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Sign Up Lead FLN Knowledge Base More Lead FLN is a collection of evidence-informed strategies and guidance for school leaders to support the improvement of foundational literacy and numeracy. There are three parts to Lead FLN. Chapter 1 Understanding foundational literacy and numeracy Chapter 2 Preparing for a foundational learning program Chapter 3 Spending time in classrooms Chapter 4 Getting regular feedback from students and teachers Chapter 5 Facilitating teacher learning Chapter 6 Managing change and celebrating progress Chapter 7 Supporting reading Chapter 8 Supporting numeracy Chapter 9 Sustaining engagement and motivation In Part 1, we look at what foundational literacy and numeracy is, and we explore how children develop foundational literacy and numeracy. In Part 2, we explore how school leaders can support special foundational learning programs. In Part 3, we consider what school leaders can do - in the absence of an externally developed special program - to improve foundational learning. Lead FLN Log In A collection of evidence-informed strategies and guidance for school leaders and organizations interested in improving foundational learning at the school level. Learn More Chapter 1 Understanding foundational literacy and numeracy Chapter 2 Preparing for a foundational learning program Chapter 3 Spending time in classrooms Chapter 4 Getting regular feedback from students and teachers Chapter 5 Facilitating teacher learning Chapter 6 Managing change and celebrating progress Chapter 7 Building an enabling environment for literacy Chapter 8 Building an enabling environment for numeracy Chapter 9 Action planning Why we developed Lead FLN Who Lead FLN is for How to use Lead FLN School leaders are pivotal to education - after all, they set expectations, culture, and systems that impact the entire school! Yet, they are often left out of policy and program decisions. For example, programs to improve FLN sometimes take place in school without the full involvement of school leaders. Most programs tend to focus on teachers, and though school leaders might be invited to training sessions, they are not given adequate guidance on how they can support the program. However, with the appropriate guidance, school leaders can effectively play the critical role of leading implementation, monitoring, and support for teachers. They could, for example, check the use of lesson plans and students’ books, give teachers feedback, and ensure that students and teachers have the time they need for the FLN program. We developed Lead FLN to guide school leaders and others in engaging with FLN programs. ​ ​ Lead FLN is for school leaders - including middle leaders, head teachers, school directors, and principals. Lead FLN provides a school leader’s perspective on foundational learning. If you are a school leader, Lead FLN will help you understand foundational literacy and numeracy, why it matters, and what you can do to boost your students’ foundational learning. Though Lead FLN is for school leaders, we also expect it to be useful to any people and organizations interested in improving foundational learning at the school level. If you are supporting learning in schools but not a school leader yourself, Lead FLN can help you reflect on the school leader perspective and improve the way you include school leaders in your work. ​ ​ We hope that readers will use Lead FLN flexibly, referring to different parts of it according to the needs of the school or program they are working with. However, we recommend that everyone begin with Part 1, which briefly introduces foundational literacy and numeracy. After that, refer to Part 2 to learn about how to support a learning program that is added to a school, and then refer to Part 3 to learn about ways to improve foundational learning independent of a separate learning program. Please note that as with any education resources, not everything in Lead FLN applies equally to all places - Lead FLN should be considered a flexible resource that school leaders can pick the whole, or parts of, according to the needs of their school. ​ ​ Download Lead FLN Download Lead FLN is a collection of evidence-informed strategies and guidance for school leaders to support the improvement of foundational literacy and numeracy. Acknowledgments Lead FLN is produced by Global School Leaders and generously funded by the Bill and Melinda Gates Foundation. We’d like to thank the school leaders and our colleagues at the following organizations who graciously participated in this process, shared insights from their work, and helped us refine our ideas. Partnership Queries GSL is focused on testing and improving these materials. If you are interested in using, adapting, or just talking about these materials, please reach us at leadfln@globalschoolleaders.org Some rights reserved. All our resources are CC-BY-NC-SA-4.0 licensed. You can copy, modify, remix, distribute and perform the work without asking permission, provided you give appropriate credit. You may not use the material for commercial purposes and you must distribute your contributions under the same license as the original. About Us Global School Leaders is a non-profit organization focused on improving student learning outcomes in under-resourced schools across low and middle-income countries through innovative, on-the-job training programs for School Leaders. GSL brings nearly a decade of experience in designing and delivering school leadership training in low and middle-income countries. Follow us for more updates Lead FLN A collection of evidence-informed strategies and guidance for school leaders and organizations interested in improving foundational learning at the school level. Learn More Log In

