Starting a Literacy Journey:
Jess Kneebone and Sharon Callen Reflect on Growth in Literacy Teaching
Five years ago, a young teacher named Jess Kneebone began her teaching career fresh out of university. It was during her first year at Mount Barker South Primary School in Adelaide that she joined an early career teacher program, designed to support new educators in developing their professional skills. As part of this initiative, Jess encountered Sharon Callen, a literacy consultant who would become a pivotal figure in her teaching journey.
Reflecting on the early days, Jess recalls attending offsite professional development sessions, which included workshops on literacy and mathematics.
"I was very lucky to get to spend some time with you," Jess shared with Sharon during a recent video discussion. "Those sessions were invaluable, and I was fortunate enough to participate for two years."
Fast forward to today, Jess and Sharon have worked together in various capacities at Mount Barker South Primary School. Their collaboration has evolved from those initial workshop-style sessions to more personalised, in-classroom support. "Here, it's worked very differently," Jess explained. "You make me feel comfortable and confident as a teacher. Those conversations we've had over the years have been transformative."
Sharon's approach to professional learning is grounded in building relationships and offering tailored support. She has spent time modelling lessons, co-teaching, and providing planning assistance—an approach that Jess has found empowering. "There have been moments when I've felt like I was failing my students, but your reassurance and validation have helped me trust myself," Jess said. "It's changed who I am as a teacher."
A Unique Teaching Context
Jess teaches a Year 3-6 special options class, a context that demands significant differentiation. Her classroom comprises up to 12 students, each with a diagnosed disability, including autism, Down syndrome, and vision impairments. The students' academic abilities span from pre-foundation to approximately Year 5, depending on the subject.
Planning for such a diverse group is no small feat, but Jess has developed strategies that ensure all her students experience success. "I collaborate with the lower primary team, usually the Year 3-4 teachers, to plan weekly lessons," Jess explained. "Then I adapt those plans to meet my students' specific needs, always keeping their engagement and growth in mind."
For Jess, differentiation is about creating connections and fostering motivation. She tailors her lessons using various methods, such as independent writing, one-on-one scaffolding, verbal storytelling, and even play-based approaches. "If students don't feel connected to the task, they're not going to be engaged, and you won't see growth," Jess emphasised.
One of her most successful units involved a deep dive into fairy tales using the book Let's Tell a Story: Fairy Tale Adventure. Jess used the book as a springboard for creativity, inviting students to write, draw, or perform their own fairy tales. The flexibility allowed each student to engage with the content in a way that resonated with them. "By the end of the unit, we had stories told through writing, videos, and even puppetry," Jess said. "Every story was fantastic, and it's my favourite unit I've ever taught."
Rituals, Routines, and Independence
A hallmark of Jess's teaching is the structured yet flexible environment she creates. Her reading, writing, and word workshops follow consistent routines, supported by visual aids that outline daily tasks. "This helps my students move through their activities independently," Jess explained. "It's empowering for them and allows me and my SSOs to provide targeted support where it's most needed."
Fostering independence is central to Jess's approach. "Independence is a massive focus in my class," she said. "I want my students to feel confident in their ability to navigate their learning and their lives."
The Power of Literature
Literature has been a transformative force in Jess's classroom. Early in her career, she introduced her students to quality picture books and novels, moving away from the levelled readers that had disengaged many of them. "Some of my Year 6 students were reading at levels 1 or 2, and they weren't interested in stories about dogs or cats," Jess recalled. "When I brought in a box of beautiful books, their love of reading was reignited."
Daily read-aloud sessions have become a cornerstone of Jess's literacy instruction, providing a shared experience that fosters a love for reading. "It's changed the dynamic in my class," Jess said. "Every year, I see how much joy and connection literature brings to my students."
The Power of Mentor Texts
"For every single genre that we do, we have a mentor text box filled with a range of fantastic texts," Jess shared enthusiastically. "Having those as a guide for what we are teaching has just been fantastic. It's been a game changer."
This resource, made possible through targeted funding, has equipped teachers with high-quality literature to support their lesson planning. In Jess's classroom, the collection extends to student favourites, where engaging read-alouds—such as works by Roald Dahl, Geronimo Stilton, and comical series like The Bad Guys and Weirdo—capture students' attention and enthusiasm for stories.
Conversations as Literacy Growth
Jess emphasised the transformative impact of classroom discussions. "One of the biggest things that I love is when we do reading responses, a lot of the time I don't get them to write it down. Instead, we have conversations," she explained.
Recognising that written responses can be daunting for some students, Jess uses tools like Seesaw to record discussions, allowing her to capture evidence of their understanding without the pressure of writing. "I've seen so much growth in their oral language and vocab," she noted. "When I started, I'd ask, 'How do you think the boy is feeling?' and get 'I don't know.' Now, they're taking off with their responses."
Through intentional scaffolding, such as guiding students to analyse illustrations and text clues, Jess has built their confidence and capacity to articulate ideas. "Sometimes I have to say, 'It's time to continue reading now; we can't keep talking forever,'" she laughed, a testament to their engagement.
Confidence Through Creation
A highlight of Jess's teaching is fostering students' confidence through bookmaking. "When I read a book they've written, it just boosts their confidence. They then want to write another book," she said.
One standout project involved an author study of Stuck by Oliver Jeffers. Students created their own versions, brimming with creative ideas and humour. These books became cherished classroom artifacts, read and reread with pride.
Jess also involves students in editing their writing, helping them see their work polished and published with proper punctuation and grammar. "Seeing their books displayed and shared with friends or the principal has been fantastic," she said. "They love it."
Engagement and Growth in Focus
For Jess, literacy teaching is always about engagement and growth. Her reflective practice—noticing and responding to student needs—is key. "I've learned to celebrate the small wins," she shared. "When a student reads their first sight word independently, we have a dance party!"
By tailoring her teaching to each student's needs, Jess has seen remarkable progress. "It's about acknowledging that growth for students with disabilities won't look like their mainstream peers," she explained. "But their wins are just as significant."
Trusting Professional Judgement
Jess attributes much of her success to trusting her instincts as a teacher, a confidence built through ongoing professional development with Sharon. "You know the power of routine, literature, trust, and engagement," Sharon affirmed. "And you know what to notice, celebrate, and build on."
Looking Ahead
Reflecting on her practice, Jess continues to adapt and grow. "It's about knowing my students as individuals and learners," she said. "Putting things in place to help them and celebrating their achievements has made all the difference."
The partnership between Jess and Sharon exemplifies the power of collaborative professional learning. It's a story of growth—for Jess as a teacher, for her students as learners, and for the school community as a whole. As their journey continues, their shared commitment to responsive, engaging literacy practices promises to inspire educators far and wide.