Effective Teacher of Literacy Self-Review
Knowledge and understanding of
effective literacy practices in
years 9-13
As a teacher I……. (highlight “best fit” responses)
Lacking in confidence
Am aware of literacy and
language demands in my own
learning area, but I am unsure
how to address those demands
Developing confidence
Am aware of literacy and
language demands in my own
learning area and I trial practices
to meet those demands
Confident
Have sound knowledge of
literacy and language demands
in my own learning area and
consistently address demands in
practice
Have had limited opportunities to
read or understand current
adolescent literacy literature.
Read a range of adolescent
literacy literature.
Am fully conversant with
adolescent literacy literature.
Link practice with knowledge of
adolescent literacy and trial
practices in response to identified
needs of students.
Am confident that effective
adolescent literacy practice
underpins my classroom teaching
and professional practice.
Am aware of the literacy needs of Am aware of the literacy needs of
some, but not all students in my
all students, especially the needs
classes.
of Māori, Pasifika and students
with special education needs.
Am aware of ‘teaching as inquiry’ Have begun to use ‘teaching as
model but do not as yet integrate inquiry’ cycle by integrating into
into own classroom practice.
planning.
Am confident that my classroom
practice meets the literacy needs
of Māori, Pasifika and students
with special education needs.
Am using the ‘Teaching as
Inquiry’ model ,incorporating
effective literacy practice within
my learning area
Gather assessment data on
students but do not link to
individual student targets.
Use some literacy data to identify
needs of students and group
student needs.
Am aware of appropriate
systems and structures for
integrating adolescent literacy
practice into my own curriculum
area.
Contribute to a team that is
establishing systems and
structures for integrating
adolescent literacy practice in
own curriculum area.
Use a range of student data to
plan and implement
differentiated literacy practice
within my learning area.
Am actively involved in the wider
department /school to integrate
effective adolescent literacy
practice across all learning areas.
Am part of a professional
learning community.
Collaborate with other teachers
to discuss effective literacy
practice and use observation as a
learning tool.
Trial the use of effective
adolescent literacy practices in
my own classroom teaching.
Integration of ‘teaching as
inquiry’ into effective literacy
practice within classroom
Active participant of professional
learning community around
effective literacy practice
Share practice with others and
contribute to wider learning of
other teachers in effective
literacy practice.