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  • 2.02Lit    

    Students today are immersed in a globalising world that is marked by rapid scientific and technological growth. As technology advances, we are challenged to collaborate with schools and lead new pedagogical models for learning and teaching, incorporating new technologies in the classroom and providing new learning spaces to meet the needs of students. 

    Theme 2: Quality Teaching for all Learners, Catholic Education Melbourne Strategic Plan 2015–2019 

    Personal Story


    Saran Kim
    Year 12 Student, Mater Christi College, Belgrave



    In 2015, the Literacy Team of Catholic Education Melbourne focused on the directions outlined in To Serve and Lead: Strategic Plan 2015–2019. In particular, Literacy services were designed to achieve the goal of quality teaching for all learners through strengthening school leadership capacity and teacher professional practice.

    These services were intended to bring about continuous improvement in the literacy outcomes of all students by providing differentiated professional learning focused on building the capacity of leaders and teachers to:

    • lead improvements in the teaching and assessment of literacy
    • use assessment approaches to plan the next steps for learners, and monitor progress
    • plan for and implement effective literacy teaching and learning
    • engage with parents and communities to support student’s literacy development.

    The Literacy Assessment Project

    The Literacy Assessment Project (LAP) supports participants to develop a school professional learning culture which fosters professional inquiry, and builds capacity to use assessment evidence as an integral component of literacy learning and teaching.  

    Effective teaching is no accident but the result of deep thinking and close analysis of evidence.

    (LAP leader comment)

    Collaborative Literacy Learning Communities

    Collaborative Literacy Learning Communities (CLLC) focus on literacy outcomes for students in the middle years by building the knowledge, skills and understandings of teachers to confidently implement pedagogies for contemporary learning and teaching. This service draws on the identified literacy learning needs of each school to shape the professional learning.


    An example of a CLLC school case study


    Mentoring supports literacy leaders to build their capacity to implement evidence- based leadership practices, identified as having a significant impact on learning. Emerging literacy leaders are assisted by established literacy leaders to build leadership capacity to initiate, manage and sustain improvement in literacy teaching and learning within their school.

    I have learnt so much from my mentor during the last two years. However, the greatest growth has come from within me. I now have the confidence and self assurance to know that I can do this role. I have learnt to back myself 100 per cent and realise now that it is the professional dialogue which leads to a growth in understandings and ultimately the development needed to ensure continuous improvement in teaching and learning.

    (Mentee reflection)

    Reading Recovery

    The aim of Reading Recovery is to build teacher capacity through the provision of ongoing, spaced professional learning for teachers working with Year 1 students experiencing difficulties in literacy learning relative to their peers.


    Screenshot of Google+ Community

    Whole-School Improvement

    School Improvement Literacy

    School Improvement Literacy (SIL) is a focused, two-year change process for primary schools, where the literacy needs of students have been highlighted by the school review process. It is the strategic response to support and transform schools where literacy improvement emerges as a critical priority in the School Improvement Plan.

    I welcomed the opportunity to attend the SIL meetings on site at the school. It ensured that I knew what was happening and I was able to feed this information back to the regional manager. I have been able to get a real sense of the change journey the school has undertaken.

    (Regional Principal Consultant)

    Literacy Projects and Services 2015

    Assessment Capabilities

    • Literacy Assessment Project
    • F–6 Building Literacy Assessment Capabilities

    Communities of Learning

    • F–8 Learning Literacies
    • Collaborative Literacy Learning Communities

    Leadership for Learning

    • F–6 Regional Clusters
    • New Literacy and Mathematics Leaders
    • Curriculum Literacies Network
    • Mentoring

    Scaffolding Learning

    • Reading Recovery
    • Reading to Learn

    Whole-School Improvement

    • School Improvement Literacy
    • Secondary Literacy Improvement Project

    Professional learning programs

    2015 Literacy Projects and Services Primary schools Secondary schools
    Assessment Capabilities Project     
    Literacy Assessment Project 57  
    F–6 Building Literacy Assessment Capabilities 12  
    Communities of Learning Project     
    F–8 Learning Literacies 23  
    Collaborative Literacy Learning Communities 26 1
    Leadership for Learning Project     
    F–6 Regional Clusters 284  
    New Literacy and Mathematics Leaders Years 1 & 2 51 3
    Secondary Curriculum Literacies Network   29
    Mentoring 10  
    Scaffolding Learning Project     
    Reading Recovery 279  
    Reading to Learn 19 1
    Whole-School Improvement Project     
    School Improvement Literacy 19  
    Secondary Literacy Improvement Project   12
    Total 780 46

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