Literacy



**** **Where have we come from?** The structure of the Literacy and ESL team has turned a corner as of the beginning of 2008. Previously, (our longest serving colleague began work here in 2005), a much larger team was labeled the //ESL, Literacy and Numeracy Team//. In the above team structure:- >
 * [[file:Literacy and ESL Team2.ppt]]**
 * Education officers wearing “ESL” hats were aligned with clusters and schools to support the delivery of effective ESL outcomes for indigenous students.
 *   The ESL officers were involved in delivering and supporting schools using    Walking Talking Texts, ESL in the Mainstream etc…
 *  Education officers wearing the “Literacy” hats were not associated with specific schools and provided a broader range of PD opportunities largely to “mainstream” schools.
 *  //  First Steps Second Edition   //  was a main focus of the Literacy Officers, addressing literacy challenges facing schools in a range of contexts.
 *  Other duties for the “Literacy” officers involved the coordination of Literacy & Numeracy Week; as well as reviewing all NT schools’ Literacy & Numeracy Plans.
 *  There was little collaboration between the three very defined ESL, Literacy and Numeracy elements of the team.

>>    **  What might be? **  This year our team has evolved into the //Literacy and ESL Team// where //we// would like the overarching goal to be the development/improvement of literacy for //all learners// from a wide range of contexts. 
 * What is the best of where we are now? **
 * We nearly have a full team. Yay!!! This is particularly significant as we have been operating with less than half a team until very recently.
 * We have the opportunity to form a common team vision to best support all teachers and students. Discussions to date with most members include the following:-
 * Our learners come from a diverse range of contexts
 * Adult literacy levels differ within schools and communities
 * There are commonalities within language learning
 * There are cultural aspects that need to be considered
 * Up-skill teaching teams in cultural knowledge, best practices for //all// language learners
 * We have had opportunity to support other teams where this team's contributions were/are valued (A & R Team).
 * We have made contributions to remote schools and urban schools plans for whole school approaches to literacy. //Best Practice// in literacy //for all learners// is being addressed by schools in different contexts. eg remote schools are supplementing //WTT// approach with activities from //First Steps// resource
 * Our implementation strategies of whole school literacy approaches have included schools making decisions as to how and when support and progress will be monitored. //More school accountability.//
 * We have undertaken renewal of the NTCF English strands. Writing will be piloted soon.
 * Promoted Cross curriculum focus through Primary Connections
 * Identify similarities within TLSD of expectations for **//all//** learners
 * Change team name eg English Language Learning
 * Teams collaborate with literacy focus in mind
 * Teams move out of the boxes or get rid of “blinkers”
 * Attend PDs to share team understandings or team visions eg Literacy & ESL team does AL course
 * Link NTCF standards with other approache s
 * What is our vision for TLS Division in relation to priority business and structures? **
 * Follow up with schools/teachers after PD
 * Unpacking data with schools?
 * Unpacking other? Purpose of the support?
 * Requests for support should link in with APIF
 * Small group PD eg grammar, analysing texts
 * Whole staff PD eg writing genres developing across the school
 * Collaborate with other teams to support schools eg let AL team know what work has been done at school
 * Offer feedback on implementation
 * Demonstration lessons ie plan and deliver lessons in the classroom
 * Work with specific schools in clusters
 * Should have set meeting times with other ET2s to coordinate what is happening and where eg every Friday or second Friday
 * Each Lit and ESL officer needs to be able to deliver ESL and literacy support to schools
 * Promote and plan for moving ESL learners into English band levels
 * Build rapport with contact schools and teachers
 * Allow teachers to “offload”
 * Share best practices that have been observed happening in different contexts
 * Attend PDs to share team understandings or team visions eg Literacy & ESL team does AL course

Frustrations 
 * What are our concerns and questions?  **
 *     Lack of admin staff, travel clerks, typing up documents, organising workshop materials
 *     Politics
 *     Mixed messages to teachers/schools from different teams
 * Different agendas
 * Teams working “separately” without “cross pollination”. Can we open up the pods to discuss “literacy” or language learning
 * Retaining staff/team members
 * How do we attract knowledgeable and experienced colleagues who have big picture view?
 * Renewed procedures for contract positions.
 * Do we value teams' efforts? How, when?
 * Communication on the floor
 * Protocols for working in office environment. eg etiquette for so many people working together in such a small space, such as noise levels
 * Lack of space for team meetings
 * Distractions such as National Literacy Numeracy Week and Chief Minister's Awards