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Success and Challenges of TLIF - Checkpoint 1

Started by Leigh 16 Nov 2015 2:12pm () Replies (3)

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.   


  • 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


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