Braithwaite et al (1997) has reported on the attributes of literacy teachers in 'best practice' classrooms. The findings are summarised below.
Braithwaite found that effective teachers:
expressed clear and cohesive views about the meaning of the term 'literacy', mirroring the views proposed in the national curriculum statements and profiles;
favoured classroom practices that had a whole language approach reinforced by the use of skill-based teaching in areas such as phonics;
justified their approach to teaching literacy on the grounds that it 'works';
claimed that their strengths in literacy teaching lay in their enthusiasm to deliver their programs;
believed that they had to consolidate their students' literacy skills;
were more proactive when it came to planning for parental involvement in their literacy programs;
used checklists more to record students' progress, rather than relying solely on anecdotal records;
were more likely to plan specific meetings with parents to report student progress;
were more likely to evaluate their teaching on a continuous basis, rather than only when things were not working; and claimed that they planned co-operatively with other teachers
Quoted from Literacy and English
Department of Education, Tasmania, School Education Division
