Dr. Amelia Roberts

Using the Literacy and Dyslexia-SpLD Professional

Development Framework to support school improvement activities and teacher knowledge development

What does the Framework offer you?

Use of Framework and most of its resources is free The knowledge Self-Assessment is free The personalised report and certificates of CPD are

free Greg Brooks’ ‘Interventions for Literacy’ is free to

download and search The Guidance for Schools (SEND Reforms) is free The Graduated Response template is free The ‘Responding to Results’ Phonics Screening

check is ……………… also free.

Linking to teacher development activities such as ‘The Big Six’ A six-point focus for teaching schools – key

areas to which each Teaching School adds its own particular angle

Other organisations, such as Academies, Schools and Universities are likely to be doing some or all of these activities

The professional development framework provides a structure and focal point for up skilling the education workforce in literacy and Dyslexia-SpLD professional knowledge

Six focal points Teaching School Alliances must have the

experience, leadership skills and capacity to support schools in the following six areas:

1. Initial Teacher Training2. Continuing Professional Development3. Leadership and Talent Management4. School to School support5. Specialist Leaders of Education6. Research and Development

Free online tool Funded by DfE, in conjunction with The

Dyslexia/SpLD Trust and created in partnership with PATOSS and Dyslexia Action

Provides a portal to access resources Personalised needs analysis with tailor-made report

including a wide range of resources. Covers six key strands of essential expertise Includes five stages corresponding to a variety of

roles within the educational workforce. Allows users to download Professional

Development Certificates

The Literacy and Dyslexia-SpLD Professional Development Framework

Development of language and literacy Theories of dyslexia/SpLD Identifying and assessing dyslexia/SpLD Supporting and teaching learners with

dyslexia/SpLD Communicating and working with others Professional development and

dyslexia/SpLD

You will see a statement, and then the user will ascribe their own confidence value:

‘Explain the ‘Simple View of Reading’

Confidence rating: 1 2 3

Each user receives an in-depth report (pdf) which includes CPD and development advice: Feedback on level within each strand for the

stage selected Suggestions for work place activities to develop

learning Professional development resources Website resources Key Reference documents Information on current, relevant training courses

Texts: Read Chapter 1 of the Rose Review on Dyslexia:

http://publications.education.gov.uk/eOrderingDownload/00659-2009DOM-EN.pdf

Websites: A Framework for Understanding Dyslexia - Theories of dyslexia

http://www.excellencegateway.org.uk/page.aspx?o=124856

The Daily Mathematics Lesson: Guidance to Support Pupils with Dyslexia & Dyscalculia.

DfES 0512/2001 http://scotens.org/sen/resources/dyslexia_leaflet_maths.pdf

Dyslexia is a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling.

Characteristic features of dyslexia are difficulties in phonological awareness, verbal memory and verbal processing speed. Co-occurring difficulties may be seen in aspects of language, motor co-ordination, mental calculation, concentration and personal organisation, but these are

not, by themselves, markers of dyslexia.

www.standards.dcsf.gov.uk/primaryframework/literacy

This visual framework was designed to help practitioners gauge the relationship between decoding skills and comprehension skills in the individual learner.

+

+

-

-

Word

recog

nit

ion

Good language

comprehension, poor word recognition

Good word recognition,

good language

comprehension

Poor word recognition,

poor language comprehensio

n

Good word recognition,

poor language

comprehension

Language comprehension

One of a number of evaluations Providing quantitative data Some qualitative data from a teaching

school:‘Very comprehensive and superbly differentiated. I am

delighted that the materials enable us to target the essentials for all staff in improving Wave 1 or quality universal provision. However, for those staff who are delivering interventions, it is very useful to have training which is increasingly specialised on offer as well.’

Effect of intervention on Stage in each of the Strand B

areas/items• Participants’ stage improves in all areas/items.

Participants' Stage in each of the Areas/Items of Strand B

0

0.5

1

1.5

2

2.5

3

3.5

1 2 3 4 5 6 7

Areas

Me

an

Sta

ge

pre post

T heory

86%

Multis ens ory Approac h

43%

P ers on-C entred Approac h / L earning

s tyles

50%

T as k Analys is

36%

Us e of Vis uals

43%

Leadership and Talent Management Encourage talented leaders to facilitate the

workplace activities suggested in the Framework

Activities can be taken from the personalised print out or searched directly from ‘Resources’

Use the Graduated Response flow chart as a Framework to inform other staff members

Lead on professional development initiatives Use the course data base for further

development

Initial Teacher Training

Use Self-Assessment process to benchmark student progress before and after their course, across 6 different strands of knowledge

Use the SA to show evidence of impact Use the Framework to structure assignments, as

modelled by the IOE, focusing on doing a needs analysis of a school

Use the statements to assess the content of current courses and develop new ones (as modelled by Dyslexia Action and the Helen Arkell Dyslexia Centre).

Use the Framework as a lecture!

School to School support Introduce the Framework to other settings

in a wide variety of ways Use the Self Assessments to understand the

needs of individual schools so that training and support is specific and bespoke (as modelled by AfA3as)

Use our Exemplar School Action Plans (modelled by Charlotte Anderton of the GDFT)

Use the Needs Analysis to plan next steps in Staff Recruitment and Professional Development

Specialist Leaders of Education Use the Framework's Self Assessment at Levels 3, 4

and 5 to support the professional development of specialist teachers in Literacy and Dyslexia

Download the mapping document showing the links between the Framework Self-Assessment strands at the criteria for achieving the BDA's Dyslexia-Friendly Schools Quality Mark

Use additional materials to develop staff that are freely available from the Framework such as the TDA/Lamb Advanced Training Materials and the IDP

Continuing Professional Development Use the Framework in a variety of ways to structure

INSETS Support continuing staff development at all stages

of an individual’s career by taking the SA and utilising the recommended resources.

