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In Australia and across the world, transformative teachers improve student outcomes by meeting the learning and literacy needs of their students. They know, either explicitly or instinctively, that learning and literacy are inseparable in the creation of cultural assets necessary to access and contribute to the wider community. Transformative teachers tend to know the developmental stages through which they expect their students to progress while appreciating and celebrating each student's unique journey. They can define and deconstruct tasks with a broad brush when planning and, with greater finesse at crucial teachable moments, when they are teaching, in other words, they often plan less and teach more. They also provide targeted formative feedback, improving the efficiency of general instruction by customizing learning. Finally, they expertly diagnose specific needs and manage the cognitive load of vulnerable students. Every teacher should be a transformative teacher.
About the author
Pat Donnelly was a teacher for more than thirty years, including five years as a Deputy Principal in a large regional primary school. He has been an Education Adviser, a Regional Co-ordinator for the Arts, and an English Syllabus Writer. He is currently a freelance literacy consultant and commentator.
