I really feel strongly that staff and students would benefit from a consistent balanced literacy program throughout the primary grades.  We have many staff at various points in their careers that all have wonderful ideas and experiences but many do not share ideas with their team and throughout the division.  I would like to plan for an effective balanced literacy program that is used throughout the division and is built on each year.  I think that as program ideas are started in kindergarten and grade one, it will be easier for students and teachers as they move through the grades.  Teachers will not have to spend  a lot of time teaching routines and expectations of certain activities such as guided reading, learning centres, writers workshop etc. because students have been taught the basic routines and expectations in previous years.  I also feel it will benefit parents, students and teachers if grade teams are consistent in their approaches to teaching literacy.

 Here are the steps I would take throughout the year.

·        Introduce the idea of a consistent balanced literacy program throughout the grades at the first divisional meeting.  I would bring up the positives for both students and teachers.  I would also reassure teachers that they will not be told what to do but we can work together to find common goals.

·        Ask teachers to find articles, books etc on balanced literacy programs. 

·        Decide on appropriate aspects of a balanced literacy program that teachers feel are appropriate for their classes and our school.

·        Provide professional development on decided aspects, which could be in the form of workshops possibly done by teachers, including the lead literacy teacher, at the school that feel they are knowledgeable on the topic.  If teachers do not feel comfortable then we could use readings, videos or outside professionals to assist.

·        Topics might include guided reading, shared reading, learning centres, writers workshop, shared writing, using classroom support – EA’s, special ed, reading teachers etc. 

·        These workshops would be set up every few weeks on a decided schedule that would be convenient for staff. 

·        There would be time provided to reflect and modify.  Our staff is given time during staff meeting for Professional Learning Teams that could possibly be used for reflection and peer coaching.

Growth will be measured by teacher’s comfort level in providing the balanced literacy block in their classrooms.  As well it will be measured the following year by how well students adapt in their new classrooms and routines.  The following year should have a smoother transition for teachers and students