1. School Improvement Literacy
Day One 2014

2. GUIDING
CONCEPTIONS
OF LEADERSHIP
LITERACY LEADERSHIP FRAMEWORK
1. Having a clear
moral purpose
2. Relationship
building
3. Understanding
and managing
change
4. Creating and
sharing
knowledge
5. Ensuring
coherence and
alignment of
structures
AREA 1
THE FAITH
COMMUNITY
AREA 2
VISION FOR THE
WHOLE SCHOOL
COMMUNITY
AREA 3
TEACHING AND
LEARNING
AREA 4
PEOPLE AND
RESOURCES
AREA 5
COMMUNITY
1.1 The Catholic identity
of the school
Literacy leaders are
committed to meeting the
educational needs of all
students in environments
imbued with the values of
the Gospel and educational
mission of the Church.
1.2 Education in life and
faith
Literacy leaders ensure that
the literacy teaching will
enable students to meet the
demands of the world.
1.3 Celebration of life and
faith
Literacy leaders are aware
that in the development of
the whole person, education
in literacy is of vital
importance.
1.4 Action and social
justice
Literacy leaders ensure that
students are empowered to
use literacy to take action
on relevant and important
social justice issues.
2.1 A vision for teaching
and learning
Literacy leaders actively
and collaboratively develop
and communicate a shared
whole-school vision that is
centred on the guidance and
improvement of literacy
teaching and learning.
2.2 A rigorous and
respectful learning culture
Literacy Leaders actively
and collaboratively promote
and build a culture of
learning that is respectful of
teachers and students.
2.3 Policy and program
development
Literacy leaders
strategically and
collaboratively develop a
literacy plan which
supports the school’s vision
for teaching and learning.
2.4 Teacher
professionalism
Literacy leaders actively
and collaboratively build a
culture that promotes
professional teacher
behaviour
3.1 A focus on student
learning outcomes
Literacy leaders advocate
and ensure a focus on
student learning outcomes.
3.2 Curriculum and
assessment
Literacy leaders inform the
development of literacy
within curriculum and
assessment policies and
monitor the implementation
of these.
3.3 A safe and effective
environment for teaching
and learning
Literacy leaders actively
and collaboratively
cultivate and promote a
safe and effective
environment for teaching
and learning.
3.4 Quality teaching
Literacy leaders are expert
teachers who actively and
collaboratively assist
colleagues to improve
teaching practice.
4.1 Professional learning
and development
Literacy leaders are
learners who encourage,
acknowledge and support
the professional learning
and work of their
colleagues.
4.2 Staff Appraisal and
performance review
Literacy leaders develop
insights based on
classroom observations
and professional
conversations centred
around literacy. The
literacy leadership meeting
provides a forum to share
these both at an individual
and staff level.
4.3 Resources
Literacy leaders actively
and collaboratively select
and organise resources to
maximise student literacy
learning.
4.4 Pastoral care
Literacy leaders support
and promote the school ‘
pastoral care policy
5.1 Communication with
families
Literacy leaders ensure
communication with
families
5.2 Partnerships
Literacy leaders forge
partnerships with others
who can have a positive
impact on student literacy
learning.

3. Improving the Quality of
Teaching and Learning
• Effective leaders create cultures of high
expectations, provide clarity about what
teachers are to teach and students are to
learn, establish strong professional
learning communities and lead ongoing
efforts to improve teaching practices.
(p.5 Department of Education, Employment and Workplace
Relations,2012)

4. Education Leadership
• To create a professional learning
community, focus on learning rather than
teaching, work collaboratively, and hold
yourself accountable for results
(DuFour, R.2004).

5. Current research indicates………
• School leadership is second only to
classroom teaching as an influence on
student learning
however
• The greatest impact of leadership is on the
teachers themselves
Leithwood (2012)

6. Leaders lead by mobilizing people around a compelling
vision of the future, by inspiring them to follow in the
leader's footsteps. They show people what's possible
and motivate them to make those possibilities real. They
energize and focus people in ways that fulfill their
dreams, give them a sense of purpose, and leave them
with a profound sense of accomplishment when the work
is done. Leaders lead by modeling ways of thinking or
acting and by encouraging new ways of looking at
situations, and by so doing they give people the words
and the courage to make those new ways their own. The
best leaders are teachers, mentors, and role models--
and they accomplish the vast majority of their work
through influence, not authority.
[Excerpted from Terry R. Bacon, Elements of Influence: The Art of Getting Others to
Follow Your Lead (AMACOM Books, July 2011)

7. Some facts
• Variability at the classroom level can be at
least four times that at the school level
• As long as you go to school, it doesn’t
matter very much which school you are in
but it matters very much which classrooms
you are in
• (Dylan Wiliam)

8. • Take a group of 50 teachers
Students taught by the most effective teachers of
the group learn in six months what those taught by
the average teacher learn in a year
(Hanushek & Rivkin, 2006)
In the classrooms of the most effective teachers,
students from disadvantaged backgrounds learn at
the same rate as those from advantaged
backgrounds
(Hamre & Pinata,2005)

9. As Hattie Says…
• Teachers make the difference
• According to Wiliam to improve teacher
capacity you need to
‘Love the one you’re with’
To difficult to replace existing teachers with
better ones so need to help existing
teachers become more effective

10. How?
• To late once we have observed ‘poor’
pracitce.
1. At the PLT level-Regular meetings
focused on data, that is focused on the
learner
2. Professional Learning through planning-
Japanese Lesson model

11. Japanese Lesson Model
• The premise behind lesson study is simple: if you want
to improve teaching, the most effective place to do so is
in the context of a classroom lesson. If you start with
lessons, the problem of how to apply research findings in
the classroom disappears. The improvements are
devised within the classroom in the first place. The
challenge now becomes that of identifying the kinds of
changes that will improve student learning in the
classroom and, once the changes are identified, of
sharing this knowledge with other teachers who face
similar problems, or share similar goals, in the
classroom.
• (Stigler & Hiebert, 1999, p. 111)

12. STOP. START. CONTINUE.
Name
In your role this year as a literacy leader......
STOP
What do I need to stop doing or doing less of in 2014?
START
What do I want to start doing or try to do in 2014?
CONTINUE
What do I need to continue doing or doing more of in 2014?