Education

Lead School/
Lead Teacher
strategy
The Tasmanian Literacy and Numeracy Framework 2012–
2015 was introduced to support schools within a broad
framework to enable the development of their whole
school approach, and, to provide systemic direction for
the future.
• The Literacy and Numeracy Framework outlines the
priorities and approaches for government schools to
ensure that students develop the skills required for
participation and growth throughout their education.
The emphasis on effective leadership and teaching is
underpinned by the importance of utilising evidence
based approaches. The Lead School/Lead Teacher
strategy also supports reflective practice and sharing
of best practice.
• Network lead schools (one per network) provide
leadership in learning and share good practice across
all schools in their networks. Network lead teachers
based in each lead school provide leadership, direction
and high level support to all principals and schools
across the network in the implementation of the
Literacy and Numeracy Framework.
• A Principal Educational Officer – Literacy and
Numeracy has been funded to coordinate the
implementation of the Literacy and Numeracy
Framework with support from Educational
Performance Services. Officers work in close
cooperation to provide a coordinated approach to
literacy and numeracy data collection and analysis at
school and state levels.
• Principal network leaders work with network lead
teachers and network lead school principals to provide
support in:
º º prioritising areas of need and recipients of support
º º following-up on desired outcomes from
professional learning delivery
º º developing the culture of shared responsibility
between schools
º º making recommendations regarding professional
learning needs at local and state level.
Supporting
Literacy and
Numeracy
Success: A
teacher’s
resource for
Early Years to
Year 12
The Supporting Literacy and Numeracy Success booklet was
produced to support the significant work of all teachers,
leaders and principals from Early Years to Year 12 in
improving literacy and numeracy outcomes for students.
It is designed to be a practical resource to support the
implementation of the Tasmanian Literacy and Numeracy
Framework 2012–2015 and the Australian Curriculum.
This document was developed in consultation, and with
contributions from, teachers, principals and leaders.
It was distributed to teachers and early years educators
at the start of the 2013 school year. Further support for
implementing the key actions outlined in the resource
has been provided through the work of network
lead teachers.
Raising the
Bar (RTB)
The goal of the Raising the Bar (RTB) initiative is to
have more children finish primary school and start
their secondary education with functional literacy and
numeracy skills.
The department committed $8 million to this initiative in
2012–13 and a further $8 million in 2013–14 to continue
the program. An additional $3 million was committed
in 2013–14 to provide support to a wider group of
secondary schools.
Additional RTB funding of $3 million in 2011–12 was
provided to extend the RTB initiative into government
secondary schools (RTB 7+). This funding initially targeted
students in Years 7 and 8, but has since broadened to
encompass students from Years 7–10. This strategy will
result in an increased number of students finishing secondary
school with functional literacy and numeracy skills. The
implementation of this initiative has provided additional
staffing to selected secondary schools whilst building teacher
capability and a whole-of-school improvement approach.
The 5–8
Project:
Supporting
Literacy and
Numeracy
across Years
5 to 8
The department is working with the UTAS Faculty of
Education on a project to improve literacy and numeracy
across Years 5 to 8. The project targets the transition
from primary to secondary school – in response to the
outcomes of NAPLAN results in Years 7 and 8.
The purpose of the action research is to explore issues,
share best pedagogy, beliefs and practices to investigate
how the performance of students in Year 7 and 9 can
be improved. The focus of the research will be on
engagement, transition and retention through common
approaches to literacy, numeracy and attendance. The aim
is to develop and trial a number of ideas and initiatives that
may be transferable to all Tasmanian Government schools.
Five secondary schools and one combined school are
working with their associated primary schools as clusters
in action-based research – with a strong focus on teacher
professional learning. The schools and their clusters are
located in various regions with each location representing an
opportunity to explore a related but varied challenge.
Participating schools are:
• Scottsdale Cluster – Scottsdale High School,
Scottsdale Primary School, Ringarooma Primary School,
Bridport Primary School
• Penguin Cluster – Penguin High School,
Penguin Primary School, Riana Primary School
• Ogilvie/New Town Cluster – Ogilvie High School,
New Town High School, New Town Primary School,
Lenah Valley Primary School, Bowen Road Primary School
• Tasman Cluster – Tasman District School.
The project commenced in January 2013 and will operate for
12 months initially, with the view to extend beyond this time.
Pre-Compulsory and Compulsory Education » Literacy and Numeracy
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