Principals as Literacy Leaders (PALL) A National Pilot Project funded by DEEWR under the Literacy and Numeracy Pilots i

1. Principals as Literacy Leaders (PALL) A National Pilot Project funded by DEEWR under the Literacy and Numeracy Pilots in Low SES Communities Initiative Professor Neil Dempster Griffith University

2. The PALL Pilot is an action research project about improving children’s literacy. It rests on: • a Leadership forLiteracy Learning Blueprint for Principals 2. five professional development stimulus modules to promote leadership and literacy knowledge, thinking and intervention action; 3. a mentoring model of support through Literacy Achievement Advisers.

3. Module 1. Understanding Leadership • To provide Principals with an understanding of a research-based leadership for learning framework • To enable them to collect and discuss evidence about the key domains of leadership for learning in their schools

4. Module 2. Learning to Read • To enhance Principals’ understanding of what research shows are the key components in learning to read – the ‘big six’ • To prepare Principals to undertake an ‘audit’ of literacy practices in their schools and to discuss evidence of the ‘big six’ in action

5. Module 3. Using Evidence • To develop further Principals’ understanding of the link between data, teaching and learning strategies and improvements in reading • To extend Principals’ knowledge of a range of assessment strategies including those to identify struggling readers

6. Module 4. Planning Interventions • To develop further Principals’ understanding of the nature of effective interventions in schools and in reading in particular • To provide Principals with the tools to undertake intervention planning using ‘wave theory’ in their schools

7. Module 5. Evaluating Interventions To enable Principals to lead the design, planning, implementation and use of evaluation data on literacy intervention action

9. The ‘Big Six’ • Oral language experience (Linguistic Knowledge) • Phonological awareness and in particular, phonemic awareness • Letter/sound knowledge • Vocabulary • Fluency • Comprehension

10. Leadership for Learning: • rests on an understanding that it is only through improved learning that student performance is enhanced over time. • requires leaders’ continuous attention to each of the domains in the Leadership for Learning Framework

11. A STRONGEVIDENCEBASE Outstanding Leaders of Learning: • Pursue systematic data gathering • Ensure that both school and system data are gathered • Plan for learning based on data • Monitor learning based on data • Share accountability tasks with teachers based on classroom, school and system data

12. DISCIPLINEDDIALOGUE Outstanding Leaders of Learning: • Reinforce ‘moral purpose’ as the motivation for dialogue • Conduct focused conversations on the leadership for learning dimensions • Scaffold discussions on qualitative and quantitative data • Seek improvement strategies as the outcome

13. Developing a shared Moral Purpose* Outstanding Leaders of Learning: • Build vision and set directions collaboratively • Set high expectations • Communicate clear learning and achievement goals • Ensure consensus on goals • See that goals are embedded in school and classroom routines

14. Participating activelyin professional development Outstanding Leaders of Learning: • Support, evaluate and develop teacher quality • Play an active ‘hands on’ role in professional development • Participate as ‘leading learners’ with teachers in professional development • Concentrate on the development of deep knowledge about key learning areas • Promote skills in data analysis and interpretation through PD amongst teachers • Ensure that teachers are engaged in extended professional learning about school priority areas

15. Sharing Leadership and organising accordingly Outstanding Leaders of Learning: • Plan school organisation structures to support shared leadership • Share leadership systematically with teachers • Encourage team work amongst teachers • Build collaborative work cultures

16. Connecting with support from parents and the wider community Outstanding Leaders of Learning: • Are active in the local and professional communities • Include parents as integral to the school’s learning programs • Involve wider community support to improve learning • Network with other schools and teachers on good practice • Seek the input of professionals beyond the school

17. Planning and coordinating the curriculum and teaching across the school Outstanding Leaders of Learning: • Participate actively in curriculum decision making • Coordinate and manage the teaching and learning program • Maintain commitment to curriculum priorities • Actively oversee the school’s overall curriculum • Observe teachers in action directly and provide specific feedback • Ensure systematic monitoring of student learning and progress • Display a keen interest in students’ classroom work and achievements

18. Enhancing the conditions for learning – the physical, social and emotional environment Outstanding Leaders of Learning: • Manage resources strategically • Align funds with learning priorities • Apply resources to the conditions of learning Provide a safe and pleasant physical environment Ensure social and emotional support for learners • Understand and respect difference • Celebrate teacher and student successes

19. Module 1 Follow-up Tasksfor Principals and LAAs • School Profile (see Profiling Template) • Personal Leadership Profile (see Questionnaire) • Blue Print School Strengths (see Blue Print Worksheet) • Literacy Practices Guide (see Sample Guide)

20. DECs Personal Leadership Profile 2010

21. DECs School Profiling Template • DECs Session 2 A3 Blueprint Worksheet • Literacy Practices Guide Title pages • LITERACY PRACTICES GUIDE YRS 2-4

22. PALL Pilot Project Research Aim The Pilot aims to improve literacy outcomes for students by developing the capabilities of primary school Principals as effective literacy leaders. • Data gathering is underway on the impact of the project on the efficacy of the Principal’s leadership and the impact that this has on teachers, student learning and achievement • Data are also being gathered on the value of the Project mentors