Taylor, S; Bodman, S; (2014) Raising literacy standards through effective teacher professional development. In: Thomas, M, (ed.) A Child's World - Contemporary issues in education. Centre for Educational Studies: Aberystwyth, UK.

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Abstract

This chapter focuses on Raising Literacy Standards. Top-down processes to raise standards have limited impact on literacy outcomes. Here we consider a different kind of response that capitalises on and responds to local strengths and needs. In this chapter we report on three recent action research projects that demonstrate the types of professional learning that support teacher engagement and have a positive impact on pupils’ literacy attainment in England. These projects were undertaken as part of the MA: Literacy Learning and Literacy Difficulties programme at the Institute of Education (IoE). Not only did the projects impact pupil attainment in the participating schools, they also provided powerful professional learning opportunities. Teacher learning opportunities were transformed from passive receipt of policy instruction to a powerful collaborative learning process (Carless, 2007) with pupil outcomes at the heart of action and reflection. Although the context for effective professional learning and collaborative working for teachers is England, it has global transferability, as we argue for a link between principles of effective professional learning and pupil outcomes in national testing of literacy.

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