This newsletter and the Secondary Student Achievement Professional Learning and Development initiative is funded by the
Ministry of Education. The providers are The University of Auckland and Te Tapuae o Rehua consortium.
National Newsletter: Secondary Literacy
Information and resources for Leaders of Literacy in secondary schools | Term 4 2013
Greetings to you all, Kia ora, Kia orana, Fakaalofa lahi
atu, Mālō e lelei, Tālofa lava, Talofa ni
Welcome to term four. Through this newsletter we provide a
national overview of secondary literacy, discuss issues relevant to
our community as they arise, and provide information and links to
relevant materials and resources.
Denise, Irene, and Mal
Celebrating the work of literacy leaders
Ehara taku toa, he takitahi, he toa takitini
My success should not be bestowed onto me alone, as it was not
individual success but success of a collective
The recent round of workshops throughout the country gave
literacy leaders an opportunity to share their successes in their
teaching as inquiry foci around their collaborative work with
teachers and middle leaders across a range of learning areas.
Some examples of literacy leaders’ practice are provided below.
A collaborative partnership: literacy in science
A collaborative partnership was formed between two literacy
leaders and two science teachers to improve student outcomes in
year 11 science, particularly in relation to a genetics topic. The
participants analysed the demands of the relevant Achievement
Standard, identifying the content knowledge required and the
literacy and language demands. They worked together on the topic
to support literacy and language development using exemplars and
collaborative writing. Language development was also supported
through activities such as concept circles and using flash cards.
Vocabulary pre- and post-testing indicated students had begun
using a wider scientific vocabulary to define key concepts, and
results will be monitored in relation to the NCEA external
assessment. This collaborative partnership is set to continue.
History and literacy: working on writing
Working with a history class including students with a range of
abilities, a literacy leader found that essay results did not compare
well with other standards. The teacher wanted to address gaps,
thinking that students’ essay structure was lacking. A focus was
developed on essay structure and developing a topic sentence.
Improvement was quickly noted in the structure of essays. Some
students needed writing frames, with confidence being a key
element. Students were taught to use PEEL structure across all
their subjects so that they heard the same language. Structure was
modeled through exemplars and highlighted ideas to encourage
students to identify specific examples of these. The literacy leader
was able to link this work with other learning area demands.
Secondary Student Achievement Professional Learning and Development - National Newsletter
Secondary literacy
national co-ordination
team
Denise Hitchcock
denise.hitchcock@otago.ac.nz
M: 021 912 947
Mal Thompson
mal.thompson@otago.ac.nz
M: 021 1901 400
Irene Andersen
irene.andersen@auckland.ac.nz
M: 027 588 0442
Regional facilitators
University of Auckland
Irene Andersen
irene.andersen@auckland.ac.nz
Siliva Gaugatao
s.gaugatao@auckland.ac.nz
Helen Panayiodou
h.panayiodou@auckland.ac.nz
Mary Libby
m.libby@auckland.ac.nz
Alana Madgwick
a.madgwick@auckland.ac.nz
Regional facilitators
Te Tapuae o Rehua
Denise Hitchcock
denise.hitchcock@otago.ac.nz
Mal Thompson
mal.thompson@otago.ac.nz
Ross Palmer
ross.palmer@canterbury.ac.nz
Examples of facilitators working effectively
with literacy leaders to lift student
achievement
Reading and writing in science
This is an example of how a science facilitator helped a head of
faculty (HOF) identify the literacy development needs of teachers
in the department. The science department in an urban
multicultural school had lower NCEA results than the other two
compulsory learning areas, English and Mathematics.
Materials to help teachers
improve students’ writing
Some Ministry of Education
resources to support teachers with
improving student writing:
Literacy learning progressions
The Science HOF was uncertain about the literacy skills of the
department to help students meet the literacy and language
demands of NCEA science standards. In focusing the inquiry, the
facilitator suggested gathering data about the literacy practices
currently used in classrooms. It was agreed the facilitator would
observe a range of science classes to gather data. The focus was
on literacy strategies students were experiencing in science.
Observations showed that, despite many examples of good
practice such as linking learning to prior knowledge, supportive
learning environments, use of digital technologies and unpacking
vocabulary, there were few opportunities for students to read or
write in science. The major issue identified was that there were
few opportunities for explicit teaching of reading and writing in
science.
The department brainstormed ways they could increase these
opportunities to improve students’ reading and writing; and the
facilitator provided examples of strategies to target these aspects.
