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

2. 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

3. HoDs and Teachers in the Eastern Cape Province

4. 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

5. 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.

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

7. 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:
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

8. 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

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

10. 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.

11. 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 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

12. 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

13. 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

14. 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.

15. Thank you

16. 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

17. 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)