Leading Literacy

Develop a school-wide literacy improvement strategy.  

The program is designed for a vertical school team to develop their technical knowledge and collective capability to lead whole-school improvement in literacy practices and learning outcomes.  

The content of the program will address Department of Education priorities:

• English Curriculum 2.0
• Victorian Teaching and Learning Model (VTLM 2.0)
• teaching of reading
• ‘Big 6’ and Structured Synthetic Phonics (primary).

The program draws on the Academy Leadership Excellence Framework to build the teams’ and individual participants’ capability to lead this work.

Teams will develop their ability to lead:

• in-school program and practice evaluations, informed by greater understandings of contemporary research
• whole-school improvements according to evidence-informed approaches to literacy teaching and learning.  

Teams will critically reflect upon school-wide practices using various types of data and evidence, and will meet regularly to discuss relevant insights and key team learnings. This will inform the development of a school-wide, long-term literacy improvement strategy, and the priority practice enhancements needed for measurable and sustainable change.  

Leading Literacy is currently accepting expressions of interest from prospective candidates for program commencement in Term 2 2025.  

Audience 

Roles

This program is designed for vertical school teams, optimally consisting of 3 people:

1. principal-class leader committed to progressing their own learning, as well as supporting the learning of the team. The inclusion of a principal-class team member will ensure that an evidence-informed, whole-school approach to leading school literacy improvement is developed, supported and enacted
2. literacy leader or learning specialist who has leadership responsibilities for literacy learning or that leads a literacy-focused team. This team member should be enthusiastic about embracing and bringing about positive change in literacy practice.
3. classroom-based teacher who is willing and keen to investigate, learn and further develop their literacy practice and generate evidence of student learning that can be used to inspire their colleagues. This participant will provide leaders with valuable insights into classroom and teacher learning, as well as perspectives on what teachers need from leaders.

This team structure supports a whole-school approach to leading literacy improvement and embedding evidence-informed practices in the school context.

School sectors  

This program is available to the following school sectors:

• Victorian government
• Catholic
• independent.

Some content may contain information aligned with Department of Education priorities or initiatives. 

Structure of program

Over 5 months, you will actively engage in and contribute to:

• face-to-face workshops (2 full days)
• online workshops (four 90-minute sessions)
• school-based investigations and activities  
• regular team meetings
• self-directed learning.

The overall learning commitment is approximately 45 hours. 

Attendance and completion requirements

Attendance:  

It is expected participants attend all workshops in the program.

Completion requirements:  

• Attendance and active engagement by all participants at the workshops  
• Undertake all pre-workshop preparation and follow-up activities.

Should you have further questions about enrolling this program, please contact the Academy at: academy.support@education.vic.gov.au 

Learning outcomes

You will gain knowledge and understanding of: 

• yourself as a leader of literacy learning in the context of your current role
• how to engage in school-based investigations to inform priorities and strategic planning
• how to lead and support the literacy learning of others 
  • how to design strategically for change and improvement 
  • how to further develop leadership in practice 
  • you will also develop the capacities to enact these understandings in your school.

You will develop the skills to: 

• use relevant knowledge related to professional learning, literacy curriculum, pedagogy and assessment 
  • solve complex problems
  • use inquiry, reflection and evidence to inform strategic direction 
  • collaborate effectively with colleagues to address challenges of practice 
  • build relational trust by aligning actions with shared values and goals 
  • initiate and sustain productive partnerships and networks 
  • lead and inspire learning and change.

Fees and financial support

Department of Education subsidises Victorian government schools.