LITERACY PROFESSIONAL
LEARNING RESOURCE
Primary Schools Program
Session 6: Planning for School Implementation
Session 6 (Day 2) aims to:
• reflect on your understandings from the
Literacy Professional Learning Resource
• consider and plan the best opportunities for
implementation at your school
• formulate a goal to implement the Literacy
Professional Learning Resource
• develop a plan to achieve your goal.
Framework for reflective thinking
Diamond Ranking
• record a new idea or learning on a
‘post-it’. One idea per ‘post-it’. You
should have nine ‘post-its’ altogether.
• before writing on the ‘post-it’ make sure
it looks like this:
Reference: Kath Murdoch 2005, ‘Take a moment:40 Frameworks for reflective thinking’ Seastar Education Consulting
Framework for reflective thinking
• arrange your nine ‘post-its’ into a
diamond.
• the first square represents the
understanding/strategy that will have
the most impact on literacy learning at
your school and the last square the
Most
least .
Least
Activity - Explore your diamond ranking
using a Three Step Interview
Interview questions
- What did you learn?
In groups of three
A interviews B
- What challenged your thinking?
B interviews C
- What has this made you wonder? C interviews A
- How would you use these
strategies with colleagues and
students?
Key principles for effective school
planning and operation
• build capacity
• develop a school literacy plan
• create literacy environments and
communities
• respond to diverse student needs.
Source: Literacy Teaching and Learning in Victorian Schools
Paper No. 9 Part A
Build capacity
Schools can build their capacity for effective
literacy instruction through engagement with
others, other schools and professional
bodies. Teachers engaging in professional
conversations with others allows sharing of
effective ideas and creation of a learning
organisation. Schools should cluster with
other schools in the area or like schools to
create professional learning clusters.
Develop a school literacy plan
Effective literacy instruction and
planning requires a whole school
literacy plan. This must be a living
document, enacted in all classrooms,
and discussed across the different year
levels by teachers, allowing transitions
in teaching and learning for students
from year to year.
Create literacy school environments
and communities
An effective literacy environment goes beyond the
school. The literacy plan should be developed in
consultation with members of the community and
shared with members of the community. Parents
and caregivers should be informed about the
expectations of the school and instructional
practices so that they also can assist in the
development of their child’s literacy skills.
Respond to diverse student needs
Effective literacy teaching for all students
requires early identification of potential
difficulties in literacy development and
ongoing assessment and monitoring of
students’ progress. Once identified,
programs and interventions can be
implemented to support the individual
learning needs of students.
Setting a goal to implement the Literacy
Professional Learning Resource
Consider:
• Student Learning Whole School Self
Assessment Tool
• new understandings of the Resource
• key principles for effective school planning and
operation
• the professional learning needs of your staff.
Key questions
to consider
How are you going to share, motivate
and inform staff?
How are you going to make the staff
aware of the Resource?
Setting a goal
The goal can involve:
• an individual colleague
• Professional Learning Team
• whole staff.
SMART Goal
Specific – is your goal to the point and related to informing
your staff of the Resource?
Measurable – how will you know when you have reached
your goal?
Achievable - is your goal something you know you can
achieve?
Realistic - is your goal reflective of the professional
learning needs of your staff?
Time - can you achieve your goal within the time frame?
www.nexus.edu.au/Divisions/curriculum/clp/VacationLiteracy/smart.htm
Setting a goal
• Develop a goal
• Be prepared to share
Demonstrate at a
Leadership
Meeting. Share
Paper No.9.
Select a TS from the
program to use
Share the resource
at a Professional
Learning Team
planning meeting
Hands on
demonstrationclear focus
Make display of work
samples/photos/ideas
from the resource to
create discussion
Create a bookmark for
each staff outlining the
link to the resource!
Post the link on the
school server with
blurb
Add to
‘favorites’
Do you want to learn more
about Reciprocal teaching?
Teaching Strategies VELS Level 4
Check out Complex
Nouns Group
Teaching Strategies VELS Level 3
Do you know about
Fluency Instruction?
Teaching Strategies VELS Level 2
Action plan
A detailed plan describing the actions
and steps used to implement a strategic
plan.
www.fiu.edu/~pie/sec8appglossary.htm
Developing an action plan
Get the action plan template here.
Developing an action plan
Responsibility Chart – Literacy Leader Professional Learning Resource
R – responsibility A – approval S – support I - inform
Project / key
tasks that will
support the
implementation
Date the
key task to
be
completed
Team member
involved in the
implementation
Team
Team
member member
Get the responsibility chart here.
Adapted from Eleanor Davis School Leadership Program 2005
Team
Team
member member
Responsibility chart
R- Responsibility: to see actions occur.
A- Approval: of actions with the right to veto.
S- Support: to support so the actions occur.
I - Informed: of actions with no right to veto.
Bone diagram
Positive forces that
create growth
Current
Situation
Ideal
Situation
(Goal)
Negative forces that
prevent change
www.cap.nsw.edu.au/QI/TOOLS/abc/bonediagram.htm
Bone diagram
Identify current situation (dot points)
• write your ideal situation in relation to
achieving your goal
• list the Positive Forces above the bone
diagram
• list the Negative Forces below the
bone diagram
Developing a plan
Develop a plan for implementation of the
Literacy Professional Learning Resource.