Just as teachers need to know when to talk and when to actively listen to students, a literacy leader also needs to remember this when leading a practice analysis conversation, following a teacher observation. It is not about telling a teacher what they should/need to do, but together describing, explaining and evaluating the lesson. From this, some recommendations for next steps may be co-constructed as part of a teacher’s authentic inquiry into improving their own practice. As the literacy leader you do not need to know all the answers, but can lead a conversation with teachers to support their own inquiry.
‘It is a way of thinking that makes the difference’ (Hattie, 2012)
Published on: 02 Mar 2016
