LITERACY PROFESSIONAL LEARNING RESOURCE Primary Schools Program

1. LITERACY PROFESSIONAL LEARNING RESOURCE Primary Schools Program Session 6: Planning for School Implementation

2. Session 6 (Day 2) aims to: • reflect on your understandings from the Literacy Professional Learning Resource • consider and plan the best opportunities for implementation at your school • formulate a goal to implement the Literacy Professional Learning Resource • develop a plan to achieve your goal.

3. Framework for reflective thinking Diamond Ranking • record a new idea or learning on a ‘post-it’. One idea per ‘post-it’. You should have nine ‘post-its’ altogether. • before writing on the ‘post-it’ make sure it looks like this: Reference: Kath Murdoch 2005, ‘Take a moment:40 Frameworks for reflective thinking’ Seastar Education Consulting

4. Framework for reflective thinking • arrange your nine ‘post-its’ into a diamond. • the first square represents the understanding/strategy that will have the most impact on literacy learning at your school and the last square the least. Most Least

5. Activity - Explore your diamond ranking using a Three Step Interview Interview questions - What did you learn? - What challenged your thinking? - What has this made you wonder? - How would you use these strategies with colleagues and students? In groups of three A interviews B B interviews C C interviews A

6. Key principles for effective school planning and operation • build capacity • develop a school literacy plan • create literacy environments and communities • respond to diverse student needs. Source: Literacy Teaching and Learning in Victorian Schools Paper No. 9 Part A

7. Build capacity Schools can build their capacity for effective literacy instruction through engagement with others, other schools and professional bodies. Teachers 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.

8. 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.

9. Create literacy school environments and communities An effective literacy environment goes beyond the school. The literacy plan should be developed in consultation with members of the community 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 also can assist in the development of their child’s literacy skills.

10. 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.

11. Setting a goal to implement the Literacy Professional Learning Resource Consider: • Student Learning Whole School Self Assessment Tool • new understandings of the Resource • key principles for effective school planning and operation • the professional learning needs of your staff.

12. Key questions to consider How are you going to share, motivate and inform staff? How are you going to make the staff aware of the Resource?

13. Setting a goal The goal can involve: • an individual colleague • Professional Learning Team • whole staff.

14. SMART Goal Specific – is your goal to the point and related to informing your staff of the Resource? Measurable – how will you know when you have reached your goal? Achievable - is your goal something you know you can achieve? Realistic - is your goal reflective of the professional learning needs of your staff? Time - can you achieve your goal within the time frame? www.nexus.edu.au/Divisions/curriculum/clp/VacationLiteracy/smart.htm

15. Setting a goal • Develop a goal • Be prepared to share

16. Hands on demonstration- clear focus Demonstrate at a Leadership Meeting. Share Paper No.9. Make display of work samples/photos/ideas from the resource to create discussion Select a TS from the program to use Share the resource at a Professional Learning Team planning meeting Create a bookmark for each staff outlining the link to the resource! Post the link on the school server with blurb Add to ‘favorites’

17. Do you want to learn more about Reciprocal teaching? Teaching Strategies VELS Level 4 Check out Complex Nouns Group Teaching Strategies VELS Level 3 Do you know about Fluency Instruction? Teaching Strategies VELS Level 2

18. Action plan A detailed plan describing the actions and steps used to implement a strategic plan. www.fiu.edu/~pie/sec8appglossary.htm

19. Developing an action plan Get the action plan template here.

20. Developing an action plan Responsibility Chart – Literacy Leader Professional Learning Resource R – responsibility A – approval S – support I - inform Get the responsibility chart here. Adapted from Eleanor Davis School Leadership Program 2005

21. Responsibility chart R- Responsibility: to see actions occur. A- Approval: of actions with the right to veto. S- Support: to support so the actions occur. I - Informed: of actions with no right to veto.

22. Bone diagram Ideal Situation (Goal) Positive forces that create growth Current Situation Negative forces that prevent change www.cap.nsw.edu.au/QI/TOOLS/abc/bonediagram.htm

23. Bone diagram Identify current situation (dot points) • write your ideal situation in relation to achieving your goal • list the Positive Forces above the bone diagram • list the Negative Forces below the bone diagram

24. Developing a plan Develop a plan for implementation of the Literacy Professional Learning Resource.