The next step for the teachers was to choose an intervention as a
focus of their teaching inquiry. This is an ongoing professional
development activity aimed at lifting student achievement.
http://www.literacyprogressions.tk
i.org.nz/
English Language Learning
Progressions
http://esolonline.tki.org.nz/ESOLOnline/Student-needs/EnglishLanguage-Learning-Progressions
Developing literacy leadership capability
A highly effective literacy leader at Year 9-10 level was not
confident in supporting teachers who taught NCEA. Her
pedagogical strength was in reading, not writing. “I have no idea
how to teach writing,” she said initially. “In fact, I have been so
focused on reading we hardly do any writing in class.”
The literacy leader, SMT, and literacy facilitator discussed the
literacy leader’s professional development goals. Through scoping
and discussions, it was decided that her professional development
foci would be to increase her understanding of effective writing
practice across the curriculum and to develop her ability to lead
professional development on writing for all year levels, including
NCEA.
Within four terms, the literacy leader is now leading whole-school
professional development on effective writing practice. Teachers
from all curriculum levels are asking her for support in developing
writing resources and exemplars. She says, “I now feel so
confident in teaching writing, probably more than reading!” With
each professional development session, the literacy leader took
more and more leadership in leading the work. She also trialed
the writing approaches in her own classes and reflected on the
outcomes for her students.
Making Language and Learning
work DVDs
http://esolonline.tki.org.nz/ESOLOnline/Teacher-needs/Reviewedresources/Making-language-andlearning-work-DVDs
After gathering teacher voice, the facilitator and literacy leader
reflected and planned together. This model of coaching with
external support from the literacy facilitator has led to improved
student outcomes for the school.
Secondary Student Achievement Professional Learning and Development - National Newsletter
2
Sharing some effective literacy practices
Connecting with Pasifika students’ identities, languages and
cultures to help raise achievement
Raising student achievement in a Year 11 English class was the focus
of an inquiry in an urban multicultural school with a significant number
of Pasifika students.
Year 10 asTTle data showed that the majority of the students were at
Level 3 of the curriculum, with many students not completing or
handing in work on time. The teacher was also concerned about
students’ inability to discuss ideas critically. For the class of Samoan
students, the teacher chose a range of texts to reflect prior learning
and experiences. This provided opportunities for students to engage in
topics relevant to their lives in New Zealand. Examples were Tapu
Misa’s NZ Herald article “Failing brown boys in need of the right role
models’, Albert Wendt’s Exam failure praying and Tusiata Avia’s Ode
to da life. (See links opposite.)
Using elements from the Pasifika Education Plan 2013-2017, students
were encouraged and supported to evaluate and make connections
with information and ideas. (See link opposite to download the Pasifika
Education Plan.)
Pasifika students responded to the support and challenge of this unit,
using their experience as a lens to view the world. This is exemplified
by the student comment below:
…Secondly, poverty is a hardship, as Reverend Uesifili Unasa stated:
“Poverty, not educational underachievement is our greatest
challenge,” but it should not hold us back from learning and achieving.
It should not be a barrier or an excuse to skip school. The statistics
show 29.6% unemployment for 15 to 24 year old Pasifika nationally. I
believe poverty is not a hindrance because nothing can stop a man
with the right attitude like Ben Carson, from achieving his goal and
overcoming poverty.
Pasifika materials online
Failing brown boys in need of
the right role models
http://www.nzherald.co.nz/nz/news
/article.cfm?c_id=1&objectid=1033
9955
‘Exam failure praying’ and
‘Ode to da life’
http://whitireiacampus.wordpress.c
om/tag/ode-to-da-life/
Pasifika Education Plan
2013-2017
http://www.minedu.govt.nz/NZEduc
ation/EducationPolicies/PasifikaEduc
ation/PasifikaEducationPlan2013.as
px
Leading from the Middle
Working with a new literacy leader to build leadership capacity
and subject specific literacy
A rural secondary school developed the role of literacy leader with four
hours of release time. The appointee to the role had never been a
literacy leader before. With facilitator support the literacy leader
completed a needs analysis (survey and interview) of both students
and middle leaders to map their understanding of literacy and literacy
needs.
Results indicated that middle leaders equated literacy with using
strategies. Their understanding of subject specific literacy needed
expanding. A clear direction for the literacy leader was to help HODs
link subject specific literacy with teaching and learning and develop
explicit teaching activities. Conducting the survey also served to raise
the profile of the literacy leader and define her role. The facilitator
support of the literacy leader was designed to boost the ‘face’ of
literacy in the school and help the literacy leader develop a
professional relationship with middle leaders, teachers and students.
