NSW Department of Education and Training Professional Learning and Leadership Development Directorate The NSW DET Analytical framework for effective leadership and school improvement in literacy and numeracy School evaluation resource booklet
2 P age State of NSW Department of Education and Training Professional Learning and Leadership Development Directorate (2009) The NSW DET Analytical framework for effective leadership and school improvement in literacy and numeracy All rights reserved. No part of this publication may be reproduced by any process, electronic or otherwise, in any material form, transmitted to any other person or stored electronically in any form, without the prior written permission of the Department of Education and Training, except as permitted under the Copyright Act 1968 (Cth)
Page 3 NSW Department of Education and Training Professional Learning and Leadership Development Directorate The NSW DET Analytical framework for effective leadership and school improvement in literacy and numeracy School evaluation resource booklet Instructions: 1. There are 25 statements in the framework. 2. For each statement there are focus questions to guide discussion. 3. Each statement has 4 descriptions. 4. Please consider each statement and choose the description that best suits your school context at this point in time. 5. Circle one box only for each statement to indicate your rating. 6. If sections of two statements apply to the school choose the lower of the two levels. This will ensure the set of practical measures for the school consolidates existing practice and extends the school to the next level. 7. Use the comments section to add relevant information as needed. Thank you for spending some time reflecting on your current school context. State of NSW Department of Education and Training Professional Learning and Leadership Development Directorate (2010) Not licensed under NEALS
4 P age 1. Human resources are allocated and managed across the whole school so they support the continuous improvement of student performance in literacy and What procedures are in place to develop and review the staffing and class placement policy in your school? How does the school make decisions about staffing year by year? To what extent does the school analyse student relation to human resource allocations? There is little change to teacher/class allocations from year to year. changes are made from year to year. Staffing is sometimes based on student need according to the collection of student literacy and numeracy information at least once a year. The allocation of staffing is always based on student need according to the collection of student literacy and numeracy information at regular intervals throughout the year. Support staff work in a wide variety of ways to assist the teacher and teaching as well as the student and learning. 2. Decisions about school/class timetables and calendars are made to maximise instructional time for literacy and What systems are in place to maximise instructional time for teaching and learning? What barriers are there to the allocation of instructional time? How is the school calendar compiled, produced and distributed? Decisions about timetables are based on traditions, historical data and available resources. The allocation of teaching time is reviewed at staff and executive meetings. The school coordinates and monitors teaching time in literacy and Staff members use student performance information to make stage/faculty/whole school decisions about teaching priorities and time allocation. School calendars are managed to ensure that instructional time in literacy and numeracy is preserved. A very high priority is placed on the preservation of instructional time in literacy and numeracy for all students. Activities that are barriers to literacy and numeracy learning are monitored and intentionally reduced. 3. Teaching resources including ICT materials are allocated and managed across the whole school so they support the continuous improvement of student performance in literacy and To what extent is student performance information used as a basis for the purchase and allocation of literacy and numeracy resources? How does the school ensure a link between the purchase of resources and the school plan? To what extent does the school involve the staff in decisions about the purchase of teaching resources, including ICT resources? Literacy and numeracy teaching Student need is considered when resources are shared across the allocating literacy and numeracy school equally. teaching resources. Literacy and numeracy teaching resources are distributed across the school according to historical and/or personal reasons. The purchase of literacy and numeracy teaching resources is managed and monitored by executive staff. The purchase of literacy and numeracy teaching resources and equipment is sometimes linked to the school plan. Student performance information is used as a basis for the purchase and allocation of literacy and numeracy teaching resources. The purchase of literacy and numeracy teaching resources and equipment is always linked to the school plan and is monitored and reviewed annually.
