This site has been developed to provide you with tools, resources and ideas to support you in your role as Literacy Leader.
Literacy Leadership Webinar Recording – 21 June 2012
Kate Birch and Sarah McWilliams conducted a webinar on the new Literacy Leadership section on Literacy Online which takes you on a tour of the site and explains the ways in which this site can support Literacy Leaders in schools.
To view the recording, click the link below: View the Blackboard Collaborate recording
Use the diagram below to navigate to each phase of the teacher inquiry cycle.
The role of the Literacy Leader
“The primary purpose of assessment is to improve students’ learning and teacher’s teaching as both student and teacher respond to the information that it provides. With this in mind schools need to consider how they will gather, analyse, and use assessment information so that it is effective in meeting this purpose.”
New Zealand Curriculum (p.39)
A key function of literacy Leadership is the ability to lead pedagogical change through the teaching as an inquiry tool. This is clearly explained in ‘Leading from the middle: educational leadership for middle and senior leaders’
The following are your cornerstone documents that you will need to have extensive knowledge of and refer to almost daily. Ensure that you and your teachers have copies of each and bring them to all meetings for ready reference.
Materials developed by Learning Media
The video clips and associated materials referenced in Phases 2 and 3 were developed as part of a set to tools within the Literacy Professional Development Programme 2004-10 designed and delivered nationally by Learning Media Ltd. The observation tools, in particular, were a part of the nested research programme carried out with The University of Auckland and contributed to positive shifts in teacher and leader capability around practice analysis. The project worked with over 300 schools in that time and was shown to lift students' achievement in literacy with effect sizes for each of the three cohorts as .79, .62, and .88, respectively. The gain for the lowest 20 percent of students in each of the three cohorts was five to six times the expected gain and, in reading, around two to three times the expected gain.
