Teaching Reading

Originally accredited in 2015, this course was designed to build capacity within the Education Department of Dundee City Council. Ongoing development and the reaccreditation process are reflected in the fully updated course; the latest research and local and national policy updates have been incorporated, the course input has expanded to 6 twilights and one meeting incorporated into participants’ PRD, the course runs over two school sessions. The course includes contextualising Dundee’s Literacy policy within the national policies and links professional practice with very close alignment to The GTC Scotland Standard for Career-Long Professional Learning and Education Scotland National Model of Professional Learning.

The Course

The course comprises six twilight sessions. It is designed for Reading Leaders, Literacy Leads and Class Teachers. Support and challenge are differentiated to meet needs. It is suitable for both Primary and Secondary teachers.

Attendance at all sessions and evidence of professional reading is a requirement to complete the course.

Participants will develop and apply their deep subject knowledge, and enhanced curricular and pedagogic practice to lead learners and colleagues to carry out a practitioner enquiry to develop the teaching of reading in their setting. Throughout the training sessions, co-operative learning activities support professional discussions. These are observed as part of the assessment arrangements. The use of an online platform further strengthens the collaborative aspects of the course.

Assessment Arrangements

Observation of professional dialogue during twilight sessions. During the final training session, participants will annotate a ‘Simple View of Reading Model’ and answer reflective questions to show their knowledge and understanding of the teaching of reading.

Homework tasks and annotated evidence files will be moderated.

All participants will complete the application form for Professional Recognition.

In addition to the requirements regarding training and practice, participants will read, critically analyse, reflect on practice and link research papers and national policy documents to the Dundee City Council Children and Families Service Literacy Strategy.

Outcomes

Participants will be able to explain the rationale for effective approaches to teaching reading referring to local and national policy and research which will lead to improvement within their own settings and beyond.

By engaging with research and policy papers participants will further develop their professional judgement and curricular and pedagogic knowledge in order to have a positive impact on outcomes for pupils.

Transitions between settings and across groups and classes will be improved by detailed subject knowledge and enhanced professional actions. Where appropriate participants will share information with parents and carers, students, provisionally registered teachers and the wider school community.

Assessment criteria are taken from the GTC Scotland Standard for CLPL. By engaging with all the professional actions set out in the document and completing the application form participants will articulate their reflection on practice and provide robust evidence for Professional Update.

Participants will be encouraged to lead learning across the city.

Impact

The research findings of current award bearers have been fed back into the system supporting a continuous, contextualised cycle of improvement within their schools and across the authority.

Partnership Arrangements

Reading Leader Meetings and relevant CLPL courses have been provided by Dundee Educational Psychology Service, Bilingual Pupil Support Service, Sensory Services, School Library Services, Ruth Miskin Training and Scottish Book Trust. Following re-accreditation current award-bearers will be invited to support future cohorts.

Contact

Gail Stirling, Education Support Officer
gail.stirling@dundeecity.gov.uk

‍