Part 1 Changing and sustaining teachers’ expectations through professional development in literacy
This report forms Part One of the report to the participating schools and the Ministry of Education on the sustainability of professional development in literacy. It examines the ways in which teachers’ expectations of student achievement changed over the course of six months’ professional development in literacy, and how well those changed expectations were sustained over a period of 18 months. It sought to answer the question, “To what extent did the professional development impact on the participants’ expectations of students’ achievement and their own self-efficacy in impacting on that achievement?”. The summary report and Part 2 of this report can be found in the inset box in the top right hand corner of the screen.
Part 2 School-based factors associated with high student achievement
This report examines the sustainability of professional development following the completion of an intensive course in literacy acquisition by teachers of Year One students and their literacy leaders in seven schools. The research on which it is based had two aims. The first was to examine the ways in which the professional development changed teachers’ expectations of student achievement over the period of the course. (The findings are reported in Part One of this report). The second aim was to examine issues of sustainability once the course had finished and the findings are reported here (Part Two).