ABSTRACT
This chapter focuses on the importance of subject leaders developing an awareness and understanding of effective literacy pedagogy in order to articulate and make visible the choices they make as they lead English in their schools. It outlines the characteristics of effective teachers of literacy, many of whom go on to lead English within their schools. The authors know from research that literacy outcomes for pupils can be boosted if they are taught by 'very effective' teachers, in some cases, by as much as a third of an examination grade. However, effective teachers of literacy have always been clear about how they interpret policy and national initiatives by ensuring that they plan for purposeful reading and writing activities. Furthermore, what is essential is an understanding of the interconnectivity of teacher behaviour, teacher subject knowledge and teacher–pupil interaction.
