will you scaffold /support professional learning ?

45. What can schools put in place to improve literacy ? Some key procedures to examine: Code of teaching practice for literacy How to have an explicit professional learning focus through PLTs to build teaching power for literacy Multiple parallel professional learning opportunities Implement action plans with term by term objectives in literacy knowledge Data based monitoring Instructional leadership strategy that targets literacy learning

46. What do school leaders need to know to lead literacy learning ? What will effective literacy teaching look like ? How will your staff learn it ? What does your staff know now about it ? How will you lead systematic improvement ? How will you scaffold /support professional learning ? How will you set goals for each term ?

47. How will your staff learn to do it ? How will staff be coached /scaffolded to implement new teaching procedures ? be assisted to plan how to apply them in topics they will teach ? monitor and modify the procedures ? see links with VELS ? become aware that the school leadership is actively supporting this; instructional dialogue ?

48. Lead building a group effective literacy teaching All learning begins with what the learners already know. What procedures will you use to help staff to identify and collate what they know ? How will you build a ‘group’ knowledge of literacy ?

49. The conditions for improving literacy teaching How will you foster a climate for professional learning about literacy ? encourage the literacy leaders to lead professional learning ? show your valuing of the activity ?

50. How will you scaffold /support professional learning ? What time, physical resources are necessary ? How will you foster goal congruence for enhanced literacy teaching ? How will you encourage regular professional dialogue, problem solving about literacy learning and teaching ? How will you encourage collegiate support and collaboration ?

51. What will the whole school HRLTPs program involve? PhaseComponentsDuration and Delivery 1 Semester 2 2007 School leadership team: Instructional leadership and practices that support and sustain school improvement initiatives School literacy team: Understanding literacy and introduction to the High Reliability approach 2 half days John Munro 1 half day John Munro 2 Semester 2 2007 School Literacy Team: Getting Knowledge Ready 1 half day Teacher Tutors 3 Semester 2 2007 School Literacy Team: Vocabulary 1 half day Teacher Tutors 4 Semester 1 2008 School Literacy Team: Paraphrasing and summarising 1 half day John Munro I half day Teacher Tutors 5 Semester 1 2008 School leadership teams, teachers, teacher tutors: Program Review 1 half day John Munro

52. What we intend to do : train at least one MLLL per school MLLLs trained in how to teach the HRLTPs lead professional learning, interpret relevant data in terms of what it means for literacy teaching, coach, mentor and lead lesson planning, lead professional learning team, develop termly action plans and operational plans in literacy

53. What we intend to do (cont.) implement literacy assessment to monitor changes using screening + diagnostic scales. train classroom teachers in HRLTPs. train principals, SLs to lead literacy learning and teaching at school level

54. What we intend to do (cont.): continue to develop planning tools professional learning plan grids literacy skills planning grids action planning tools literacy screening and diagnostic tools for students

55. What we intend to do (cont.): continue to develop implementing tools coaching for professional learning tools data interpretation tools sample web-based lesson plans web-based teaching scenarios

56. What we intend to do (cont.): monitor, evaluate the progress of literacy initiative evaluate changes in professional knowledge and learning identify barriers and obstacles use formative and summative procedures evaluate effective use of sample web-based lesson plans and teaching scenarios

57. The next steps for schools Analyse and describe students’ achievement in literacy and the tools used. Trends in AIM data in recent years ? Audit what staff know about literacy. To what extent do they see it demanded in learning ? Audit what staff know about how to teach literacy. Where you would like to be at end of 2008 in literacy ? Plan initial professional learning pathway ? Resources, support needed ?