Dimensions of effective practice
This section includes features of effective practice and reflective questions for school leaders and teachers.
Features of effective practice
The evidence from national and international studies suggests that quality literacy teaching has the following features:
Reflective questions for schools
For leaders
"How well am I challenging and supporting my teachers to become more effective?"
For teachers
"How effective is my teaching in impacting on students' learning?"
So...
- What do we know about literacy learning? → What do we want to know? → How can we find out?
- What do we know about our learners? → What do we want to know? → How can we find out?
- What are our expectations of our students in literacy? → Of our teachers?
- What instructional strategies do we use? → How effective are these? How do we know? → What other strategies do we know about? → How could we find out more about instructional strategies?
- How do we engage our learners with texts? → What are some examples of successful engagement? → Examples of non-engagement? → What might make the difference? → What else could we do to engage our learners? → What are the barriers to engaging our learners? → How could these be addressed?
- What partnerships exist in our literacy practice? Home-learner, home-teacher, teacher-learner, learner-learner, teacher-teacher, teacher-leader/principal/professional support?
For more information, go to:
- Ed Centre online gateway to information about New Zealand education.
- Home-School Partnerships information page.