Page 5 4. There is clarity and consensus about the school s goals and expectations in literacy and What strategies are in place to provide opportunities for staff members to discuss and reach agreement about the school s goals and expectations? How does the school collaborate with staff to articulate shared school goals and expectations? How does the school manage conflicting views about school goals and expectations? Half of the staff are aware of and can articulate the school s goals members are aware of and can and expectations in literacy and articulate the school s goals and expectations in literacy and members are aware of and can articulate the school s goals and expectations in literacy and All staff members are aware of and can articulate the school s goals and expectations in literacy and numeracy which are central to promoting and sustaining a strong learning culture. All staff members collaborate to ensure that the school s goals and expectations for literacy and numeracy are embedded in school and classroom routines and procedures. 5. A school plan is collaboratively developed by staff and community members with an emphasis on literacy and To what extent does the school update staff and community members on the school planning processes and procedures? How does the school provide opportunities for regular dialogue between staff and community members about elements of the school plan? How does the school capitalise on the strengths of staff and community members who indicate interest and expertise in the development of the school plan? A few processes are in place for Many processes are in place for involving staff and community involving staff and community members in the development of members in the development and the school plan. review of the school plan. The school plan is largely written by the principal and/or executive staff members. The school plan is collaboratively developed by staff and community members with formal structures in place for reporting and review. 6. Whole school goals, targets and priorities in literacy and numeracy are translated into explicit policies and classroom practices. How does the school translate goals and targets into classroom practices? What strategies does the school use to align the school s goals and targets with literacy and numeracy programs? To what extent can staff members describe the relationship of their role to the school literacy and numeracy targets in the school plan? members understand and appreciate the need to align teaching programs with the school s literacy and numeracy goals and targets. School literacy and numeracy members understand and goals and targets are translated appreciate the need to align by most (more than 75%) staff teaching programs with the members into measurable school s literacy and numeracy strategies in their teaching goals and targets. programs. School literacy and numeracy goals and targets are translated by all staff members into measurable strategies in their teaching programs. Regular monitoring of the school plan is undertaken to ensure literacy and numeracy targets and priorities are reflected in all teaching programs. State of NSW Department of Education and Training Professional Learning and Leadership Development Directorate (2010) Not licensed under NEALS
6 P age 7. Literacy and numeracy targets in school plans are effective and SMART Specific, Measurable, Achievable, Relevant and Time framed. To what extent are staff members able to understand and construct literacy and numeracy targets? To what extent are the school s literacy and numeracy targets SMART - Specific, Measurable, Achievable, Relevant and Time framed? How does the school develop and write literacy and numeracy targets? Staff members have some School leaders participate in knowledge and understanding of professional learning sessions to the literacy and numeracy target understand and construct setting process. SMART targets in literacy and Staff members are aware that the school sets literacy and numeracy targets. A few (less than 25%) literacy and numeracy targets contain measurable strategies and indicators of success. Most (more than 75%) literacy and numeracy targets contain clear and measurable strategies and indicators of success. School leaders and most (more than 75%) staff members participate in professional learning sessions to understand and construct SMART targets in literacy and All literacy and numeracy targets contain effective and concise strategies and specific indicators of success. 8. The school sets improvement priorities in literacy based on a thorough evaluation of student performance To what extent are literacy targets based on a thorough evaluation of state-wide and school-based student performance information? How does the school ensure that all staff members contribute to target setting in literacy? What procedures are in place to collect literacy performance information? School leaders and a few (less School leaders and most (more than 25%) staff members than 75%) staff members evaluate and use student evaluate and use student performance information to set performance information to set literacy improvement priorities. literacy improvement priorities. School leaders evaluate and use student performance information to set literacy improvement priorities. School leaders and all staff members evaluate and use student performance information to set literacy improvement priorities. Collection and analysis of student literacy occurs annually. Collection and analysis of student literacy occurs at least each semester. Collection and analysis of student literacy occurs at least each term. Explicit procedures are established and reviewed for the systematic collection and analysis of a variety of literacy performance information across the whole school.
