About+LAND


 * About LAND**

The//LAND Project//is funded under the Commonwealth Government//Literacy and Numeracy Pilots in Low SES School Communities//program. The purpose of the project is to achieve sustainable, higher levels of numeracy for students in low SES school communities. Through the partnership of the//Flagship for Creative and Authentic Leadership//and the//Mathematics and Literacy Education Research Flagship,//ACU is working with schools and the Catholic Education Offices of Northern Territory, South Australia and Western Australia in the development, implementation and evaluation of a pilot project to improve numeracy outcomes for students in low SES school communities.

The LAND project is co-directed by Professor Mike Gaffney, Chair of Educational Leadership and Professor Doug Clarke, Director of the Mathematics Teaching and Learning Centre and the Mathematics and Literacy Education Research Flagship. Key project strategic support is provided by A/Prof Mick Bezzina, Head of the School of Educational Leadership and Director of the ACU Flagship for Creative and Authentic Leadership. The project coordinator is Dr Rhonda Faragher, Senior Lecturer in Mathematics Education.LAND is a multisite project involving 17 schools from remote parts of Northern Territory and the Kimberly, as well as from metropolitan Perth and Adelaide. The project is founded on the premise that attention to__both__the//numeracy//and//educational leadership//dimensions is needed to bring about sustainable development in student learning achievement in numeracy.


 * Why should your school community be involved and what benefits might be expected?**

The LAND project provides opportunity for your school community to

The major benefits of involvement in the LAND project for your school are
 * share effective teaching and learning practices in numeracy
 * develop understanding and agreed school-wide principles for effective numeracy teaching
 * link these understandings and principles to the school's vision and organisation, and with school community characteristics and expectations
 * inform system-wide policy and program development for sustaining high levels of student achievement in numeracy


 * increased teacher capability to bring about sustainable, high levels of student achievement in numeracy.
 * deeper understanding among school community members of how these outcomes and teaching practices are supported by the school's vision, organisation and community relationships, and
 * enhanced leadership capability of school community members to develop and align the key elements of//vision//,//teaching practices//,//organisation//and//community relationships//needed to sustain high levels of student learning achievement.