the THRASS® institute

Accreditation

THRASS® Accreditation – Teacher Growth & Practice Reflection Instrument

THRASS Accreditation recognises schools that demonstrate consistent, research-aligned literacy practice and measurable growth in teacher knowledge and student orthographic understanding. This instrument supports that growth.

Completion time: 10–12 minutes · Anonymous

Teacher Details

Rating scale: 1 = Not yet confident · 2 = Emerging · 3 = Developing · 4 = Confident · 5 = Embedded / Highly confident

Section 1: Orthographic Knowledge

Please rate your current understanding.

Statement12345
I understand the distinction between phonemic awareness and phonics.
I can clearly explain phoneme–grapheme correspondence.
I understand how English orthography integrates phonology, morphology and etymology.
I understand the F–6 progression of phoneme and grapheme instruction.
I can analyse student spelling errors using orthographic knowledge.
I understand and can articulate how morphology supports vocabulary development.
I understand and can articulate how fluency connects to orthographic mapping.
I understand and can articulate how THRASS aligns with the Science of Reading.

Section 2: Classroom Implementation

Please rate your current level of practice.

Statement12345
I explicitly teach phonemic awareness skills.
I explicitly teach phoneme–grapheme correspondences.
I consistently use THRASS metalanguage in my classroom.
I model encoding (spelling) alongside decoding (reading).
I use THRASS resources to support instruction.
I analyse student work through an orthographic lens.
My planning aligns with the THRASS Scope & Sequence.
I explicitly teach morphology and vocabulary.
Students confidently use shared literacy language.
Literacy instruction across our school is consistent.

Section 3: Confidence & Impact

Statement12345
I feel confident teaching literacy using an orthographic approach.
I feel equipped to support struggling readers.
I feel confident explaining our literacy approach to parents.
I observe measurable growth in students' decoding and encoding skills.
Our school has a clear and shared literacy vision.

Section 4: Professional Reflection