When students struggle, the best investment is knowledgeable teachers. Reading Recovery teachers learn, over the course of an academic year, to observe and assess children’s early literacy strengths, to design and deliver individual lessons and to analyze their teaching decisions.
Each school district selects the teachers for Reading Recovery training. Teachers must be currently certified and have a record of successful classroom teaching and it is helpful to have experience with early literacy.
The course begins in September with several days of intensive training on the administration and interpretation of the Observation Survey of Early Literacy Achievement followed by bi-weekly classes.
During these classes teachers learn to observe and record student behaviours as they read and write, use a variety of teaching procedures, tailor teaching decisions to maximize student learning, articulate their experiences and challenges and apply new understandings to their teaching.
Reading Recovery teacher leaders lead the in-service sessions and support teachers’ study and practice. At each bi-weekly class, live lessons are observed through a one-way glass, enabling colleagues to observe, predict, question, discuss and reflect on the teaching and the learning.
The Teacher Leader visits each teacher-in-training 5 times during the year to observe a lesson and to provide support and consultation.
Through class discussion and ongoing reflection, teachers integrate their expanding understanding of the theory and practice of early literacy teaching and learning.
Each year the CIRR hosts a National Reading Recovery & Early Literacy Learning Conference for new and seasoned teachers to network, learn new skills, present workshops and gain valuable insights into their work with students struggling to read and write.