Page 7 9. The school sets improvement priorities in numeracy based on a thorough evaluation of student performance To what extent are numeracy targets based on a thorough evaluation of state-wide and school-based student performance information? How does the school ensure that all staff members contribute to target setting in numeracy? What procedures are in place to collect information? School leaders and a few (less School leaders and most (more than 25%) staff members than 75%) staff members evaluate and use student evaluate and use student performance information to set performance information to set numeracy improvement priorities. numeracy improvement priorities. School leaders evaluate and use student performance information to set numeracy improvement priorities. School leaders and all staff members evaluate and use student performance information to set numeracy improvement priorities. Collection and analysis of student numeracy occurs annually. Collection and analysis of student numeracy occurs at least each semester. Collection and analysis of student numeracy occurs at least each term. Explicit procedures are established and reviewed for the systematic collection and analysis of a variety of numeracy performance information across the whole school. 10. The school addresses the literacy and numeracy needs of students in an orderly and supportive environment. What student welfare policies and procedures are in place to address the literacy and numeracy needs of students? What procedures do staff use on a daily basis to promote an orderly and supportive learning environment for the teaching of literacy and numeracy skills? How are staff members informed about the school s student welfare policies and procedures? Student welfare policies, structures and procedures are informal. Staff members commonly use individual student welfare procedures rather than system and whole school approaches. Student welfare policies, Student welfare policies, structures and procedures are structures and procedures are partially developed across the fully developed across the school. school. System and whole school student welfare approaches are being implemented by a few (less than 25%) teachers. System and whole school student welfare approaches are implemented by most (more than 75%) teachers. members use a range of strategies to support student behaviour. Student welfare policies, structures and procedures are fully developed, implemented, evaluated and monitored across the school and clearly support quality literacy and numeracy teaching. System and whole school student welfare approaches are implemented by all teachers. All staff members use a range of strategies to support student behaviour and literacy and numeracy teaching takes place with minimal disruption. State of NSW Department of Education and Training Professional Learning and Leadership Development Directorate (2010) Not licensed under NEALS
8 P age 11. The school recognises, values and supports the literacy and numeracy needs of a diversity of student learners including Aboriginal and Torres Strait Islander students, students with special needs and non-english speaking students. To what extent does the school monitor literacy and numeracy programs and interventions for specific groups of students? What procedures are in place to provide additional literacy and numeracy support to identified students? What mechanisms are in place to conduct an annual review of the operation of literacy and numeracy programs that support identified students? Half of the staff demonstrate knowledge and understanding of members demonstrate specific strategies for teaching knowledge and understanding of literacy and numeracy to a specific strategies for teaching diversity of student learners. literacy and numeracy to a diversity of student learners. members demonstrate knowledge and understanding of specific strategies for teaching literacy and numeracy to a diversity of student learners. members determine priority actions in literacy and numeracy for students with specific learning needs. Half of the staff determine priority actions in literacy and numeracy for students with specific learning needs. members determine priority actions in literacy and numeracy for students with specific learning needs All staff members implement, evaluate and monitor effective literacy and numeracy teaching programs and practices to meet the needs of a diversity of student learners. All staff members constantly make decisions about adaptations to literacy and numeracy teaching and use a range of planning, teaching and assessment strategies for students with specific learning needs. 12. The school develops effective partnerships with parents and carers to develop and promote literacy and How does the school seek feedback from the school community on literacy and numeracy matters? What strategies does the school use to communicate literacy and numeracy matters with parents and carers? What mechanisms are in place to evaluate the effectiveness of communication with parents and carers about literacy and numeracy? Communication about literacy and is often published in a written form. Communication about literacy and is sometimes published in a written form. Parents and carers are invited to be involved as classroom helpers to support literacy and numeracy practices. A few (less than 25%) parents and carers are actively involved in a range of school literacy and numeracy programs and practices. There are a number of mechanisms for regular communication with parents and carers which provide details of student performance in literacy and Half the parents and carers are actively involved in a range of school literacy and numeracy programs and practices including the evaluation of programs. The school community places great value on the electronic and written communication they receive such as weekly and term newsletters, term calendars and a comprehensive school website that provide details of student and school-wide performance in literacy and Most (more than 75%) parents and carers are actively involved in a range of school literacy and numeracy programs and practices including the evaluation of programs.