Lead FLN A collection of evidence-informed strategies and guidance for school leaders and organizations interested in improving foundational learning at the school level. Learn More Lead FLN A collection of evidence-informed strategies and guidance for school leaders and organizations interested in improving foundational learning at the school level. Learn More Lead FLN A collection of evidence-informed strategies and guidance for school leaders and organizations interested in improving foundational learning at the school level. Learn More Foundational literacy and numeracy are essential for success in school and beyond. Children who acquire foundational skills are set up well to read, understand numbers, and access and enjoy everything that school has to offer - but millions of children are not getting the foundational literacy and numeracy skills that they need. At Global School Leaders, we believe that school leaders have a key role to play in ensuring foundational literacy and numeracy. Lead FLN is the first collection of evidence-informed FLN guidance and strategies for school leaders. Lead FLN guides school leaders on what FLN is, why it is important, how they can support FLN programs, and what they can do to independently improve foundational learning even without an outside FLN program in their schools. Lead FLN The literature review examines the existing research to understand the association between school leadership and student learning outcomes, especially in low and middle-income countries. The review will help us understand the potential mechanism through which school leaders can improve FLN in their schools. Literature Review We conducted interviews with 25 school leaders from India and Africa who have experienced implementing FLN programs in their schools. This section encapsulates their valuable insights about the role of school leaders in supporting the improvement of foundational learning at the school level. School Leader Insights Acknowledgment We’d like to thank the school leaders and our colleagues at the following organizations who graciously participated in this process, shared insights from their work, and helped us refine our ideas Partnership Queries GSL is focused on testing and improving these materials. If you are interested in using, adapting, or just talking about these materials, please reach email us at leadfln@globalschoolleaders.org Some rights reserved. All our resources are CC-BY-NC-SA-4.0 licensed. You can copy, modify, remix, distribute and perform the work without asking permission, provided you give appropriate credit. You may not use the material for commercial purposes and you must distribute your contributions under the same license as the original.

Lead FLN Knowledge Base More Lead FLN A collection of evidence-informed strategies and guidance for school leaders and organizations interested in improving foundational learning at the school level. Lead FLN A collection of evidence-informed strategies and guidance for school leaders and organizations interested in improving foundational learning at the school level. Foundational literacy and numeracy are essential for success in school and beyond. Yet millions of children do not attain foundational literacy and numeracy at the right time, and—without the basics of reading, writing, and math—they fall further and further behind, with some children losing out on education altogether. Though often framed as a learning crisis, this is a systems crisis—teachers, school leaders, families, and communities are not being given what they need to support foundational literacy and numeracy. Many organizations are working to improve foundational literacy and numeracy (FLN), primarily through supporting teachers. GSL believes these efforts can be strengthened by supporting school leaders , too. We have reviewed the literature and spoken with school leaders, education experts, and leaders of established FLN programs to understand their perspectives on improving foundational learning. We have created Lead FLN by integrating these perspectives with knowledge of effective school leadership and management strategies that are grounded in research. Our work builds on the structured pedagogy approach outlined in the Science of Teaching . Lead FLN is produced by Global School Leaders and generously funded by the Bill and Melinda Gates Foundation. About Us Global School Leaders is a non-profit organization focused on improving student learning outcomes in under-resourced schools across low and middle-income countries through innovative, on-the-job training programs for School Leaders. GSL brings nearly a decade of experience in designing and delivering school leadership training in low and middle-income countries. Follow us for more updates

Lead FLN Knowledge Base More Literature Review School Leadership and Student Learning Outcomes We highlight three key takeaways ​ 1. School leadership interventions have the potential to improve teaching and learning in schools and are very cost-effective. 2. School leadership interventions in LMICs differ in their focus, duration, and scope. However, improvement in teaching and instruction seems to be one of the important mechanisms through which school leadership interventions can improve learning in schools. 3. These findings have important implications for the potential role of school leadership in improving FLN in schools in the context of LMICs. Mechanisms through which they impact student learning outcomes are similar to some of the factors identified for improvement in early-grade literacy instruction and learner outcomes. The literature review aims to identify the role of school leadership in improving student learning, particularly related to foundational literacy and numeracy. The initial review suggests that existing literature on school leadership focuses on student achievement and learning outcomes more broadly and not specifically on foundational learning. Based on these findings, we aim to draw implications for the potential role of school leadership in improving FLN in schools in the context of LMICs from this review.​ Literature Review Highlights You can download and read the literature review highlights here. Download Literature Review Full Report You can download and read the literature review report here. Download Literature Review School Leadership and Student Learning Outcomes Literature Review The literature review aims to identify the role of school leadership in improving student learning, particularly related to foundational literacy and numeracy. The initial review suggests that existing literature on school leadership focuses on student achievement and learning outcomes more broadly and not specifically on foundational learning. Based on these findings, we aim to draw implications for the potential role of school leadership in improving FLN in schools in the context of LMICs from this review.​ Literature Review Full Report You can download and read the literature review report here. Download The literature review aims to identify the role of school leadership in improving student learning, particularly related to foundational literacy and numeracy. The initial review suggests that existing literature on school leadership focuses on student achievement and learning outcomes more broadly and not specifically on foundational learning. Based on these findings, we aim to draw implications for the potential role of school leadership in improving FLN in schools in the context of LMICs from this review.​ We highlight three key takeaways ​ 1. School leadership interventions have the potential to improve teaching and learning in schools and are very cost-effective. 2. School leadership interventions in LMICs differ in their focus, duration, and scope. However, improvement in teaching and instruction seems to be one of the important mechanisms through which school leadership interventions can improve learning in schools. 3. These findings have important implications for the potential role of school leadership in improving FLN in schools in the context of LMICs. Mechanisms through which they impact student learning outcomes are similar to some of the factors identified for improvement in early-grade literacy instruction and learner outcomes. Literature Review Full Report You can download and read the literature review report here. Download Literature Review Highlights You can download and read the literature review highlights here. Download We highlight three key takeaways ​ 1. School leadership interventions have the potential to improve teaching and learning in schools and are very cost-effective. 2. School leadership interventions in LMICs differ in their focus, duration, and scope. However, improvement in teaching and instruction seems to be one of the important mechanisms through which school leadership interventions can improve learning in schools. 3. These findings have important implications for the potential role of school leadership in improving FLN in schools in the context of LMICs. Mechanisms through which they impact student learning outcomes are similar to some of the factors identified for improvement in early-grade literacy instruction and learner outcomes. About Us Global School Leaders is a non-profit organization focused on improving student learning outcomes in under-resourced schools across low and middle-income countries through innovative, on-the-job training programs for School Leaders. GSL brings nearly a decade of experience in designing and delivering school leadership training in low and middle-income countries. Follow us for more updates

