How to Choose the Best Commercial Program

Soon, schools will receive their NAPLAN results, offering a chance to reflect on how their students measure up against National, State, and Like Schools’ means. For some, this will be a time to celebrate. For others, it will prompt an evaluation of their literacy and numeracy strategies.

If results are disappointing, the immediate instinct is to scrutinize the programs used. But the real focus should be on the process—how programs are selected and implemented. Poor results often lead to questions about methodology, and in today’s landscape, most schools turn to commercial programs. These programs promise ease of implementation, curriculum alignment, and student-paced differentiation.

But here’s the reality: no program works without fidelity and full commitment from staff. Implementing a new literacy or numeracy program is a change. And change, by nature, is uncomfortable. To achieve real commitment—essential for success—you need ownership.

No ownership?

No commitment.

No fidelity.

No improvement.

A Tale of Two Schools

Let’s look at two schools that introduced new numeracy programs—one focused on quick results, the other on ownership.

School A: The Quick Fix

Disappointed with their numeracy results, School A’s Numeracy Committee decided to adopt Program A after hearing positive reports from another school.

A decision was made based on a Numeracy Committee member suggesting Program A would work because her friend said it was showing results. Program A was purchased.

But there was a problem—staff had no say in the selection. The decision felt imposed, leading to resistance, frustration, and whispered complaints in the carpark. Implementation was half-hearted, and improved results remain elusive.

School B: The Ownership Approach

School B also had poor numeracy results, but they took a different approach. A Task Force of educators identified two commercial numeracy programs. Representatives from both programs were invited to present at a professional development day.

The Phase of Learning Team (PoLT) Leaders then developed 10 evaluation criteria to assess the programs. After the presentations, teachers reconvened, rated each program using the criteria, and made a collective decision.

This approach reflects a VASH Culture—where people feel Valued, Accepted, Safe, and Heard.

By the end of the day, educators had ownership—not just of the process, but of the program itself. And when teachers own a program, implementation becomes natural and effective.

The Key to Sustainable Change

A successful program isn’t just about content—it’s about people. Those responsible for delivering the program must be involved in choosing it.

At the heart of a VASH Culture are well-led PoLTs—the conduit for making the best decisions for students. Given the opportunity to share their voice, educators will naturally develop ownership, commitment, and ultimately, better outcomes.

Your Next Steps

Are you considering a new numeracy or literacy program?How will you ensure the process leads to true ownership and not just another top-down decision?

If you’d like a copy of the Program Assessment Criteria, please email chantelle@by-george.com.au