Time out for planning can have a big impact on good decision-making.
For secondary school leaders, it can be hard to know where to start when addressing literacy problems. Should we focus on what will give small gains to as many students as possible? Should we use one-to-one tuition or small groups? Will a focus on quality-first teaching in the classroom be enough? How do we intervene with the most stubborn learning problems, and how can we equip our staff with the skills they need to resolve the complexities of reading difficulties at this level?
We encounter these questions often. In response, we have designed a one-day workshop aimed at senior leaders with a whole-school role in improving literacy and, by implication, student outcomes. We will be focusing on what works in the classroom, when and how to run small group instruction, and how to decide on an effective strategy for the poorest readers. We know that one of the most valuable aspects of such events is to spend time comparing notes with leaders from other schools; another is to have some space to think, reflect and plan so that what emerges is a coherent action plan rather than a lot of possibly good ideas. Both of these opportunities are built in to the programme.
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