Research has shown that when school leaders develop their specific knowledge about literacy teaching and learning, teachers feel supported and engaged in raising students' achievement in literacy.
The content provided here – and content to come – will support you to:
- lead a whole-school approach to literacy
- support teachers to use data (such as the online Year 1 Phonics Check for teachers)
- working with families
- strengthen your leadership skills in this area through targeted professional development.
Over coming months, you will find new resources to support you in this work. This will include case studies and materials that you can use with families and staff members.
Much of the new content will focus on the effective teaching of phonics as this is an area that has been contested in some schools and teacher training in previous decades. See Incorporating phonics for more ideas.
Here's a sample of what's to come.
School-based examples of change
Galvanised by a series of podcasts titled 'Reading interventions' and by the existing data about reading and spelling skills, a group of non-government schools in Tasmania decided to systematically implement a research-based strategy that involved principals, parents and caregivers, and facilitated a professional learning experience for teachers. Read more about what they achieved here.
The evidence base
Phonics approaches have been consistently found to be effective in supporting younger readers. Evidence for Learning provides an assessment.
Links to support documents
ACARA's Literacy progressions describe how phonics knowledge enables students to become increasingly proficient at using letter–sound relationships as code-breaking skills.