Page 9 13. Student performance in literacy and numeracy is reported to their parents and carers. What do the current student reports tell parents and carers about students literacy and? How does the school communicate and explain the school s reporting process to parents and carers? To what extent does the school provide formal and informal opportunities for parents and carers to meet with staff to discuss their child s performance in literacy and numeracy? Student reports are produced twice a year. Student reports are produced Student reports are informative, twice a year and informal balanced and constructive with opportunities are also available to informal and formal opportunities discuss individual student to discuss individual student performance. performance such as parent/teacher interviews. A few (less than 25%) parents and carers find the literacy and numeracy information in student reports helpful and easy to understand. Half of the parents and carers find the literacy and numeracy information in student reports helpful and easy to understand. Most (more than 75%) parents and carers find the literacy and numeracy information in student reports useful and easy to understand and are keen to use the information to support their child s learning. Student reports are based on a range of rigorous and balanced assessments directly linked to Board of Studies syllabus documents. Additional reporting strategies such as student selfassessment and three-way interviews support the exchange of information about student literacy and numeracy performance. All parents and carers find the literacy and numeracy information in student reports useful and easy to understand and are actively involved in the student reporting process. 14. School planning and whole school improvements in literacy and numeracy are shared with the school community. How does the school share school planning and whole school improvements in literacy and numeracy with the school community? How does the school make it clear that parents are genuine partners in improving student performance in literacy and numeracy? How does the school celebrate and acknowledge parental participation in whole school planning in literacy and numeracy? A staff team is responsible for the A staff team with some management of the school selfevaluation community representation and planning undertakes the school self- processes in literacy and evaluation and planning processes in literacy and The school executive is responsible for the management of the school self-evaluation and improvement processes in literacy and A few (less than 25%) members of the school community understand and value the school self-evaluation process and support whole school improvements in literacy and Most (more than 75%) members of the school community understand and value the school self-evaluation process and strongly support whole school improvements in literacy and The school self-evaluation team comprises staff and key community stakeholders and provides active leadership in literacy and numeracy improvement. The school self-evaluation process is thorough and rigorous and school improvements in literacy and numeracy are shared with the school community through informal and formal strategies. State of NSW Department of Education and Training Professional Learning and Leadership Development Directorate (2010) Not licensed under NEALS
10 P age 15..Quality literacy practices are identified and implemented across the school. How does the school know that quality literacy practices are being implemented in all classrooms? To what extent do literacy programs meet the needs of all students? What procedures are in place for staff members to share best practice literacy strategies and programs? Quality literacy practices are Quality literacy practices are implemented in half of the implemented in most (more than classes. 75%) classes. Quality literacy practices are implemented in a few (less than 25%) classes. Literacy programs are determined by staff members based largely on historical and/or personal reasons. Literacy teaching and learning strategies are explicit, balanced and integrated in a few classes. A few (less than 25%) teaching programs adequately cater for the literacy needs of the range of students. There is awareness of the need for continuity in literacy development. Mapping of literacy programs has occurred in half of the classes. Literacy teaching and learning strategies are becoming explicit, balanced and integrated in half of the classes. Half of the teaching programs adequately cater for the needs of the range of literacy learners. In most (more than 75%) classes/stages/faculties, plans for meeting the literacy needs of all students have been developed and documented. Literacy teaching and learning strategies are explicit, balanced and integrated in most (more than 75%) classes. Most (more than 75%) teaching programs adequately cater for the needs of the range of literacy learners. Quality literacy practices are implemented in all classes. A school literacy team, in liaison with class teachers and parents, coordinates the ongoing planning, development, implementation and evaluation of whole school and individual literacy programs. Literacy teaching and learning strategies are explicit, balanced and integrated in all classes. All teaching programs adequately cater for the needs of a range of literacy learners. 