1. Shared Beliefs and Understandings Among All Staff
Parameter 1 outlines a set of beliefs and understandings that provide a foundation for literacy work. First introduced by Peter Hill and Carmel Crévola in 1999, this set of beliefs and understandings is pivotal in guiding thinking about the teaching and learning of literacy; these beliefs and understandings will also emerge over time from focused interactions within schools and across the region.
The vision includes raising the overall achievement bar to close the achievement gaps, and nurturing student engagement and well-being. Note the end point—The literate student —is the basis of the mission, vision, and goals and their characteristics can be clearly communicated as expected practices at all levels.
Literacy leaders in the school not only share these beliefs, but also "walk the talk" by modelling them. They move, through their literacy work, towards a shared understanding and belief that:
Literacy leaders in the school not only share these beliefs, but also "walk the talk" by modelling them. They move, through their literacy work, towards a shared understanding and belief that:
- All students can achieve high standards given the right time and support.
- All teachers can teach to high standards given the right assistance.
- High expectations and early intervention are essential.
- Teachers need to be able to articulate what they do and why they teach the way they do.
Quality Catholic Schooling Link
The school is driven by a deep belief that every student is capable of successful learning. A high priority is given to building and maintaining positive and caring relationships between staff, students and parents. There is a strong collegial culture of mutual trust and support among teachers and school leaders and parents are treated as partners in the promotion of student learning and well-being. The school works to maintain a learning environment that is safe, respectful, tolerant, inclusive and that promotes intellectual rigor.