Leading Literacy: Te Whakahaere i te Reo Matatini
Te Whakahaere i te Reo Matatini
i te Reo Matatini
Cognition Education’s Philosophy for Leading Literacy: Te Whakahaere i te Reo Matatini PLD
Good literacy skills provide us with the building blocks for educational success, fulfilling careers and rewarding lives.
Cognition’s literacy team believes effective literacy learning requires schools to implement coherent and strategic approaches and pedagogies across oral language, reading and writing to ensure effective progress across these three foundational areas occurs.
Our understanding of the research around ‘what works’ in literacy teaching supports the conclusion that proficiency across each of these foundational skills is connected, like DNA. Competence and fluency in writing, for example, is linked to competency and fluency in oral language and reading. This is the backbone of our PLD Programme.
What do we do?
Our team supports leaders and teachers to build a school-wide literacy capability that is sustainable and equitable. Our approach leverages the diversity of the communities we work with, in order to grow learners’ identity and self-efficacy.
We support schools to make informed decisions using The Cognition Way: Discover, Design, Deliver, Evaluate (DDDE) process. Our support helps schools to evaluate current capabilities and practices then create a system that allows for informed choices about approaches that are culturally and contextually relevant for their learners.
We use a range of tools to identify areas of strength and to develop an effective programme of professional learning focused on the area/s that will lead to the most improvement. Your PLD approach will be uniquely effective for your school.
What’s the evidence that backs up Cognition’s approach?
Literacy educators have known for a long time that reading and writing skills are very strongly connected and that oral language… “is one of the foundations of early literacy. Having skills in listening, talking, viewing, drawing and critiquing are all important precursors to developing skills in reading and writing”. In 2018 NZCER researchers conducted a study aimed at identifying common features of schools who had shown significant improved literacy achievement. They published their findings in a 2019 report – “Exploring Literacy – How six schools lifted literacy achievement.”
The report suggests there are three essential elements that combine to create a framework to support progress in literacy achievement:
- a well-defined, positive school culture
- a strategic focus on literacy combined with whole-school PLD
- coherence of purpose, where the school community works collaboratively as a team towards a commonly understood goal.
Another key piece of research that underpins Cognition’s approach to leading literacy is the series of research reviews conducted by the Education Endowment Foundation (EEF) in the UK which has led to some excellent guidance reports around effective literacy practices in schools. The recommendations from these reports are very similar to the findings from the NZCER research about what is required to promote continuous progress and improvement in literacy.
Cognition has taken the key recommendations for effective literacy practice identified in these reports and developed a tool schools can use to review how they are doing in the light of these findings. The tool enables school leaders to review the effectiveness of school systems, processes and practices in the follow seven areas:
Leading Literacy – Te Whakahaere i te Reo Matatini: Self Review Tool