Years 1 to 3 Teacher Professional Development Program An Overview

1. Years 1 to 3 Teacher Professional Development Program An Overview

2. Literacy-the Key to Learning: Framework for Action 2006–2008 Four major challenges: • Literacy leadership • Literacy learning • Literacy teaching • Literacy in the curriculum.

3. Why a Framework for Action? Data show that we provide high quality but inequitable programs in relation to the teaching of literacy.

4. Educational disadvantage The single strongest indicator of under provision is socio-economic status … the combination of diversity and socio-economic marginality has become a mainstream pedagogical issue for literacy teachers. Education Queensland, 2000

5. A ‘no blame’ culture When they acknowledge and build on difference rather than deficit, teachers: • are more open to ideas • are more willing to experiment • have greater levels of planning and organisation • have greater persistence and resilience • make greater efforts in the face of difficulties.

6. Why a Framework for Action? The Framework for Action strengthens and refocuses Education Queensland’s Literate Futures initiative.

7. Why a Framework for Action? • It is the quality of teaching in the classroom that has the most significant impact on student learning. • The recommendations of the National Inquiry into the Teaching of Literacy focus on professional development and the collection of assessment data.

8. Why a Framework for Action? … on the basis of longitudinal statewide test data and continued evidence pointing to the existence of a ‘fourth grade slump’…early literacy intervention is not of itself sufficient to secure sustained improved literacy outcomes for a large percentage of students. Woods, Wyatt-Smith & Elkins, 2005

9. Literacy war: back to basics Declining literacy standards Performance pay for teachers Schools failing our students Curriculum changes lowering standards

10. Definition of Literacy/ies To be literate in the 21st century one must have the flexible and sustainable mastery of a repertoire of practices with texts of traditional and new communications technologies via spoken language, print, and multimedia, and the ability to use these practices in various social contexts. Literate Futures: Reading 2002

11. Teacher professional development Action 1 of the Framework for Action: Conduct professional development conferences and workshops with a focus on literacy, including literacy in the curriculum.

12. Teacher professional development

13. Teacher Professional Development • utilises current research and exemplary practice • connects with issues of instruction and student learning in the context of actual classrooms • networks across schools • involves active participation of school leaders and staff • sustains focus over time – continuous improvement • provides models of effective practice. Elmore, 2003 Effective professional development:

14. A functional model of language

15. Code breaker How can I decipher the codes in this text? What codes can I choose for this text? Text participant What meaning can I make from this text? How do I construct my text to say exactly what I mean? Four Resource model Text user What is the purpose of this text? What is my purpose and who is the audience for my text? Text analyst How does this text affect me? How can my text influence others?

16. Productive Pedagogies

17. Day One Day Two Day Three Day Four Day Five Literacy-the Key to Learning: Framework for Action 2006 – 2008 Overview of five-day program Changing times and understandings Assumptions impacting on student learning Responding to diversity: Classroom interaction Focus on texts A functional model of language Understanding the reading process The teaching of reading Getting a grip on grammar Introduction to curriculum literacies Explicit teaching strategies for reading Investigating curriculum literacies: Refining and exemplifying an assessment task Explicit talk to improve student writing Spelling in perspective The role of phonics in the teaching of reading Investigating curriculum literacies: Developing criteria and standards Explicit planning, teaching and assessing

18. Recognition of prior learning (Professional Development Pathways)

19. Beliefs • All children can learn to be literate. • Diversity is a rich resource that contributes to learning. • Students’ literacy practices must be acknowledged and respected. • Literacy is everybody’s business. • Literacy is used for real purposes with real audiences. • Literacy must be explicitly taught. • Success leads to success. YOU CAN MAKE A DIFFERENCE!

20. Effective school reform The research on effective school reform demonstrates that unless we are clear about the goals of public education, about principles of good practice and about how these principles might be enacted, we will not be able to mobilise the pedagogies and learning that are necessary for success for all students. Fullan, 2003; Hayes et. al., 2006

21. A shared vision of effective literacy practice • explicating curriculum literacies and curriculum knowledges (using a Functional Model of Language) • explicitly teaching a balanced repertoire of literacy practices (using the Four Resource model) • aligning a quality literacy curriculum (using Productive Pedagogies). With support from the Principal, teachers will continue their learning in:

22. Sustainable learning • opportunities to practise and receive feedback • professional reading and access to further modules • professional dialogue and reflection. Teachers wilI identify their professional learning needs for: