The Freedom Literacy team is MoE approved to deliver
Targeted Professional Learning Y7-10 with a writing focus
FLIGHTAltitude Course
Freedom Literacy Intervention – Glide into High-impact – Training
(Training for Targeted Literacy Instruction)
MoE Funded Y7-10 Targeted PLD: FLIGHT Altitude Course
Why Choose Our Training?
Specialist literacy teaching aligned with evidence based structured literacy approaches is our passion and strength here at Freedom Literacy.
Our facilitation team brings a wealth of first-hand experience and expertise in literacy intervention. We are practicing interventionists.
Director of Freedom Literacy and lead facilitator, Janice Langford, is an experienced primary and secondary school educator and interventionist, bringing you rich illustrations and understanding of your context.
We are passionate about empowering teachers to develop their capabilities and to support students in building confidence and skill.
PLD Structure (over four terms)
- 5 Full-Day Workshops (in-person & online options across Aotearoa)
- 8 Online Community of Practice (CoP) Sessions (60-90 min mentoring, coaching & collaboration)
- Individualised coaching and mentoring
PLD Overview
Our professional learning and development (PLD) training equips educators to deliver explicit, evidence-based instruction aligned with the New Zealand Curriculum/Te Mātaiaho. The focus is on building teacher knowledge, developing skills to implement any scope and sequence, with a wide range of resources, allowing for flexibility in meeting the diverse needs of tauira for Tier 2 and 3 interventions. With an emphasis on effective writing practices, this course equips you to home in on student needs to target optimal support.
Training includes:
- Developing teacher knowledge relevant to the elements of structured literacy: phonology, orthography, morphology, handwriting, syntax and vocabulary
- Developing teacher knowledge of writing processes, syntax and semantics with an emphasis on supporting student self-regulation
- Practical assessment tools that integrate seamlessly into teaching routines
- High-quality, free resources to support structured literacy interventions
- Flexible delivery to accommodate busy educators
- Individualised coaching and mentoring to support high efficacy of targeted and tailored instruction
Resources & Support
Participants gain access to:
- Structured literacy lesson plans & teaching resources
- Graphic organisers to strategically weave into writing instruction
- Evidence-based assessment tools (eg DIBELS 8 )
- Self-help video guides for additional support
- A network of educators through ongoing CoP sessions
Key Learning Areas
- Principles and elements of structured literacy
- Effective writing practices a cohesive system for targeted writing including how to support student self regulation and development of syntax
- Multi-Tiered System of Supports (MTSS) framework and its application to literacy instruction (Te Tūāpapa o He Pikorua)
- Explicit instruction for targeted support, routines and practical strategies for tailored implementation
- Characteristics of specific learning difficulties, including dyslexia, dysgraphia, and developmental language disorder (DLD)
- Planning targeted and tailored interventions that align with student needs
- Comprehensive assessment support:
– Selecting and administering appropriate screening, progress monitoring, and diagnostic assessments
– Ecological assessment
– Analysing assessment data to inform individualised instruction
– Developing and implementing student profiles
– Understanding cognitive reports from Level B and C assessors, such as Educational Psychologist diagnostic reports
Practical Application
- Use of case studies to explore a range of student profiles and ensure practical application of learning
- Observe and analyse model lessons, demonstrating best practices
- Guided practice of Structured Literacy approaches targeted teaching, with feedback to refine instructional skills in a supportive environment
- Support to develop and document your own case study
- PLD Structure
-
PLD Structure (over four terms)
- 5 Full-Day Workshops (in-person & online options across Aotearoa)
- 8 Online Community of Practice (CoP) Sessions (60-90 min mentoring, coaching & collaboration)
- Individualised coaching and mentoring
- PLD Overview
-
PLD Overview
Our professional learning and development (PLD) training equips educators to deliver explicit, evidence-based instruction aligned with the New Zealand Curriculum/Te Mātaiaho. The focus is on building teacher knowledge, developing skills to implement any scope and sequence, with a wide range of resources, allowing for flexibility in meeting the diverse needs of tauira for Tier 2 and 3 interventions. With an emphasis on effective writing practices, this course equips you to home in on student needs to target optimal support.
