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Early Action for Success:

Instructional Leaders
The strategy
Early Action for Success is the
Departments strategy to implement
the State Literacy and Numeracy
Action Plan.
The Early Action for Success strategy
aims to improve students
performance through a targeted
approach in primary schools in the
lowest quartile of NAPLAN
performance in literacy and
The strategy relies on high quality
leadership combined with a focus on
the needs of each student, early
intervention and ongoing monitoring
of progress in literacy and numeracy.
In this way, every student at risk of
not achieving expected outcomes in
literacy and numeracy in Kindergarten
to Year 2 is identified and receives
appropriate support.

Key deliverables
The key elements of the strategy
hands-on instructional leadership
personalisation that puts students at
the centre of all classroom and
school level action
an emphasis on assessment for
learning where teachers know
precisely where students are and
where they need to go
high quality professional learning
tiered interventions in literacy and
numeracy in the early years.
A defining feature of the strategy is

High quality instructional leadership,

supporting early identification of literacy and
numeracy needs K-2, tiered interventions and
ongoing monitoring of progress.
the appointment of instructional
leaders of literacy and numeracy to
participating schools for a period of
up to three years.

Instructional Leaders
The actions of effective Instructional
Leaders in Early Action for Success
result in improved learning outcomes
in literacy and numeracy across
Kindergarten to Year 2, in schools
with high levels of need.
Instructional Leaders work directly
with teachers in the early years of
school and are often present in
classrooms. They contribute to
organisational management in
planning appropriate support and
resources to gain the shift for those
students identified as being below
grade expectations.
Instructional Leaders in Early Action
for Success need a strong
understanding of and high expertise
in quality teaching in literacy and
numeracy across Kindergarten to
Year 2.

critical aspects develop through the

years of schooling by describing key
markers of expected student literacy
and numeracy progress. The
continuums provide the basis of
monitoring the progress of each
student in Early Action for Success.
Student progress of those identified as
being at risk is closely monitored
every 5 weeks.

Tiered interventions
Tiered intervention presents a means
of delivering tailored learning support
for students. Research has shown that
a tiered approach to the provision of
learning support that involves quality
evidence-based learning, regular
monitoring and assessment of student
learning and the implementation of
targeted interventions has a positive
impact on learning outcomes for those
at risk of not meeting literacy and
numeracy standards.

Further Information

Monitoring progress

Peter Lorking
Oxford Street
Darlinghurst 2010

The Literacy and Numeracy

continuums identify the literacy and
numeracy knowledge, skills and
understandings critical to literacy and
numeracy success and map how these

Phone: 9244 5600