Lauren Fok Zenex Foundation Supporting Foundation Phase literacy teachers and HoDs in their classroom practice Lauren Fok Zenex Foundation

Content of presentation Zenex Foundation Grant-Making Approach The Problem Overview of Zenex Literacy Project (ZenLit) Core Components of Zenex Literacy Project Conditions that enable change ZenLit Evaluation Results Reflections 1 2 3 4 5 6 7

HoDs and Teachers in the Eastern Cape Province

Zenex Foundation Grant-Making Approach The Zenex Foundation is an independent South African grant-maker with a budget dedicated to Mathematics, Science and Language education The grant-making approach is rooted in three principles: innovation, strategic partnerships and evidence. This is underpinned by the theory of change

Why a Literacy Project? National and international assessments of literacy levels tell us our learners are not performing at the required grade levels. Research tells us that there is a critical relationship between children’s acquisition of language in their early years and their ability to learn. Children need a strong foundation in their mother tongue to support the introduction of a second language. Low literacy levels are linked to learners’ socio-economic background, including a language and print –rich home context.

Materials Development Literacy Puzzle: What works??? Working with Parents Teacher Development Materials Development Working with Learners Research Classroom Resources Capacity Building

Overview of Zenex Literacy Project To develop a model of training for teachers and HoDs in literacy in HL and FAL in the Foundation Phase. Teacher Training and Coaching + Four-year (3 + 1) pilot project: 2015 - 2018 21 schools in urban, peri-urban and rural schools Eastern Cape, KwaZulu-Natal and Western Cape HODs and Coaching + Teaching and Learning Resources = Improved Learner Outcomes

HoD was identified as the sustainability holder of the Intervention Professional teacher development underpinned by theory More intensive Coaching component implemented by Full-time Literacy Coaches Did not draw on scripted lesson plans or trackers Intervention worked across Foundation Phase Gr 1-2-3

Our understanding of this change model has implications for how we design interventions

Core Components of Zenex Literacy Project 2015 2016 2017 Programme focus Coaches built a relationship with the HODs through regular one on one conversations. Literacy pedagogy knowledge was transferred, and key instructional leader manager competencies were modelled by the coaches. In 2016, the focus shifted to the development and intense support of the HODs through a well-designed instructional leader manager skills training course and on-site support through observation and feedback. Literacy pedagogy knowledge training continued, HODs demonstrated key instructional leader manager competencies in their regular school activities such as curriculum grade and phase meetings, classroom observations and feedback and one on one teacher development conversations – all under the care of the literacy coach who in return, provided real time feedback.   Literacy pedagogy knowledge training continued. Training focus Introduction to Instructional leader manager training. Literacy pedagogy knowledge workshops – 2 days per term. Instructional leader manager training presented in two modules namely: Strategic empowerment in education. Operational management in education Reinforcement of the key instructional leader manager competencies.    Literacy pedagogy knowledge workshops 2 days per term. Coaching and support focus Monthly one on one coaching conversation between the literacy coach and the HOD to support the HODs implementation of improved language and literacy strategies. Monthly group coaching sessions led by the literacy coach to support the phase / grade’s implementation of improved language and literacy strategies. Monthly one on one coaching conversations between the literacy coach and HOD to support the HOD with the implementation of key instructional leader manager skills. Monthly group coaching sessions led by the HOD to support the phase / grade’s implementation of improved language and literacy strategies. Monthly one on one coaching conversations between the literacy coach and HOD to support the HOD with the implementation of key instructional leader manager skills and to support the development of a sustainability framework for the project.

