Improving student achievement is a primary outcome of successful literacy leadership, but this can be challenging. Leaders and teachers need to enjoy the challenge of learning and never retreat to just ‘doing their best’. All teachers will believe that they are ‘doing their best’ in their classrooms, but to achieve improved outcomes, teachers need to have a positive mindframe that will accept this challenge. This mindframe requires leaders to exhort and support teachers to do something differently and therefore make changes to their practice. At times, the challenge may seem daunting. What may be challenging for one teacher may be business as usual for another. Just as we differentiate learning for our students, literacy leaders need to differentiate learning for teachers, maintaining a level of challenge for all teachers.
‘It is a way of thinking that makes the difference’ (Hattie, 2012)
Published on: 02 Mar 2016
