Certification

Cooperative Reading Unit

About this Certification Evidence

Career Stage: Highly Accomplished

A need to evaluate reading programs in the upper primary classes was identified due to low student engagement and reluctant reading behaviours. As a result, the teacher developed and implemented the cooperative reading program. She is responsible for leading this program and mentoring colleagues to ensure successful implementation. The main goals are to: stimulate a love of reading; encourage confidence in peer and group discussions about literature in a supportive and structured environment; and promote high engagement in reading by encouraging students to choose what they read.

The teacher completed a Master of Teaching and has five years teaching experience. She is a member of the team responsible for the upper primary classes, which consist of three 5/6 classes, and is the school Pre-service Teacher Education Coordinator. She supports team members to ensure consistency in curriculum planning and expectations about the quality of student tasks across classes. Her responsibilities outside the classroom include the leadership and coordination of a mathematics program and a targeted cooperative reading program. This involves facilitating team meetings and supporting and mentoring colleagues to assist with implementation of the curriculum including planning and delivery.

Standard 1
Know students and how they learn
Focus Area 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
Highly Accomplished
Evaluate learning and teaching programs, using student assessment data, that are differentiated for the specific learning needs of students across the full range of abilities.

Standard 2
Know the content and how to teach it
Focus Area 2.1 Content and teaching strategies of the teaching area
Highly Accomplished
Support colleagues using current and comprehensive knowledge of content and teaching strategies to develop and implement engaging learning and teaching programs.
Focus Area 2.5 Literacy and numeracy strategies
Highly Accomplished
Support colleagues to implement effective teaching strategies to improve students’ literacy and numeracy achievement.

Standard 3
Plan for and implement effective teaching and learning
Focus Area 3.2 Plan, structure and sequence learning programs
Highly Accomplished
Work with colleagues to plan, evaluate and modify learning and teaching programs to create productive learning environments that engage all students.

Standard 5
Assess, provide feedback and report on student learning
Focus Area 5.2 Provide feedback to students on their learning
Highly Accomplished
Select from an effective range of strategies to provide targeted feedback based on informed and timely judgements of each student’s current needs in order to progress learning.
Focus Area 5.4 Interpret student data
Highly Accomplished
Work with colleagues to use data from internal and external student assessments for evaluating learning and teaching, identifying interventions and modifying teaching practice.

  1. How do you improve student achievement in literacy?
  2. What strategies do you use to cater for individual learning needs?
  3. How do you use data to inform learning and teaching programs?
School
Macquarie Primary School
Macquarie, Australian Capital Territory
Year Level
Year 5
Year 6
Stage of schooling
Primary
School type
Government
School location
Metropolitan

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© Australian Institute for Teaching and School Leadership (AITSL), 2013 (except where indicated under acknowledgements). You may use, reproduce and adapt this material for educational purposes until 31 December 2016, provided you retain this notice and all acknowledgements associated with the material.

Copyright holder
Organisation
AITSL Australian Institute for Teaching and School Leadership
Publisher
Organisation
AITSL Australian Institute for Teaching and School Leadership