The characteristics of an expert reading teacher WHAT AN EXPERT READING TEACHER KNOWS How young children develop and learn: understand that learning to read involves the whole child (including physical, emotional, social and cognitive development) How children acquire languages and develop bilingually: understand that exposure to language assists continuous language development in children How children learn to read: understand that reading is a skill that has to be learned and a social practice as part of everyday lives What to expect at different stages of children’s reading development: understand the reading development continuum which includes beginning, emergent, early, transitional and independent reading The curriculum (CAPS): understand how learners are expected to make progress in their reading through the grades The Zenex Foundation believes that reading is the most important skill that learners need throughout their schooling career. Reading is the foundation of literacy. Learning to read starts in the Foundation Phase. Our Foundation Phase teachers need to be expert reading teachers. Outlined below is the knowledge, skills, attitudes and values that Foundation Phase teachers need to be expert reading teachers. Please visit www.zenexfoundation.org.za for more information on being an expert reading teacher. WHAT AN EXPERT READING TEACHER DOES Organises their classroom to support the acquisition of language and literacy: plan and use the available space , furniture and resources to support language and literacy development Plans for the year, the term, the week and the day: plan how the curriculum will be covered and formal assessments completed in the time available Teaches different parts of the reading process: teach decoding, fluency, vocabulary and comprehension Motivates children to read and provides them with opportunities to practice: accommodate different reading activities (phonics, shared reading and group guided reading) in lessons Enjoys reading him/herself and provides a model for learners: demonstrate that reading is purposeful and enjoyable Uses the home and additional languages competently to support children’s learning: teach reading in both home and additional languages confidently Uses appropriate resources to support teaching and learning: use the most interesting resource for teaching reading - interesting books at the right level THE FRAMEWORK AN EXPERT READING TEACHER’S VALUES AND ATTITUDE Passion for reading: enthusiasm comes through in how you teach reading, in the books you choose and in how you read - with energy and conviction Respect for learners and their languages: respect for the various languages children speak is a starting point to teach the standard forms of the language Encouraging learners to believe in themselves: motivation builds children’s self-concept as readers and encourages more and better reading Creating a caring and inclusive classroom environment: make children feel included and remove fear of the teacher and each other Respect for parents, families and other caregivers: establish good relationships with them and help them to support their children’s literacy at home

ASSESSING LEARNERS’ PROGRESS Core Components of Zenex Literacy Project ENABLING CONDITIONS Understanding how children learn to read in HL and FAL The components of reading Setting up a print-rich environment Planning, organising and managing teaching and learning TEACHING READING IN HL AND FAL Phonological awareness & phonics Oral reading fluency Reading comprehension Vocabulary development Shared reading Group guided reading Paired reading ASSESSING LEARNERS’ PROGRESS Assessing the different components of reading Planning for assessment Benchmarks and progression Assessment for planning Supporting learners with difficulties Using assessment to evaluate teaching

The HOD as an instructional leader Instructional Leadership The HOD as an instructional leader Instructional Leadership The support and guidance given to teachers to improve their instruction to enhance learner performance Creating a culture of learning Curriculum management Instructional support and guidance Professional and personal development of staff Review of professional practice Resource management

Learning The evaluation showed significant improvement in teachers’ classroom routines, planning and their theoretical content knowledge Overall, the evaluation suggests that most HoDs significantly improved their practices. However, this was uneven Coaching as a vehicle to mediate learning, encourage behaviour change, reinforce good practice and support ongoing professional development of the teacher, is key to improved literacy teaching and learning practices. To sustain these gains and ensure that change is institutionalised and embedded in schools, the HODs need to be equipped with the necessary skills to encourage, support and monitor the change on a long-term basis.

Thank you

Zenlit Evaluation Findings (in brief) 1 CHANGES IN PRACTICES AND PERFORMANCE 2 3 OVERALL FINDINGS TRAINING AND COACHING The project has achieved some success – at HoD, teacher and learner level The evaluation showed significant improvement in teacher’s classroom routines, planning and their theoretical content knowledge Overall, there was high commitment from teachers, with the Eastern Cape showing the greatest commitment. HoDs attendance at coaching training in all Provinces was high they found the training useful and practical Western Cape teachers improved considerably in Decoding, Eastern Cape improved in Shared Reading and Read Aloud, KZN remained largely constant for most reading areas. Overall, the evaluation suggests that most HoDs significantly improved their practices. However, this was uneven Overall, the average learner performance in the intervention schools increased compared to the control schools. Eastern Cape and KZN recorded higher average scores

IT and monitoring training Programme Design Evolved over time Teacher Literacy Training 20 days Teacher Coaching HoD Leadership Training 14 days HoD Coaching Service Provider Literacy Training Coaching IT and monitoring training 8 Coaches Resources Classroom – carpets, bookshelves, laminator Big Books, African HL Graded Readers, English HL graded readers, English Leisure readers, dictionaries (learner + teacher) Communities of Practice Phase meetings Principal meetings Provincial Steering Committees Value adds (Spelling Bees, participation at LITASA)