Success and Challenges of TLIF - Checkpoint 1
Our TLIF project is focused on raising student achievement in literacy using a structured approach to teaching Phonological Awareness (PA). It's innovation lies in the implementation of latest research findings into practice in order to promote early literacy success, particularly for at-risk students and students with special learning needs from NE to Year 3 (e.g., dyslexia, dyspraxia and speech-language impairment).
What has worked well?
- Structuring the project by having one term dedicated to PLD, gathering baseline data and developing necessary teaching resources.
- Starting from a 'puzzle of practice' identified from prior PLD on ways to raise student achievement in literacy for students with special learning needs.
- Using research presented by academic experts who conducted the research raised the bar for teachers.
- Using collaborative 'Teaching as Inquiry' as a vehicle to drive this initiative. As we are adapting and modifying a programme that was intended for 1-1 intervention, these meetings have led an authentic need to share professional knowledge and expertise with each other, while analysing and making sense of student achievement data.
- Shared leadership with the project lead teacher working alongside and supporting other team leaders has proven a sound model to build leadership capacity, especially using 'BES - School Leadership and Student Outcomes' to underpin this.
- A strong cluster relationship where systems and processes for communication and sharing of practice exist already.
- Establishing a relationships with the University has led to support in areas indirectly related to this project.
What have been the challenges?
- The funding structure of getting 1/4 in the first two terms, 2/4 in the third term and 1/4 in the final term. The highest proportion of funding is required in the first two terms due to external PLD, teacher release, resourcing etc.
- Launching the teaching element of project in Term 4 has presented some issues with timetable clashes and students moving into Year 4.
- Sustainability - PLD, induction and mentoring for new teacher appointments.
We thought we would share this, as it may help some of you to consider these things when applying for TLIF in the future.
Replies
- Kerry Boyde-Preece (View all users posts) 16 Nov 2015 7:35pm ()
Hi Leigh
It sounds like you have a good initiative in hand. I really appreciate you sharing because it helps me to understand how others are implementing the TLIF and what it possibly looks like in practice. Can I ask how many teachers did your project involve? Did you have one teacher/leader overseeing the whole project?
Nga mihi nui
Kerry
- Leigh (View all users posts) 17 Nov 2015 9:18am ()
Hi Kerry
We have 9 teachers (including the Reading Recovery teacher) and 4 teacher aides from NE to Year 3 involved in the project.
There are two team leaders in the school focus team and then I am the project lead teacher (Deputy Principal) and I essentially co-ordinate the project, while supporting the team leaders to drive change across their teams. Our collaborative 'Teaching as Inquiry' sessions currently involve both teams (NE-Y1 and Y2-3), although we see this branching off into two again as time goes on. I support the team leaders to take lead with these sessions and I become a member of the team. We have the advantage that our two team leaders are new to the role and to leadership, so it is working well as a shared leadership model by helping to build their leadership capacity and confidence. So in this respect, we have essentially one lead teacher/leader, but kind of two others who share the role and help to oversee the project. I thoroughly recommend building the team this way if you can, so it doesn't all fall on one persons shoulders and ensures sustainability in case someone leaves the school.
Hope this helps.
Leigh
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