This is an opportunity of a lifetime to live, work and play in the beautiful interior of British Columbia. School District #27 (Cariboo-Chilcotin) is looking to hire a Reading Recovery Teacher Leader or Reading Recovery Teacher willing to train in Vancouver starting in September, 2018.
School District No. 27 (Cariboo-Chilcotin) has 21 elementary schools. There are 6 in the 100 Mile House area, 5 in the Chilcotin area (west of Williams Lake), 3 east of Williams Lake, and 7 in the Williams Lake area. Reading Recovery has been implemented in this school district for 21 years!
Set in the heart of the Cariboo, Williams Lake delivers everything from the biggest shopping area in the Cariboo Chilcotin Coast to any kind of great outdoor adventure you want! Williams Lake is home to over 11,000 people & 25,000 in the surrounding area. Just a scenic day trip (546km) from Vancouver north on Highway 97 or a 1 hour flight from the Metropolis, Williams Lake is very easy to access. With a plentiful selection of activities such as fishing any of the 4500 lakes, hiking to a mountain top, skiing downhill or cross-country, snowmobiling through untouched powder and canoeing or kayaking one of the canoe circuits, Williams Lake is a beautiful place to live!
Description of Assignment
Reading Recovery™ Teacher Leader Training Year
School District No. 27 is seeking a teacher to train during the 2018/2019 school year, as a Reading Recovery™ Teacher Leader through the Mountain Pacific Institute of Reading Recovery™ in Vancouver, British Columbia. The successful candidate will train during the 2018/2019 school year, then begin work as a Reading Recovery™ Teacher Leader in School District No. 27 in September 2019.
The Reading Recovery™ Teacher Leader’s primary responsibilities will include the training of new Reading Recovery™ teachers, the ongoing professional support of trained Reading Recovery™ teachers, the teaching of children, and the continued implementation of Reading Recovery™ and Reading Strategies within School District No. 27 schools. In addition to providing in-service, school visits, planning, preparation and record keeping, the Teacher Leader is responsible for data collection and other activities related to maintaining a Reading Recovery™ training site.
The job demands a high level of personal initiative, teamwork, responsibility, independence, and leadership. A contract outlining expectations and provisions of support will be a condition of this position.
It would be expected that the successful candidate would be committed to a minimum of 4 years as Reading Recovery™ Teacher Leader in School District No. 27 after the initial training year is completed.
Questions concerning this posting and the district provisions of support for this posting are welcome. Please contact Lori Kelly, Reading Recovery Teacher Leader (250-398-3821) or Jerome Beauchamp, Director of Instruction, Education Services (250-398-3845) for further information.
A minimum of five years of teaching experience with no less than three years of exemplary primary (K-3) level or the equivalent time focused on the teaching of reading at the primary level.
Completed Reading Recovery™ teacher training
BC College of Teachers certification
Superior educational leadership skills
Excellent interpersonal and communication skills
A demonstrated commitment to ongoing, personal and professional development and growth.
Valid BC Driver’s license
Bilingual is an asset
You can find more a more detailed posting of this and other positions on the School District No. 27 Website. Apply today to catch this opportunity to make a difference for struggling young learners in this school district.
You may complete the application form on line at the web address above and e-mail as an attachment to firstname.lastname@example.org
Publisher Submissions for the Approved Canadian Reading Recovery Booklist – a Quick How To
Teaching children to read and write involves the use of books that are suitable for their reading level, language and cultural relevance. Publishers and authors are invited to submit their books for approval. Once approved they will be added to the book list so that Reading Recovery schools can purchase them for use in their programs.
Each book included on the Canadian Reading Recovery Booklist (CIRR, 2017) represents countless hours of volunteer work by Canadian Reading Recovery Trainers, Teacher Leaders, and Teachers who engage in an intensive review process that includes an initial review for quality and approximate level followed by field-testing of every title being considered for inclusion. Reading Recovery educators who support the processes of review and field-testing represent geographic, language, and cultural diversity.
From the many books available, each title considered for possible inclusion is evaluated to determine how well the book:
tells a meaningful and well-structured story;
supports development of a literacy processing system of Grade one students;
has text features that work together appropriately for a particular level rather than creating undue challenges to the readers because of widely disparate features of text difficulty (language, concepts, spatial features, etc.);
has a sufficient amount of text on which a child could engage in problem solving and practice fluent reading;
represents ethnic, cultural, and language diversity in a way that values all persons;
has a story line that is of interest to Canadian children;
has good quality illustrations;
is constructed using good quality materials; and
It is not the intent of the Booklist to provide an over-abundance of titles. The intent is to provide a listing of texts that Reading Recovery professionals can easily access for use with students. The booklist is revised on a 3-year cycle with the next date of publication being Spring, 2020. It would be advisable to have books distributed before December 31, 2019.
