Professional Learning for Literacy and Numeracy Leaders

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Professional Learning forLiteracy and Numeracy
Leaders
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Relationships and Communication

• Build the relationship as you go
• Know your own strengths and weaknesses
• Stay calm, focused, honest and true
• Understand your motivations, feelings, needs
• Always use helpful communication
• Be transparent admit mistakes
• Use your sense of humour repair and defuse
• Be empathetic not sympathetic
• Accurately read other people
• Turn conflict into trust
• Celebrate all achievements, praise and reward

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Focus on Improving Student OutcomesTeaching and
Learning CycleStructure and routineScaffoldingT
each strategiesExplicit Instruction - Think
Aloud (script)Model, Guide and AssessModel
demonstrate the exact behaviourGuide prompt
the student to demonstrate the behaviour
Assess ask the student to perform the behaviour
independentlyDifferentiated group
workConclusion and ReflectionResources
/Recording
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Northern Sydney Team
Meredith Ash Dail McGilchrist (both relieving)
Karina Bettison
Sheri Evans
Mark Fisher-Hoad Gillian Tegg
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Supporting two second phase schools ES1 ( 4
classes) and S1 (8 classes)
Supporting two clusters each containing three
focus schools ES1 (10 classes) and S1 (17
classes)
Supporting the Consultant in any other Best Start
areas
Literacy and Numeracy Leader Responsibilities
Reporting student progress in achieving Regional
goals to Consultant and SED
Supporting Consultant in the delivery of Best
Start Teacher Professional Learning for Early
Stage One and Stage One
Cluster Meetings containing Focus School
resulting from ES1 Best Start Teacher
Professional Learning
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Selection Process and Goals

• Focus schools were selected on their data
• Regional outcomes by the end of the year
• Minimum RR Level 8
• Minimum of four sentences, complete with capital
  letter, full stop and must make sense.
  Connectedness.
• Sight Words
• Minimum 26 single sounds by the end of Term One
• (Adjusted to sounds in consultation with focus
  schools with the expectation that multi-sound
  teaching will continue into the following terms.
  Order of sounds was a school decision.)
• Sustainability

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Key Messages

• Whole school Initiative
• Balanced and integrated program
• Differentiated and personalised learning
• Explicit and systematic instruction
• Extra
• Sustainability Teaching and Learning Policy

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• Meet the Principal (make an appointment)
• Attended Principal Briefing re Best Start
• Discuss Best Start i.e., communication with the
  wider community, implementation, data, software,
  early learning plans, parent letter, and how the
  school (Kindergarten staff), Principal and the
  community felt
• Discuss your role as the Literacy/Numeracy
  Leader, the level of support offered, Regional
  goals (if any) and the action plan
• Include your background in the discussion
• Remember to ask the number of projects the
  school will be involved in and their timeline as
  this will help you with developing relationships
• Ask about the schools phonics/phonemic
  awareness programs
• The Principal may give you the school management
  plan and a copy of the annual school report
  keep a folder

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Meet the ES1 Staff

• At some schools this may coincide with the
  Principals meeting
• Run through the same program as per the Principal
  but ask
• How does your classroom practice fit with Best
  Start? i.e. Balanced, integrated approach, whole
  school initiative, differentiated learning
• Which of your teaching practices have been
  affirmed by Best Start?
• What challenges do you face in implementing Best
  Start?
• What are your goals for the students in your
  class?
• How do you bring the community into your
  classroom?
• Outline, discuss and adjust the Regional goals
  and break these down into smaller components for
  each term i.e. Minimum RR Level 3 and plan
  together the action plan using the teaching and
  learning cycle
• Discuss the level of support offered and be
  flexible where necessary

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Acquisition of Sounds after 13 weeks -the school
has taken on a multi-sound approach
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Acquisition of Sight Words after 13 weeks
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Reading Levels after 13 weeks
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Term One Goals

• The Literacy Goals for this term through the Best
  Start program are
• Reading
• daily guided groups established. Benchmark
  students to find level.
• Sight Words
• - introduction, fast paced, daily practice Sounds
  (oral and written)
• introduction, fast paced, daily practice.
  Minimum of 26 sounds both oral and written.
  Blending to start from first three letters or
  first cluster of sounds
• Writing
• - Minimum one sentence with capital letter, full
  stop and it must make sense.

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Term Two Goals

• The Literacy Goals for this term through the Best
  Start program are
• Reading     
• Minimum RR Level 3
• Sight Words.
• Please try and avoid formulas such as five a week
  for everyone etc. Differentiation is the key,
  i.e. some students are able to acquire more and
  should be given the opportunity to do so.
• Sounds (oral and written)
• Keep building on these with emphasis on blending.
  Revision processes should be in place within each
  week.
• Writing
• Minimum two sentences with capital letter, full
  stop and it must make sense.

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Term Three Goals

• The Literacy Goals for this term through the Best
  Start program are
• Reading
• Minimum RR Level 6
• Sight Words
• Please try and avoid formulas such as five a week
  for everyone etc. Differentiation is the key,
  i.e. some students are able to acquire more and
  should be given the opportunity to do so.
• Sounds (oral and written)
• Emphasis on blending as this will be the key to
  reach level 6 and beyond. Revision processes
  should be in place within each week.
• Writing
• Minimum three sentences. Looking at connected
  sentences.

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Reasons for Success

• Conversations are about the act of teaching and
  learning and are continuously being linked to
  previous conversations
• Conversations surround the teaching of students
  and improving outcomes
• Targets are set
• Concepts are linked to resources and theory
• Practices are implemented, discussed and analysed
• Key understanding are linked to student work
  samples (evidence)
• The team supports each other, shares and reflects
  using a common language
• Goals are set for each week/s (new actions as a
  result from key understandings)
• Balanced approach with flexibility
• Data collected/graphed, analysed informing
  future teaching focus
• Celebration of Achievement