Structured Literacy Professional Learning 2025
OPTION 1: Ministry Funded PLD Cohort 3
We are offering three day face-to-face options followed by 8 hours of follow up support.
- Introduction to a Structured Literacy Approach
- Tools and resources – we support a wide range of resources and help you select the best fit for your school
- Science of Learning
- Practical hands-on examples and experiences
- Assessment
- Tier 3 implementation (Intervention outside the classroom)
We are also able to work flexibly with your school to offer support in 2025 through the Cohort 3 PLD funding. This can be more tailored to your school needs. Please get in touch via the form below, or call Janice, director of Freedom Literacy, to enquire about this type of support.
Expressions of interest for either option
To express interest for either option, please use the form below and we will be in touch once we are accepting applications:
OPTION 2: Self-Funded Structured Literacy PLD
We offer comprehensive support, tailored to your needs.
Primary, intermediate and secondary schools are welcome to enquire.
As expert facilitators who have been supporting schools with their Structured Literacy journeys for the past six years, we are able to provide tailored support for your school.
Leadership support – planning for strategic Structured Literacy change management
Staff workshops – building knowledge of the Science of Reading and Writing as well as Science of Learning, and practical modelling
In-class modelling – allows teachers to see application of theory with their own children as learners
One-to-one, paired, or team coaching sessions – responsive to teachers’ journeys and supporting change momentum
In class coaching – facilitator-alongside-teacher coaching with feedback as teachers begin to implement
Assessment practices – guidance for evidence based assessment that aligns with Ministry of Education requirements
Resourcing guidance – we work in many schools utilising a wide range of resources and can help you select the best fit for your context. We also provide you with our own supportive resources
Expert Tier 3 support – support for Reading Recovery teachers who are retraining, or training for new interventionists
Please use the form (left) to request contact and Janice will be in touch to discuss support.
Mā te huruhuru ka rere te manu.
Our Facilitators
Janice Langford
Janice is a knowledgeable and experienced Literacy Facilitator who has worked across the sector for the past six years – primary, intermediate and secondary schools. She completed a post-graduate diploma of Literacy Education through Massey University in 2007 and trained through the Institute for Multisensory Structured Language Education (IMSLE) in 2017. She attained Associate Membership with the Australia Dyslexia Association (AMADA) in 2018. In 2024 she researched parents’ perceptions of the impact of dyslexia diagnosis as her Masters degree inquiry.
Initially focused on supporting secondary school literacy practices, she has been working closely with primary schools over the past five years to support the implementation of a Structured Literacy approach school-wide. Her focus on building teacher knowledge and professional capability to underpin practical application means teachers understand the why, what and how of implementation. Her individual attention to teachers’ needs means everyone is brought along on the journey. She loves seeing ākonga thrive in classrooms where teachers are confidently implementing this approach.
Eunice M Fuchs
Eunice brings a wealth of intervention expertise to her role as a facilitator. She is a Tier 2 and Tier 3 interventionist in Whangarei. Eunice trained through the Institute for Multisensory Structured Language Education (IMSLE) in 2017 and attained Associate Membership with the Australia Dyslexia Association (AMADA) in 2019. More recently she attained recognition of knowledge and skills as a certified dyslexia interventionist through the International Dyslexia Association (IDA) Centre for Effective Reading Instruction (CERI). Eunice has experience teaching struggling readers with multiple co-morbidities. Eunice specialises in the application of Science of Reading and Science of Learning principles with the most challenging of learners. Eunice is a capable presenter and facilitator to adult professionals. She is an experienced tertiary-level educator in her discipline of origin and has facilitated structured literacy workshops for teachers of reading in Gisborne and Whangarei.
Sharni Honour
Recent hands-on implementation of a Structured Literacy Approach in the junior classroom means that Sharni’s facilitation work is informed by five years of on-the-ground practical experience with Structured Literacy and eight years of teaching experience. She understands the pressures of adapting theoretical knowledge to the classroom setting and has worked on creating systems that help teachers with planning and organisation. Through her roles as a Team Leader, Mentor Teacher, and Literacy Lead she has gained hands-on experience in embedding a Structured Literacy Approach across a school-wide setting. This has included curriculum alignment, the use of assessment to make OTJ’s, and supporting teachers in adapting their classroom practice. Sharni has witnessed the incredible impact this approach has had on student achievement and engagement in learning and is excited to help all teachers and ākonga experience the same success.
“Janice models really well the idea that we are all learners and makes visible her thought process as she is interacting with us/modelling etc. When presenting material to staff she uses a range of strategies. From our recent year group team meetings with Janice, I can say that she uses the GROWTH model really well (I have also done this PLD, so know how it works) in her discussions, is great at clarifying and revoicing and also at moving the conversation forward to ensure that next steps are considered.”
“Her passion for the Science of Literacy and Structured Literacy approach is evident in her interactions with our staff.”
“I have been so impressed with Janice’s professionalism and her superb organisation of her PLD sessions. Her communication and liaison with our school leadership has been exceptional and provided us with clear direction for our strategic planning.”
“She has provided practical ways to implement evidence-based teaching into our teaching practice.”