10. Commitment of School Budget to Acquiring Literacy Resources
With a focus on students' literacy achievement, a region and its schools must commit to making available resources that support the teaching and learning of literacy. Knowledgeable administrators, with the support of their literacy leadership teams, allocate budget for resources that address the needs revealed by school and classroom data. Determining effective resources includes considering what current research is saying and what is available in the marketplace.
Where possible, it is helpful to have CEWA recommendations about resources. High-quality literacy resources support student learning (e.g. levelled text and rich literature, such as picture books and novels) and teacher learning (e.g. a common resource for book study, research-based pedagogic books).
As this parameter is implemented over time, in-school and cross-schools, dialogue leads to the development of a shared collection of titles and to a deeper understanding of what constitutes a high-quality literacy resource.
As this parameter is implemented over time, in-school and cross-schools, dialogue leads to the development of a shared collection of titles and to a deeper understanding of what constitutes a high-quality literacy resource.
- Administrators allocate budget for literacy resources that address instructional needs revealed by school and classroom assessment data
- High-quality resources are purchased to support student and teacher learning
- In-school and cross-school dialogue leads to a deeper understanding of what constitutes a high-quality literacy resource
The school applies its resources (staff time, expertise, funds, facilities, materials) in a targeted manner to meet the learning and wellbeing needs of all students. It has school wide policies, practices and programmes in place to assist in identifying and addressing student needs. Flexible structures and processes enable the school to respond appropriately to the needs of individual learners.