Why plan staff learning

The Ontario Human Rights Commission calls for better preparation of teachers in evidence-based reading instruction. Plan short, regular sessions instead of one big day. This guide helps you build a year-long plan.

School: ________ Plan lead: ________ School year: ________

Step 1: Find your starting point

Ask staff three questions in a short survey.

1. How confident are you teaching sounds and letters?
2. Have you had structured literacy training?
3. What is your biggest reading challenge in class?

Survey date: ________ Main gap found: ________

Step 2: Set three goals

Write goals you can check by June.

Example: All K to 3 teachers use the same phonics sequence by November.

Step 3: Plan learning by group

Step 4: Build the year

Step 5: Make it stick

• Keep each session short and practical.
• Model a strategy, then have staff try it.
• Ask teachers to use it in class that week.
• Share results at the next session.
• Visit classrooms to coach, not to judge.

Step 6: Key messages for every session

• Dyslexia is a difficulty with word reading and spelling.
• It is not about intelligence or effort.
• Early help works best.
• Teachers screen and observe. They do not diagnose. Diagnosis is made by a licensed professional, usually a psychologist or psychological associate. In Quebec, a speech-language pathologist (orthophoniste) can also diagnose. Rules differ by province.

Step 7: Check progress

• Session attendance recorded.
• Classroom visits completed.
• Screening results reviewed in May.
• Staff survey repeated in June.

Budget: ________ Release time needed: ________ External partners: ________