Dr. Amelia Roberts

1
Using the Literacy and Dyslexia-SpLD
Professional Development Framework to support
school improvement activities and teacher
knowledge development

• Dr. Amelia Roberts

2
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.

3
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

4
Six focal points

• Teaching School Alliances must have the
  experience, leadership skills and capacity to
  support schools in the following six areas
• Initial Teacher Training
• Continuing Professional Development
• Leadership and Talent Management
• School to School support
• Specialist Leaders of Education
• Research and Development

5
The Literacy and Dyslexia-SpLD Professional
Development Framework

• 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

6
Process of writing the Framework Documentation
7
Collaboration
8
Structure and content of Framework - Strands

• 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

9
Structure and content of Framework Stages
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Statements and Confidence-ratings

• 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

11
Structure and content of Framework Professional
development guidance

• 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

12
Examples of resources recommended

• Texts
• Read Chapter 1 of the Rose Review on Dyslexia
• http//publications.education.gov.uk/eOrderingDow
  nload/00659-2009DOM-EN.pdf
• Websites
• A Framework for Understanding Dyslexia - Theories
  of dyslexia http//www.excellencegateway.org.uk/pa
  ge.aspx?o124856
• The Daily Mathematics Lesson Guidance to Support
  Pupils with Dyslexia Dyscalculia.
• DfES 0512/2001 http//scotens.org/sen/resources/dy
  slexia_leaflet_maths.pdf

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Extracts from The Rose Review Chapter 1(2009 p.30)

• 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.

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The Simple View of Reading

• www.standards.dcsf.gov.uk/primaryframework/literac
  y
• This visual framework was designed to help
  practitioners gauge the relationship between
  decoding skills and comprehension skills in the
  individual learner.

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Good language comprehension, poor word recognition
Good word recognition, good language comprehension
Word recognition

-
Poor word recognition, poor language comprehension
Good word recognition, poor language comprehension
-
Language comprehension
16
Results from the IOE

• 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.

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RESULTS Hypothesis 1

• Effect of intervention on Stage in each of the
  Strand B areas/items
• Participants stage improves in all areas/items.

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How participants practice has changed
following training and introduction to Framework
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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

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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!

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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

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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

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Continuing Professional Development

• Use the Framework in a variety of ways to
  structure INSETS
• Support continuing staff development at all
  stages of an individuals 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)

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Research and Development

• Use The Framework Users 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

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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

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School context and CPD conflicting priorities

• 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

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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!

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Key links to resources

• The Lamb/TDA materials
• http//framework.thedyslexia-spldtrust.org.uk/reso
  urces/leadership-and-inclusion-tdalambioe-material
  s
• IDP
• http//www.idponline.org.uk/psdyslexia/fscommand/l
  aunch.html

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Key links continued

• Flow chart for Graduated Response
• http//framework.thedyslexia-spldtrust.org.uk/gett
  ing-started
• Dyscalculia Resources
• http//framework.thedyslexia-spldtrust.org.uk/sear
  ch/node/Dyscalculia

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The Literacy and Dyslexia-SpLD Professional
Development Framework

• Part 2 - Workshop

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Introducing the Framework to others

• The Framework site contains
• a 'voiced-over' power-point presentation
• http//www.screencast.com/t/tcheZ5NpvaaO20
• 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/vide
  o-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/gett
  ing-started

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Developing a Bespoke Training Event

• 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.

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Using the personalised results

• 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.
•  
•  

34
Using personalised report (cont)

• 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.

35
Creating an INSET

• 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/scho
  ols-getting-started

36
Using the statements to stimulate team dialogue

• 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-spldtr
  ust.org.uk

37
Writing your own course

• 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/fram
  ework-users-guide

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Benchmarking progress

• 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.

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Other options (Framework Users Guide)

• NQTs
• Mentoring new colleagues or those seeking to
  specialise
• Action Research in a school setting
• Dyslexia-friendly school /BDA Quality Mark

40
Accessing the Framework

• The framework can be accessed via The
  Dyslexia-SpLD Trust website, via Resources
• http//framework.thedyslexia-spldtrust.org.uk/
• The Framework Users Guide contains additional
  information to support the practitioner and is
  available to download from this portal.
• I can be contacted on
• Amelia.Roberts_at_thedyslexia-spldtrust.org.uk