16. Quality numeracy practices are identified and implemented across the school. How does the school know that quality numeracy practices are being implemented in all classrooms? To what extent do numeracy programs meet the needs of all students? What procedures are in place for staff members to share best practice numeracy strategies and programs? Quality numeracy practices are Quality numeracy practices are implemented in half of the implemented in most (more than classes. 75%) classes. Quality numeracy practices are implemented in a few (less than 25%) classes. Numeracy programs are determined by staff members based largely on historical and/or personal reasons. Numeracy teaching and learning strategies are explicit, balanced and integrated in a few classes. A few (less than 25%) teaching programs adequately cater for the numeracy needs of the range of students. There is awareness of the need for continuity in numeracy development. Mapping of numeracy programs has occurred in half of the classes. Numeracy teaching and learning strategies are becoming explicit, balanced and integrated in half of the classes. Half of the teaching programs adequately cater for the needs of the range of numeracy learners. In most (more than 75%) classes/stages/faculties, plans for meeting the numeracy needs of all students have been developed and documented. Numeracy teaching and learning strategies are explicit, balanced and integrated in most (more than 75%) classes. Most (more than 75%) teaching programs adequately cater for the needs of the range of numeracy learners. Quality numeracy practices are implemented in all classes. A school numeracy team, in liaison with class teachers and parents, coordinates the ongoing planning, development, implementation and evaluation of whole school and individual numeracy programs. Numeracy teaching and learning strategies are explicit, balanced and integrated in all classes. All teaching programs adequately cater for the needs of a range of numeracy learners.
Page 11 17. Literacy skills are taught across all key learning areas. What policies and procedures are in place to assist in the implementation of literacy across all key learning areas? How does the school collect information about the teaching of literacy across all key learning areas? How does the school support staff members to plan and implement literacy strategies in other key learning areas? Literacy teaching only takes place in the English KLA. members plan and implement members plan and implement literacy programs in other KLAs. literacy programs in other KLAs. All staff members teach literacy in the English KLA and apply literacy knowledge and skills in all KLAs in all years/stages. 18. Numeracy skills are taught across all key learning areas. What policies and procedures are in place to assist in the implementation of numeracy across all key learning areas? How does the school collect information about the teaching of numeracy across all key learning areas? How does the school support staff members to plan and implement numeracy strategies in other key learning areas? Numeracy teaching only takes place in the mathematics KLA. members plan and implement members plan and implement numeracy programs in other numeracy programs in other KLAs. KLAs. All staff members teach numeracy in the mathematics KLA and apply numeracy knowledge and skills in all KLAs in all years/stages. 19. School leaders monitor the collection and analysis of students literacy and How does the school collect and analyse students literacy and information? How does the school use student performance information to identify strengths and areas for development in literacy and numeracy? To what extent does the school have a structure and process to collect and analyse school-based student performance information? A system is established by school leaders to collect and analyse students literacy and numeracy a few (less than 25%) stages/faculties. Individual class, stage or faculty methods are in place to collect students literacy and numeracy performance members have opportunities to discuss students literacy and information with school leaders. Students literacy and numeracy performance information is only state-based such as NAPLAN. members have opportunities to share and discuss students literacy and numeracy performance information with school leaders. Students literacy and numeracy