Resource Teachers: Literacy

Overview

Literacy – part of the National Literacy Strategy

The Resource Teacher: Literacy – part of the National Literacy Strategy

Quality classroom teaching has the most influence on successful outcomes for students.

Hattie, John (1999). Influences on Student Learning.
Inaugural Professorial Address.
Refer to the 4th pdf at http://www.arts.auckland.ac.nz/staff/index.cfm?P=5049

While there will always be some students who need specialist teaching at some stage of their literacy and numeracy journey, most students will be successful readers, writers, and mathematicians if they experience high-quality teaching in their everyday classrooms. (See http://www.tki.org.nz/r/literacy_numeracy)

The Government's Literacy Strategy recognises that the most important factor affecting students' learning is the quality of the interaction between the student and the teacher. Teachers' capability is influenced by the quality of governance, management, and leadership within schools as well as by the quality of support available to them from a network of resource teachers, reading recovery tutors and teachers, advisers, and consultants.

The strategy emphasises that specific intervention beyond the classroom for students with clearly identified needs should be timely, appropriate, and backed up by the classroom programme.

Resource Teachers: Literacy (RT:Lits) work with clusters of schools to provide advice and support on meeting the needs of students in years 0-8 who are considered at risk in the acquisition of literacy. They also provide expert tuition for a small group of students from each school in the cluster who require intensive support. RT:Lits also provide general advice and support in collaboration with other literacy professionals to help principals and literacy leaders monitor and maintain effective practice.

Referrals Process

School-Based Literacy Needs