Case Studies – RWMP

Kaipara Literacy Initiative

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This is an account from one of the schools, or clusters of schools, that have received funding from the Reading, Writing and Mathematics Proposals Pool (RWMP) to support programmes in reading, writing and mathematics for students years 1 to 6.

The Kaipara Literacy Initiative is a project designed to foster literacy throughout this extensive, thinly populated, rural area. Twenty-two schools, mainly with rolls below 200, have chosen to participate. In the first year, ten schools are involved in whole-school professional development, while the other 12 will take part next year. This story focuses on progress with the first group of schools. One intermediate school is included.

The issues

The schools in the Kaipara area identified the need to lift the overall expectations and achievement standards of their children. They lacked access to regular advisory services, and had been at the periphery of opportunities to advance their teaching practice. They were convinced that they could better meet the needs of their students if they aimed to enrich their literacy programmes, encompassing oral language as well as writing and reading. They wanted children to improve their social skills, and to be confident in expressing their ideas and responses clearly and thoughtfully.

The planning

An experienced teacher educator was employed to design a professional development programme that would offer depth in all aspects of literacy through seminars, observations, and reflective practice. She visited all the schools and identified six outstanding teachers to become Cluster Literacy Leaders, to each work closely with two schools, which in some cases included their own. Each school also designated a lead literacy teacher on their own staff.

A feature of the programme was that principals were not only involved in planning, but were also to take part in a separate series of workshops to enhance their understanding and equip them to build a whole-school commitment.

The actions

The programme began with a three-day intensive workshop for the six cluster literary leaders. This focused not only on literacy itself, but also on developing productive ways of working with schools, principals, and literacy leaders. Each day began with observation of exemplary practice in a classroom, an experience which became the trigger for analysis, questions, and sharing resources. The observation was analysed in terms of the emotional, physical, and intellectual environment, thus setting a comprehensive framework for considering what was happening for the children. Four further professional development days were held during the year, addressing specific areas including extension of oral language programmes. Another day was also arranged for the cluster leaders to visit a teacher of their choice.

The cluster leaders visited each of their two schools twice a term. Before the first visit, the project leader had visited the school, to help set up an action plan which defined their literacy vision, their specific goal, and an implementation plan. Cluster leaders also held an observation day in their own classrooms each term, so that other teachers from the whole group could visit one who was teaching at their own level. After each visit, the cluster leader spoke with the teachers, and also provided a detailed visit sheet with comments, recommendations and expectations for the next visit.

The literacy leaders from each school also attended professional development days, each of which focused on a specific area. Writing took a high priority. Every principal also attended three professional development days, with a focus on developing exemplary practice at every level in their schools.

The results

The schools have seen remarkable changes in children's attitudes to literacy, as well as their levels of achievement. One school, for instance, reports that 95 percent of their children are now working at or above their chronological age by the time they leave school. This school has a bilingual unit, and has particularly noted that there is no measurable difference in achievement in writing in English on the basis of either ethnicity or gender. Teachers are now confident in extending able children, and there is a sense of excitement about writing and speaking. Children can identify and use the terminology to explain their responses to reading and writing effectively. They are setting higher standards for themselves.

The whole-school approach is integral to the success. High expectations are met by consistent teaching across all levels, detailed planning, and continuing analysis of data so needs are identified early. Assessment looks ahead to the next step, rather than focusing on what is past. The school library is perceived as the literacy centre and is developed accordingly. The full involvement of the principal ensures understanding – and gives a valid purpose for being in the classrooms, providing support, acknowledging and appreciating teachers' workloads, and arranging release time. Extra strength arises from having so many schools working together, sharing resources, and supporting each other.

An issue can arise when teachers are eager to continue their development, yet reluctant to risk breaking continuity by leaving their classes. One school has ensured that relief teachers are able to become familiar with the approaches, so that they are able to maintain the momentum during teacher-release days. This in turn feeds through to wider community understanding.

Boards of trustees and parents are also aware of the integrated nature of literacy and see it as central to the school's culture and environment. The cluster leader reports to the board so that its members are kept close to the action. At parents' meetings and portfolio evenings, teachers and parents accept that there is no inherent barrier to children's learning – they do not look for excuses, but for the way forward.

This professional development model is designed to become self-sustaining. It builds on collegiality and breaks down the isolation of the "single-cell" classroom through its emphasis on focused observation and analysis of exemplary practice. Trustees, teachers, and principals become more willing to share experience and acknowledge their own needs and successes.

Contact:

Kaipara: Literacy Initiative, P O Box 402, Kaikohe

2002

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