performance information is mostly state-based with some schoolbased A school-wide system is established and evaluated by school leaders to collect and analyse students literacy and information and is implemented in most (more than 75%) stages/faculties. All staff members have regular opportunities to share and discuss students literacy and information with school leaders. Students literacy and numeracy cludes both state-based and schoolbased A school-wide system is established and evaluated by school leaders to collect and analyse students literacy and information and is implemented by all staff members in all stages and faculties. All staff members participate in a variety of formal and informal opportunities with school leaders and other teachers to share, discuss and analyse students literacy and numeracy performance Students literacy and numeracy cludes a wide range of qualitative and quantitative information using both state-wide and school-based sources. State of NSW Department of Education and Training Professional Learning and Leadership Development Directorate (2010) Not licensed under NEALS
12 P age 20. Staff members collect and analyse students literacy and To what extent do staff members know and use the school s agreed systems, policies and procedures for collecting and recording student literacy and numeracy? To what extent are all staff members confident in collecting and analysing a wide variety of student literacy and numeracy? How does the school support staff to develop knowledge and skills in the collection and use of student literacy and numeracy? Half of the staff feel confident about the collection and analysis of students performance information in literacy and members feel confident about the collection and analysis of students performance information in literacy and members demonstrate knowledge of strategies to collect and analyse students literacy and members have knowledge and understanding of the Department s School Measurement, Assessment and Reporting Toolkit (SMART) package to analyse students literacy and numeracy performance. Half of the staff demonstrate knowledge of strategies to collect and analyse students literacy and Half of the staff, particularly executive staff, have knowledge and understanding of the Department s SMART package to analyse students literacy and members feel confident about the collection and analysis of students performance information in literacy and numeracy and use the agreed school systems. members, particularly executive staff, demonstrate knowledge of strategies to collect and analyse students literacy and numeracy performance information and use a variety of tracking and monitoring mechanisms. members have knowledge and understanding of the Department s SMART package to analyse students literacy and All staff members feel confident about the collection and analysis of students performance information in literacy and numeracy and make regular and consistent use of the agreed school systems. All staff members confidently use a wide variety of tracking and monitoring mechanisms to collect and analyse students literacy and information at different times throughout the school year. Individual student learning plans are adjusted accordingly. All staff members are competent in using the Department s SMART package to analyse students literacy and numeracy performance 21. School leaders actively participate in learning about literacy and To what extent do school leaders engage in professional learning activities in literacy and numeracy? To what extent do school leaders share their expertise in literacy and numeracy within the school and across school networks? How do school leaders access information about professional learning opportunities such as attending or leading sessions at state and national conferences in literacy and numeracy? School leaders sometimes School leaders often engage in engage in professional learning professional learning activities in activities in literacy and numeracy literacy and numeracy as both a as both a leader and a learner. leader and a learner. School leaders rarely engage in professional learning activities in literacy and numeracy as both a leader and a learner. School leaders regularly engage in professional learning activities in literacy and numeracy as both a leader and a learner. School leaders sometimes lead school-based professional learning activities in literacy and School leaders often lead schoolbased professional learning activities in literacy and School leaders often share their expertise with other schools through network or regional activities. School leaders regularly lead school-based professional learning activities in literacy and numeracy and guide discussions about the transferability of the knowledge to classroom practice. School leaders regularly share their expertise with other schools through network or regional activities.
