Four-dimensional coaching support for teachers of literacy and numeracy

Abstract

Transformative practice begins at the whole-school level and involves all members of the school community planning according to their local needs and to suit their context.

Catholic Education SA implemented combined and collaborative support to build the capacity of their teachers to improve and sustain student outcomes in literacy and numeracy. The four dimensions of support included school-based coaches, the principal as instructional leader, literacy and numeracy networks and expert consultants. The interdependence model contributed to cultural change in schools, allowing them to sustain literacy and numeracy gains.

Strategy

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Supporting material

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