Training includes:
- Developing teacher knowledge relevant to the elements of structured literacy: phonology, orthography, morphology, handwriting, syntax and vocabulary
- Developing teacher knowledge of writing processes, syntax and semantics with an emphasis on supporting student self-regulation
- Practical assessment tools that integrate seamlessly into teaching routines
- High-quality, free resources to support structured literacy interventions
- Flexible delivery to accommodate busy educators
- Individualised coaching and mentoring to support high efficacy of targeted and tailored instruction
- Resources & Support
-
Resources & Support
Participants gain access to:
- Structured literacy lesson plans & teaching resources
- Graphic organisers to strategically weave into writing instruction
- Evidence-based assessment tools (eg DIBELS 8 )
- Self-help video guides for additional support
- A network of educators through ongoing CoP sessions
- Key Learning Areas
-
Key Learning Areas
- Principles and elements of structured literacy
- Effective writing practices a cohesive system for targeted writing including how to support student self regulation and development of syntax
- Multi-Tiered System of Supports (MTSS) framework and its application to literacy instruction (Te Tūāpapa o He Pikorua)
- Explicit instruction for targeted support, routines and practical strategies for tailored implementation
- Characteristics of specific learning difficulties, including dyslexia, dysgraphia, and developmental language disorder (DLD)
- Planning targeted and tailored interventions that align with student needs
- Comprehensive assessment support:
– Selecting and administering appropriate screening, progress monitoring, and diagnostic assessments
– Ecological assessment
– Analysing assessment data to inform individualised instruction
– Developing and implementing student profiles
– Understanding cognitive reports from Level B and C assessors, such as Educational Psychologist diagnostic reports
- Practical Application
-
Practical Application
- Use of case studies to explore a range of student profiles and ensure practical application of learning
- Observe and analyse model lessons, demonstrating best practices
- Guided practice of Structured Literacy approaches targeted teaching, with feedback to refine instructional skills in a supportive environment
- Support to develop and document your own case study
Locations & Dates 2026 | Cohort 1 | Term 2
Cohort 1 registrations close April 10.
Auckland
ONLINE
12 May, 28 May, 16 June, 23 July
IN PERSON
4 August
Gisborne / Hawke's Bay
ONLINE
12 May, 28 May, 16 June, 23 July
IN PERSON
6 August
Dunedin
ONLINE
12 May, 28 May, 16 June, 23 July
IN PERSON
14 August
Yes, I’d like to sign up for Targeted Professional Learning with Freedom Literacy
This comprehensive course can also be self-funded at an investment of $2950.00+GST, OR add an additional four hours of one-one support for $3850.00+GST.
For more information, or to chat about the course, please contact Janice directly:
021 041 7576 OR janice@freedomliteracy.co.nz
Our Facilitators
Janice Langford
MEd (Literacy)
Freedom Literacy Director
Janice is a knowledgeable and experienced Literacy Facilitator who has worked across the sector for several 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 completed her Masters study with a research focus on dyslexia.
Janice founded Freedom Literacy as a specialist literacy interventionist before developing the PLD arm of the company. Freedom Literacy is a provider of one-one intervention out East in Gisborne and has been supporting children in an intervention setting for over a decade. Janice continues to work with a small number of learners alongside her team of specialists, constantly refining and improving her practice looking to the Science of Reading, Science of Learning and understanding the different profiles of neurodiversity that impact literacy acquisition.
Initially focused on supporting secondary school literacy practices in her capacity as a literacy facilitator, she has been working closely with both primary and secondary schools over the past eight 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 students thrive in schools where teachers are confidently implementing this approach.
Dr 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 is experienced in teaching struggling readers with multiple co-morbidities. She specialises in the application of Science of Reading and Science of Learning principles with the most challenging of learners. Eunice enjoys sharing her wealth of knowledge with educators across all sectors. She is an experienced tertiary-level educator in her discipline of origin and has facilitated structured literacy approach workshops for several years.
What educators are saying about our courses
“You can see and hear Janice’s depth of knowledge due to her research and work she in schools with students and teachers.”
RTLB – Secondary Workshop
“Intervention groups are working really well and it’s meant they’ve come into class far more confident, especially when it comes to writing in their books. Usually there would be a reluctance due to a fear of judgement, nut they are now approaching writing with far more care and consideration of their ideas, not just of how it looks or what they can’t do.”
English HoF – BoP Secondary School
“Janice and Sharni have made learning a lot of new information accessible. I am confident now in my practice.”
Cohort 1 Targeted Y0-6 Participant
“Very organised and planned out days. PD days flowed well and each element added on to each other to build a complete picture. Questions were answered helpfully and clearly.”
Cohort 1 Targeted Y0-6 Participant
“The in-person sessions are great for connecting with other teachers with the same role.”
Cohort 3 Targeted Y0-6 Participant
“Bank of resources is excellent. Many things I will use and find valuable.”
English Teacher – Secondary Workshop
“Thank you for being flexible and spending time on what we needed more of.”
Cohort 3 Targeted Y0-6 Participant
“Very organised and planned out days. PD days flowed well and each element added on to each other to build a complete picture. Questions were answered clearly and helpfully. Patience was given to teachers with different levels of understanding/knowledge. Excellent PD that I would fully recommend.”
Cohort 1 Targeted Y0-6 Participant
“The online component worked effectively, with breakout rooms providing a useful space for smaller group discussions and collaboration.”
Cohort 4 Targeted Y0-6 Participant
“Content on the reading brain, orthographic mapping, speech-to-print vs. print-to-speech, and cognitive load theory was very valuable. Exploring lesson planning, scope and sequence, and a range of texts/resources from publishers was also helpful.”