Middle Years Literacy and Numeracy Support (MYLNS) initiative

Role of MYLNS Improvement Teachers

Each year, schools must advise the department of their nominated MYLNS Improvement Teacher/s via the Improvement Teacher nomination form (staff login required).

MYLNS Improvement Teachers:

• identify Year 10 students to receive MYLNS support
• set, document, and monitor goals for MYLNS students
• implement evidence-based, high-impact teaching strategies to progress learning in literacy and/or numeracy
• regularly evaluate learning progress via formative assessments.

MYLNS Improvement Teachers are required to be experienced classroom teachers. This role requires expert curriculum and pedagogical knowledge and should not be filled by less-experienced teachers or education support staff. Evidence indicates that effective MYLNS Improvement Teachers demonstrate:

• a growth mindset
• curriculum and pedagogical knowledge to target students’ learning needs and differentiate teaching to support students at their point of need
• the ability to build positive learning relationships with students and colleagues.

A school may choose to appoint their existing learning specialist, literacy leader or numeracy leader as an Improvement Teacher. Other schools will choose to allocate these roles to different staff members to build an integrated team approach and to champion literacy and numeracy improvement across their school.

If a learning specialist is appointed to the role, they will be required to manage their Improvement Teacher responsibilities (including an increased focus on MYLNS students) as well as their responsibilities as a learning specialist.

To ensure continuity for students and for the initiative, it is recommended that schools continue to keep the same MYLNS Improvement Teacher for a minimum of 2 years (unless they do not meet the requirements of the role). Evidence shows that at least 2 years is necessary to have maximum impact in the role.