In order to expedite titles for consideration, it is advised that publishers and book distributors provide complementary copies that can be distributed by the contacts in each region.
In 1999, Jack, a student in Yukon, was at the lowest reading level in his class in Grade 1. His parents were shocked to receive this news, but when offered the opportunity to have him participate in Reading Recovery, they gratefully accepted this offer of support.
Jack when he was a Reading Recovery Student
Following just a few weeks of the Reading Recovery literacy intervention in his school, Jack’s reading level improved dramatically. He finished his Grade 2 year at the highest reading level in his class.
Jack’s teachers referred to him as the “perfect Reading Recovery student”. He was able to accelerate
his learning and quickly catch up to his peers.
Jack enjoyed his time in Reading Recovery so much that he turned up at the Reading Recovery
room at the beginning of Grade 3 ready to continue his work with Ms. Marie!
The short term intervention of Reading Recovery has made a difference for Jack. Throughout elementary school and high school, Jack was an avid reader and an above average student. In 2011 Jack graduated from high school with honours. Currently, Jack is finishing his Bachelor of Arts undergraduate degree at UVic and achieving A’s in his program. He is also an excellent writer and a voracious reader of global politics, biographies, and fiction anchored in history and travel adventures.
Jack has come a long way since his beginnings as the lowest achieving reader in his Grade 1 class! Without the Reading Recovery intervention it is possible Jack would struggle with reading, writing and academic achievement throughout his education and into adulthood. The short time he spent with Ms. Marie in Reading Recovery has made all the difference for Jack.
Parents of children who are struggling to read and write often wonder what they can do to help their children be better readers and writer. There are many things parents can do which can help young children with reading – read to them, give them books to read, point out letters and words you see in public, let them see you reading, take them to the library.
Even with these activities some children will struggle to learn to read once they get into school. For these children Reading Recovery is an effective way, in a short amount of time to bring the kids who are struggling the most up to a level equal to the other readers in their grade. Not all schools have Reading Recovery though, so one of the ways parents can help is to advocate for the school board, division or district to implement Reading Recovery. Reading Recovery makes a life long impact!
In 2014, the first Reading Recovery Training Centre in a First Nations community opened in Manitoba. The opening was cause for celebration.
Gloria Sinclair, Reading Recovery Teacher Leader for Manitoba First Nations Education & Resource Centre.
Gloria Sinclair was selected as the first Teacher Leader to guide the implementation of Reading Recovery. The winter issue of The Journal of Reading Recovery, features an article written by, Gloria Sinclair, Allyson Matczuk and Irene Huggins. The article that reflects on the implementation of Reading Recovery by the Manitoba First Nations Education Resource Centre. Outlined are the details of how Reading Recovery has been implemented in an area that this made up of many small, rural and very remote communities.
Read about the achievements of Ray, a student who could recognize only 7 letters and with only 12 lessons he read little books, wrote in full sentences and confidently answered questions about what he was doing!
The implementation has been so successful that a second Teacher Leader has been trained and another Reading Recovery Training Centre has just opened in Thompson, Manitoba.
School District #27 in BC Celebrates 20 Years of Reading Recovery
School District No. 27 was recognized for 20 years of Reading Recovery intervention success by the Canadian Institute of Reading Recovery. This early reading intervention has directly supported over 1700Grade 1 students to overcome reading difficulties. There have been more than 80 teachers trained in Reading Recovery and those 80 teachers have gone on to impact over 15,000 students in School District No. 27 through changes in teaching methods over the past 20 years.
The June 20, 2017 evening celebration, hosted by the current Reading Recovery Teacher Leader, Lori
23 Reading Recovery Teachers in District #27
Kelly, included a short program of special guests who spoke about their role in the inception and development of Reading Recovery in School District No. 27 over the past 20 years. Special guests included teacher Delores Goerz and school psychologist Darryl Grams who initially brought the program to the district, past Reading Recovery Teacher Leader Lorraine Smith, and Brian Butcher who was the superintendent of schools at Reading Recovery’s introduction to the District.
There were several past students who are now adults and families who came out
Christine and Tanya – 20 Years of Reading Recovery Certificate
with their children who were a part of Reading Recovery. Thanks to funds from the Williams Lake Truckers Association each child who attended was able to choose a book to take home.
School District No. 27 produced a short video describing the impact of Reading Recovery over these past 20 years which was well received by the crowd of approximately 75 people. The evening culminated with The Reading Recovery Trainer for the Mountain Pacific Region, Christine Fraser, presenting Tanya Gunther, SD 27 Board of Education chair, with a certificate of recognition on behalf of the Canadian Institute of Reading Recovery. Christine commended the District on its accomplishments over the past 20 years and said she would like to bottle up all the positive energy in the room and take it with her around the region to other school districts.