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Lead FLN Knowledge Base More Insights from School Leaders Discover key insights from 25 Indian and African school leaders on implementing Foundational Learning and Numeracy programs, highlighting the critical role of school leadership in advancing foundational education. Insights from School Leaders Discover key insights from 25 Indian and African school leaders on implementing Foundational Learning and Numeracy programs, highlighting the critical role of school leadership in advancing foundational education. School leaders’ reflections on their experiences with FLN programs How do school leaders feel about FLN interventions - and what is their typical role in them? We interviewed 25 school leaders from a mix of public and low-fee private schools in India, Kenya, and Uganda, to find out. ​ School leaders are often left out of FLN programs taking place at their schools. 68% of school leaders we talked to were not included in the start of the FLN program. 72% of school leaders did not fully understand why and how the program was happening when it started at their school. ​ School leaders want to be properly included in FLN interventions happening in their schools, so they can support them better. 72% of school leaders said they needed to understand the fundamentals of FLN (why it’s important, what to teach, and how to teach) to support teachers effectively. As one school leader puts it, ‘If one doesn’t understand the ideal ratio of ingredients in a dish, you tend to believe that any dish with different proportions is the best one. How will I know what to monitor and look out for if I don’t know the details of the program intervention?’ 60% of school leaders considered it part of their responsibility to support teachers to implement the program effectively. Even more school leaders might assume responsibility for FLN programs if they knew more about them. Almost all school leaders we spoke with appreciated the FLN interventions' efforts and their positive impact on student performance. They highlighted two things that matter for the success of an FLN intervention. 64% of school leaders discussed the importance of creating a positive school culture that appreciates progress and supports teachers and students to achieve their goals. 60% of school leaders felt engaging and working in partnership with families was important to improve foundational learning. However, our interviewees spoke extensively about the lack of specific guidance for school leaders on supporting FLN programs and navigating challenges with them. Specifically, they report challenges such as Finding enough instructional time for foundational learning Managing teachers and resources Helping teachers understand and accept the program Knowing what to look for during classroom observations to support teacher development Keeping the school team motivated and creating a sense of partnership with families Sustaining changes after the program intervention is over There is great potential for school leaders to support the improvement of FLN. Engaging school leaders actively and directly throughout the program can deepen the commitment needed to ensure teachers implement the program effectively. Our interviews revealed how little school leaders felt involved in FLN efforts and how much they value being consulted and involved from the start. School leaders need accessible, specific, and practical guidance on supporting FLN programs. We’ve tried to address this need with Lead FLN. We are grateful to the school leaders and partner organizations who participated in this process and shared their valuable insights and experiences. Learnings from School Leader Interviews About Us Global School Leaders is a non-profit organization focused on improving student learning outcomes in under-resourced schools across low and middle-income countries through innovative, on-the-job training programs for School Leaders. GSL brings nearly a decade of experience in designing and delivering school leadership training in low and middle-income countries. Follow us for more updates

Lead FLN Knowledge Base More Chapter 7: Supporting literacy Summary In Chapter 7, we begin looking at what school leaders can do to strengthen foundational learning even in the absence of a special foundational learning program. In this chapter, we take a close look at reading, and will reflect on strategies to create a schol-wide culture of reading. We will also consider the importance of students having texts to read, and will explore some ways to do this, from adding posters, words and text to the classroom walls, to creating a simple library for students to choose books from. You can download and read the full chapter here. Download < PREVIOUS Chapter 6: Managing change and celebrating progress NEXT> Chapter 8: Building an enabling environment for numeracy

Lead FLN Knowledge Base More Chapter 2: Preparing for a foundational learning program Summary In Chapter 1, we looked at what foundational learning is, and in this chapter, we begin to think about how school leaders can plan and prepare their schools to implement a new foundational learning program. We look at how school leaders can learn about a new program, and support others, for example by introducing the new program to students and their families, helping teachers get ready, and working with partner organizations. You can download and read the full chapter here. Download < PREVIOUS Chapter 1: Understanding foundational literacy and numeracy NEXT> Chapter 3: Spending time in classrooms