Teachers
Literacy Impact supports teachers and education assistants with strength based online masterclasses and coaching to build capacity in the science of reading, within a culture of data informed practice; to achieve literacy success for every student.
The High Impact Reading Instruction and Intervention Masterclass supports teachers to:
- Be at the forefront of evidence-based research in the science of reading
- Upskill in the Big 6 of reading and evidence-based writing instruction
- Translate research into practical strategies and approaches for high impact classroom instruction
- Prevent and reduce the number of students at risk in literacy through a Response to Intervention approach
- Unpack the three Reading Difficulty Profiles to be able to pinpoint the sub-skill of literacy that may be causing a student to struggle with reading and spelling and in turn know how to help these students
- Feel confident about making a significant positive impact on the literacy achievement for every student.
Behind Literacy Impact
The High Impact Reading Instruction and Intervention Masterclass was created by Julie Scali and I too, am a passionate and dedicated educator. As a former Deputy Principal leading whole school improvement for 8 years I have a deep understanding of the pressures principals and teachers face, and the varied needs of students.
As a Deputy Principal I led my previous school in the implementation of evidence-based, whole school approaches aligned with the science of reading. The impact was significant in not only raising the achievement and motivation of students in Writing, Spelling and Reading, but in the teacher efficacy, confidence, use of data and collaboration. There is now a consistent, sustainable improvement agenda in place in the school, a strong coaching model and community engagement.
My passion for making a difference for students of a range of abilities has been evident since the start of my career. I have taught in both mainstream and special educational needs settings in Perth, Belfast and London and was a Special Needs Coordinator (SENCO) in a London school. This led me on a path to completing my Graduate Certificate in Learning Difficulties and spending two years at the Centre for Inclusive schooling (now SSEND). As a Support Teacher Learning Difficulties, I consulted in schools in Literacy improvement and Response to Intervention and delivered school based and state-wide Professional Learning. My work has also been published in Education Review, Literacy Today, Learning Difficulties Australia Bulletin and Class Ideas K-3 publications.