Print out Certificates of Professional Development to add to portfolios as evidence of CPD

Develop professional development Action Plans for schools (as modelled by the Greenwood Dale Foundation Trust)

Use the evidence-based resources, such as videos and case-studies to develop groups within school (TAs, Departments etc)

Research and Development Use The Framework User’s Guide for ideas on

practitioner led Action Research in schools

Refer to ‘Interventions for Literacy: What Works’ by Professor Greg Brooks for a wide range of evidence-based interventions

Use The Dyslexia-SpLD Trust site for up to date information on the SEND reforms and a range of other resources

Understanding teacher learning: Why you matter! My own research was based on in-school

teacher professional development, based on inclusive classroom strategies such as:

• Assessment for Learning• Thinking Skills• Multi-sensory learning• Element of play: creativity and spontaneity• Peer dialogue: linking learning to own

experiences• Judicious use of ICT• Rich, stimulating starter activities

Over-stuffed curriculum Class size and diversity Exams and summative assessments Imposed initiatives

Can make it very difficult to prioritise good teaching.

Can lead to an unwillingness, even by good teachers, to embrace even good ideas

Activity Sabotage – a natural response to context-imposed conflicting priorities

Which is where you come in… Reinforce the importance of training and teacher

development Give CPD the status it deserves, particularly when

emphasising the professional role of teachers Increase accountability for learning activities

(teachers contribute to INSETS, Conferences etc) Re-evaluate priorities in the school day, week, year Protect ‘time and space’ necessary for teacher

learning: enable more time to prepare resources after CPD, to integrate them into lessons, to discuss with colleagues and digest what has been learnt

Join up like minded teachers: power in numbers Develop true ‘Communities of Learning’!

Key links to resources

The Lamb/TDA materials http://framework.thedyslexia-

spldtrust.org.uk/resources/leadership-and-inclusion-tdalambioe-materials

IDP http://www.idponline.org.uk/psdyslexia/

fscommand/launch.html

Key links continued Flow chart for Graduated Response:

http://framework.thedyslexia-spldtrust.org.uk/getting-started

Dyscalculia Resources:

http://framework.thedyslexia-spldtrust.org.uk/search/node/Dyscalculia

The Literacy and Dyslexia-SpLD Professional

Development Framework Part 2 - Workshop

The Framework site contains:• a 'voiced-over' power-point presentation

• http://www.screencast.com/t/tcheZ5NpvaaO%20

• an introductory video (created and voiced by Patoss Chief Executive Lynn Greenwold) to help you to introduce the assessment process to a staff team.

• http://framework.thedyslexia-spldtrust.org.uk/video-introduction-using-framework

The site also contains additional training materials to support the introduction of the Framework across settings.

http://framework.thedyslexia-spldtrust.org.uk/getting-started

The Framework assessment can be taken by teachers before the course is planned, to ensure that the course meets teachers needs according to their own self assessment.

Teachers create an account and take one or more of the six available strands.

The training can be developed around The Framework statements identified as being areas of 'low confidence.'

  For example, teachers may have demonstrated high

levels of confidence in 'identifying literacy difficulties' but low confidence in 'explaining the Simple View of reading'.

This enables those who are planning training to target identified gaps in knowledge.

  

The training can utilise the recommended resources, suggested by the website in direct response to the needs analysis undertaken.

The recommended resources include: • key documents• videos of best practice• online resources

The resources can be used to inform the training outline, as they are tailored to the needs identified by the participants.

The Framework site contains Schools and Teacher Training Pages and a 'Framework User's Guide' to support you in creating a staff INSET:

http://framework.thedyslexia-spldtrust.org.uk/schools-getting-started

The framework would need to be projected onto a screen visible to all

At least an hour is needed to enable team debate on each statement within the selected strand.

The Literacy and Dyslexia-SpLD framework can then be completed, in the group, as the whole team assesses its collective expertise in supporting the learner with literacy difficulties including dyslexia-SpLD.

Be aware of ‘vulnerable expertise’, whereby the team currently has a high level of expertise in a certain area, but this is not shared by most of the team and therefore could be lost if those staff members leave.

Demonstration: http://framework.thedyslexia-spldtrust.org.uk

For course writers, all of the Framework statements can be downloaded from the front page of the Framework User's Guide. These can be used to construct new courses or revise existing content:

http://framework.thedyslexia-spldtrust.org.uk/framework-users-guide

More extended and accredited courses may need to demonstrate student outcomes.

Taking the assessments before and after can showcase overall learning

Users can now download a Certificate of Professional Development for every strand that is retaken to show improvement of knowledge in that area.

NQTs

Mentoring new colleagues or those seeking to specialise

Action Research in a school setting

Dyslexia-friendly school /BDA Quality Mark

The framework can be accessed via The Dyslexia-SpLD Trust website, via ‘Resources’:http://framework.thedyslexia-spldtrust.org.uk/

The ‘Framework User’s Guide’ contains additional information to support the practitioner and is available to download from this portal.

I can be contacted on: Amelia.Roberts@thedyslexia-spldtrust.org.uk