Page 13 22. School leaders promote staff discussion and dialogue about literacy and numeracy to have an impact on programs and practices. What structures are in place for school leaders to promote staff discussion about literacy and numeracy? To what extent do staff members engage in formal discussions about literacy and numeracy? What mechanisms exist for staff members to share ideas and knowledge about literacy and numeracy? members informally engage in discussions about literacy and numeracy with colleagues. members informally engage in discussions about literacy and numeracy with colleagues. Staff meetings rarely include specific professional learning sessions on students literacy and Staff meetings often include specific professional learning sessions on students literacy and members engage in formal and informal discussions about literacy and numeracy, including discussions about successes and areas for development. members participate actively in professional learning discussions and there is an impact on literacy and numeracy practices. All staff members engage in formal and informal discussions about literacy and numeracy, including discussions about successes and areas for development. All staff members participate actively in professional learning discussions and as a result there are positive changes to literacy and numeracy practices across the school. 23. School leaders are seen by staff as a source of advice and are knowledgeable about literacy and How do school leaders currently share their expertise in literacy and numeracy? To what extent are there opportunities for school leaders to demonstrate their knowledge of literacy and numeracy strategies? What opportunities exist for school leaders to attend professional learning sessions to extend their knowledge of current literacy and numeracy strategies? A few (less than 25%) school leaders are knowledgeable about and can access a range of literacy and numeracy resources to support teachers. School leaders are aware that part of their role is providing advice to teachers and other leaders about literacy and Most (more than 75%) school All school leaders are leaders are knowledgeable about knowledgeable about and can and can access a range of access a range of literacy and literacy and numeracy resources numeracy resources, appropriate to support teachers. to the experience level of the teacher. School leaders sometimes provide advice to teachers and other leaders about literacy and School leaders often provide literacy and numeracy advice to teachers and other leaders and are seen as knowledgeable about a range of literacy and numeracy strategies. All school leaders are highly respected as teachers who can draw on and demonstrate a range of literacy and numeracy strategies to engage staff in professional learning such as action research and lesson study. School leaders frequently provide literacy and numeracy advice to the whole staff and are seen as knowledgeable about a range of literacy and numeracy strategies and resources. State of NSW Department of Education and Training Professional Learning and Leadership Development Directorate (2010) Not licensed under NEALS
14 P age 24. Professional learning in literacy and numeracy is strategically planned. To what extent is professional learning focused on content and how students learn with clear links to teaching skills needed to improve student outcomes? To what extent are professional learning activities linked to the school plan and the literacy and numeracy targets? How are professional learning activities adjusted to meet the learning needs of novice, experienced and expert teachers? All staff members have access to professional learning activities in literacy and members have access to professional learning activities in literacy and The analysis of student literacy and numeracy underpins the design of aspects of a few (less than 25%) professional learning activities. Professional learning activities in literacy and numeracy are rarely adjusted to meet the needs of novice, experienced and expert teachers. The analysis of student literacy and numeracy underpins the design of aspects of half of the professional learning activities. Professional learning activities in literacy and numeracy are sometimes adjusted to meet the needs of novice, experienced and expert teachers. members participate in professional learning activities linked to the school plan and the literacy and numeracy targets. The analysis of student literacy and numeracy underpins the design of aspects of most (more than 75%) professional learning activities. Professional learning activities in literacy and numeracy are often adjusted to meet the needs of novice, experienced and expert teachers. All staff members participate in strategically planned professional learning activities clearly linked to the school plan and the literacy and numeracy targets. The analysis of student literacy and numeracy underpins the design of aspects of all professional learning activities. Professional learning activities in literacy and numeracy are frequently adjusted to meet the needs of novice, experienced and expert teachers. 25. The school actively seeks and promotes opportunities to develop leadership capacity in literacy and What opportunities are there for staff members to share their knowledge and skills about literacy and numeracy with other teachers within the school? To what extent does the school provide encouragement for staff to share their knowledge and skills about literacy and numeracy with other schools? What strategies are in place for staff members to access leadership opportunities in literacy and numeracy? Leadership in literacy and Leadership in literacy and numeracy is viewed as residing numeracy is viewed as residing with the executive and some with staff members who have experienced members of staff. specific expertise. Leadership in literacy and numeracy is viewed as residing with the executive in the school. Literacy and numeracy leadership opportunities are rarely made available in response to staff interest, expertise and professional needs. Literacy and numeracy leadership opportunities are sometimes made available in response to staff interest, expertise and professional needs. Literacy and numeracy leadership opportunities are often made available in response to staff interest, expertise and professional needs. Leadership in literacy and numeracy is distributed across the school and across networks of schools. Literacy and numeracy leadership opportunities are frequently made available in response to staff interest, expertise and professional needs. Staff members readily accept new roles and responsibilities to enhance their knowledge, skills and understandings in literacy and Thank you again for your careful consideration of the statements and descriptions in this framework. We trust that this framework will provide a set of practical measures to support strong school leadership and whole school engagement in literacy and