As a result of the literacy leader’s PLD, teachers realised that they
needed to upskill in subject specific literacy. With support and coordination from the literacy leader, middle leaders examined the
language of their subject area and it became a department focus.
Some of the actions taken included a focus on academic and subject
specific vocabulary, and a ‘word of the day’ that was included in the
daily newsletter. Close reading of subject specific texts in PLD sessions
and departmental meetings also highlighted the importance of format
and sentence structure.
Secondary Student Achievement Professional Learning and Development - National Newsletter
Many of the examples in this
newsletter are related to improving
the capacity of middle leaders to
lead learning.
The Ministry of Education
resource Leading from the Middle
describes the qualities, practices
and activities that middle and senior
leaders need to lead in ways that
enhance learner outcomes. For
more information:
http://www.educationalleaders.govt
.nz/Leadership-development/Keyleadership-documents/Leadingfrom-the-middle
3
National literacy workshops
This year, national literacy workshops have been held throughout the
country. The initial workshops in March and follow-up ones in August
shared a ‘teaching as inquiry’ focus. Literacy leaders developed an
inquiry focus that they worked on between the workshops and
reported back at the August round of workshops.
Evaluations indicated that the workshops were successful in meeting
participants’ needs. Much was learned about literacy leaders and the
role they have currently in schools. Participants’ comments included:
“The workshops were really worthwhile and helped maintain
momentum and a sense of accountability with inquiry.”
“it was a really useful day - a great mix of theory and practical
examples.”
Youth Guarantee
Youth Guarantee focuses on improving the educational achievements
of targeted 16 and 17 year olds by giving them an opportunity to
participate in a range of vocational courses free of charge. It also
provides free opportunities for all learners to achieve a foundation
NCEA Level 2 or equivalent qualification; and develop a clear pathway
to further education and work. Currently young people are struggling
to find work, especially those with low literacy levels.
There are five pathways, which represent new ways to structure and
achieve NCEA Level 2 and provide a more coherent framework for
foundation vocational education and training. These new Vocational
Pathways help students develop the skills and knowledge in areas that
employers value.
Though there are variations in the levels of literacy and numeracy
skills in workplaces, most jobs require a reasonable degree of literacy
and numeracy skills. Literacy and numeracy are skills that employers
place great emphasis on and schools are charged with building these
skills to higher levels so that students can succeed in the pathway
they choose.
For more information:
http://youthguarantee.net.nz/start-your-journey/
Useful links and online
resources
IRA: the latest virtual
issue with selected articles
on digital literacies
http://onlinelibrary.wiley.com/subje
ct/code/000048/homepage/digital_li
teracies
Latest ERO national report
http://www.ero.govt.nz/NationalReports/Increasing-educationalachievement-in-secondary-schoolsAugust-2013
This national report presents the
findings of ERO’s recent evaluation
of the practices used in a Ministry of
Education initiative to support
improved NCEA achievement of a
specific group of Year 12 students in
a range of schools.
Youth Guarantee
For further information on Youth
Guarantee and Vocational
Pathways, click on the links below:
http://youthguarantee.net.nz/
http://www.careers.govt.nz/planyour-career/make-a-careerdecision/how-literacy-andnumeracy-skills-affect-job-chances/
Data collection, analysis and use
http://www.educationcounts.govt.nz/topics/pai-pipeline
The Ministry of Education is advocating a greater focus on the
collection, distribution, analysis and use of data within all schools. A
new approach to provide national and regional data is through the PAI
(Public Achievement Information) pipeline. The PAI represents key
statistics from early childhood to age 18.
Secondary schools will also be provided by the Ministry with their own
NCEA Level 2 achievement profile, containing information about
progress towards the 2017 NCEA Level 2 goal. The profile brings
together existing information in more accessible ways, in order to
inform school-wide and departmental planning.
All the best for term four. We look forward to ongoing contact with
you across all regions.
Literacy and language
pedagogy within subject
areas in Years 7-11
A report on some exploratory
research investigating subjectspecific literacy and language
knowledge and teaching practices of
Years 7-9 and 11 mathematics and
science teachers may be of interest:
http://www.educationcounts.govt.n
z/publications/series/Secondary_Lit
eracy/Literacy_and_Language_Peda
gogy
Ngā mihi nui
Denise Hitchcock, Irene Andersen, Mal Thompson
Secondary Student Achievement Professional Learning and Development - National Newsletter
4