Early Action for Success:What ACTIONS do you need to take?

Students role in this reform:

- Tier (1- all learners, 2- individual or small group interventions or 3- students with complex needs individual support)
- Involved the use of explicit learning goals
-Undertakes responsibility for reflecting on learning
Teachers

Executive

Principals

Works directly with Instructional

Leaders for students identified as
being below grade expectations in
literacy and numeracy according to
the tier of intervention required

Works with Instructional Leaders to

determine the professional learning
needs of staff to differentiate
instruction and strategically plan
appropriate interventions

Collaborates with the Instructional

Leaders regarding their work plan
(identifies the resources invested
and the activities undertaken to
achieve specific short and long term
outcomes for teachers and students
learning)

Involved in instructional leader

coaching

Work with teachers in the

achievement of professional
learning goals
Collaborates with Literacy and
Numeracy Trainers to deliver
professional learning as required

Oversees the use of the innovation

grant

Monitors K-2 teachers progress in

professional learning to address the
literacy and numeracy needs of
every student

Creates opportunities for whole

school Profession Learning to
ensure it is sustainable

Involved in targeted professional

learning with school executive and
Instructional Leaders
Identifies students that are below,
at or above end of year
expectations, as described by the
literacy and numeracy continuums
Monitors and analyses student data
every 5 weeks
Opens classroom to work with
Instructional Leader

Develop skills in personalised

learning and the use of diagnostic
assessment

Oversees the professional

development of staff in line with
Professional Development Plan

Oversees schools data every five

weeks
Collaborates with Instructional
Leaders and executive team to
conduct a situational analysis,
gathering evidence from
appropriate internal and external
data sources
Realigns the school plan and
resources to reflect priorities as
identified in the collection of
student data
Manages establishment grant
Works in partnership with the
Instructional Leader
Employs a temporary/casual
teacher

Instructional Leaders

-Leads the process of realigning the school plan

-Leads the professional learning of teachers through an analysis of the impact of instructional techniques
-Enhance the instructional connection between the teachers, students and the learning content through an
explicit and iterative focus on the collection and use of student assessment data and explicit teaching strategies
-Strengthens the whole school commitment to school improvement through extensive professional learning with
the school executive team
-Establishes and strengthens in-school systems for the collaborative process of lesson design, assessment of
student work, lesson observation and teacher feedback
-Leads local decision-making regarding the choice of literacy and numeracy intervention strategies based on the
analysis of student learning needs
-Collaborates with Literacy and Numeracy Trainers to deliver professional learning as required
-Collaborates with the school executive to monitor K-2 teachers progress in professional learning to address the
literacy and numeracy needs of every student