Literacy/Dyslexia Secondment Programme

Teachers completing this course gain Professional Recognition in Support for Learning (Literacy/Dyslexia)

Rationale

L/DSS has 3 aims:

• To increase awareness in schools of strategies to support pupils with severe literacy difficulties/dyslexia.
• To support schools in the effective use of the CEC Literacy and Dyslexia Guidelines.
• To support and develop the learning of pupils with severe literacy difficulties/dyslexia.

The Secondment model:

• A training opportunity for teachers from all Sectors that ensures CEC schools can best tailor and target resources to the needs of individual children.
• Allows L/DSS to put a continually refreshed resource into schools in the form of trained L/DSS Teachers
• These staff, provide a direct response to meet the needs of children with severe literacy difficulties
• They train other staff (PSAs; SfL Teachers) to enable the intensive intervention they begin with a pupil to continue on Service withdrawal.

Seconded teachers enhanced knowledge and understanding, skills and abilities in the areas of Literacy and Dyslexia also enable them to develop their own school and cluster practice.

Training

Successful candidates are Seconded to the Service for one full day per week from September to June.

Sept-Nov – Intensive initial training period.

October – Teachers begin collaborative practice in the school setting, working with individual children referred to the service, with relevant staff and parents.

Oct-June – Teachers:

• build up the number of children they are working with.
• undertake further relevant training activities.
• critically reflect on professional reading linked to practice.

May – Teachers have opportunities to evidence their professional learning by:

• presenting on own relevant area of interest.
• leading CEC staff CPD on ‘Literacy/Dyslexia – teaching Phonics’

Assessment arrangements

Continuous, embedded within the programme as L/DSTs undertake their role. Teachers are also asked to:

• maintain a profile of Professional Action, (Professional Portfolio Supported by use of Reflective Journal) containing examples of each course element.
• include a short critical discussion and reflective analysis on the impact of each activity
• on completion, undertake self-evaluation against the GTC Scotland framework to identify knowledge/ experience gained

Contact

Hilary Aitken (Main Trainer) Hilary.aitken@ea.edin.sch.uk

Sandra Milne (DHT SfL Service) Sandra.milne@ea.edin.sch.uk