ABSTRACT
This chapter
provide examples of literacy achievement
shows how the performance of those who experience the most difficulty in literacy, can be improved where teachers engage in collaborative professional development around literacy acquisition which supports them in:
reviewing and reflecting on their classroom teaching practice and sharing their understandings of the level of their students’ skills and needs;
determining precise goals for themselves and precise achievement goals for all their students;
exploring changes they could make in their own classrooms and school-wide and committing themselves to actioning new ideas;
opening up their classrooms to their colleagues within the school and beyond, allowing themselves to be observed and thus establishing a climate of enquiry, discussion and personal reflection.
