Events
2019-11-18, 18:21

READING RECOVERY INSERVICE COURSE 2019 (for new Reading Recovery teachers)

Professional Learning dates and details to be advised following registration

The  Reading Recovery In-Service Course is facilitated across a full school year, with teachers attending two full days of professional learning at the beginning of the year, followed by fortnightly 2.5-hour sessions for the remainder of the year. In addition to attending these professional learning sessions, participants are required to teach individual students in Reading Recovery, on a daily basis, i.e. five days per week. 

In order for teachers to be registered as a Reading Recovery teacher at the completion of the Reading Recovery Inservice Course, in the first year, a minimum time allocation of 0.4 (two hours per day) is required for the Reading Recovery teacher-in-training.  This time allocation allows for teachers to teach four individual students, in Reading Recovery, on a daily basis.

An alternative training model is available for schools who wish to train a Reading Recovery teacher across a two-year period.  In this model, in the first year, the Reading Recovery teacher attends all sessions in the Reading Recovery Inservice Course and teaches a minimum of two individual students in Reading Recovery, on a daily basis.  In the second year, the Reading Recovery teacher attends a minimum of six Ongoing Professional Learning sessions, and continues to teach a minimum of two children in Reading Recovery. The Reading Recovery teacher is registered as a Reading Recovery teacher at the completion of the second year.

Participation in the  Reading Recovery In-Service Course  is open to teachers, selected to train as a Reading Recovery teacher, by their school. Selected teachers will be highly effective teachers with the capacity to provide strategic, differentiated teaching, to support identified students in Year 1 to get underway with reading and writing.

Further information - contact Helen Bettes, Education Officer (Reading Recovery), Email: hbettes@ceosand.catholic.edu.au

Number: 87/18 lp
Status: Already booked
Max. Participants: 150
Bookings: 5
Bookable: 145

Aboriginal Education Network Day
  • Please bring:
    Computer
    Aboriginal Education Resources from your local library or teacher resources to develop your inquiry unit
    Inquiry units you have already developed with an Aboriginal Education cross-curriculum priorities
Number: 86/19rr
Status: Already booked
Begin: 2019-11-21, 10:00
End: 2019-11-21, 03:30
Closing date: 2019-11-14, 16:00
Location: Rumbalara Football Netball Club Rooms, Mercury Drive, Shepparton
Max. Participants: 424242
Bookings: 32
Bookable: 424210

READING RECOVERY 2020

Professional Learning for NEW Reading Recovery Teachers

Date and Venue to be advised following close of registrations

Reading Recovery is a key literacy intervention for Year One students in the Diocese of Sandhurst, designed to build teachers’ capacity to make a difference for all students. Reading Recovery is effective at lifting the literacy achievement of young struggling learners because it

  • Increases the teaching time
  • Provides increased opportunities to engage in active, cognitive processing of print, and
  • Supports progress with ‘on-line scaffolding of learning’ on everyday printed materials.

Reading Recovery teachers demonstrate and support students into ways of problem-solving texts that are used by effective readers and writers.  Factors that make Reading Recovery different from other interventions are, the

  • Intensity of teaching
  • Consistency of support
  • Immediacy of feedback, and
  • Quality of teaching.

Reading Recovery teachers learn to be responsive to each student in individualised lessons and to make effective teaching decisions ‘on the run’ based on evidence of each child’s responses. They learn how to:

  • systematically and regularly assess each child’s current understandings
  • closely observe and record behaviours for evidence of progress
  • use teaching procedures competently and appropriately
  • put their observations and analyses into words and articulate their questions and challenges
  • self-analyse teaching decisions to determine the effect on each child’s learning
  • tailor interactions to extend each child’s understandings
  • communicate about Reading Recovery within the school
  • communicate regularly with the classroom teacher about each child’s progress

Teachers participating in Reading Recovery Professional Learning (for new Reading Recovery teachers) will attend two full days at the commencement of the 2020 school year, followed by 18 x 2.5 hour, fortnightly sessions, throughout the school year.  The RR PL can be located at any location within the Diocese.  The location of the PL is determined by the location of schools choosing to train a new Reading Recovery teacher.  There are two models of Reading Recovery Professional Learning (for new Reading Recovery teachers):

  • One Year Model: Teachers engaged in Reading Recovery Professional Learning and teaching a minimum of four students daily in Reading Recovery, will receive accreditation as a Reading Recovery teacher, at the end of the first year of implementation.
  • Two Year Model: Teachers engaged in Reading Recovery Professional Learning and teaching a minimum of two students daily, will receive accreditation as a Reading Recovery teacher, at the end of the second year of implementation.

There are no course costs involved for CES schools participating in Reading Recovery Professional Learning.  There are no teacher or student material costs beyond access to stationery requirements and books used in early years’ classrooms.

Reading Recovery teachers participating in the professional learning will need to purchase two reference texts to support their learning and teaching: 

  • Clay, M.M. (2016) Literacy Lessons Designed for Individuals (2nd ed.).  Auckland, New Zealand.
  • Clay, M.M. (2019) An Observation Survey of Early Literacy Achievement (4th ed.). Auckland, New Zealand.

Contact: Helen Bettes, hbettes@ceosand.catholic.edu.au, 0400 195 647

Number: 96/19 lp
Status: Already booked
Closing date: 2020-01-31, 16:00
Max. Participants: 500
Bookings: 2
Bookable: 498

READING RECOVERY 2020

Ongoing Professional Learning for Trained Reading Recovery Teachers

Dates and Venue to be advised following close of registrations

Reading Recovery is a key literacy intervention for Year One students in the Diocese of Sandhurst, designed to build teachers’ capacity to make a difference for all students. Reading Recovery is effective at lifting the literacy achievement of young struggling learners because it

  • Increases the teaching time
  • Provides increased opportunities to engage in active, cognitive processing of print, and
  • Supports progress with ‘on-line scaffolding of learning’ on everyday printed materials.

Reading Recovery teachers demonstrate and support students into ways of problem-solving texts that are used by effective readers and writers.  Factors that make Reading Recovery different from other interventions are, the

  • Intensity of teaching
  • Consistency of support
  • Immediacy of feedback, and
  • Quality of teaching.

Reading Recovery teachers learn to be responsive to each student in individualised lessons and to make effective teaching decisions ‘on the run’ based on evidence of each child’s responses. They learn how to:

  • systematically and regularly assess each child’s current understandings
  • closely observe and record behaviours for evidence of progress
  • use teaching procedures competently and appropriately
  • put their observations and analyses into words and articulate their questions and challenges
  • self-analyse teaching decisions to determine the effect on each child’s learning
  • tailor interactions to extend each child’s understandings
  • communicate about Reading Recovery within the school
  • communicate regularly with the classroom teacher about each child’s progress

Trained Reading Recovery teachers attend six x 2.5-hours Ongoing Professional Learning sessions throughout the school year.  At these sessions, they teach for their peers as required, to enable the group to observe and analyse student responses.  In addition to the sessions, trained Reading Recovery teachers teach a number of students in individualised lessons on a daily basis, whilst collecting, analysing and maintaining data on these students.  They also participate in onsite professional learning with a Reading Recovery Tutor to discuss student progress and improve teaching practice.

Reading Recovery teachers participating in this professional learning will need to access to two reference texts to support their learning and teaching: 

  • Clay, M.M. (2016) Literacy Lessons Designed for Individuals (2nd ed.).  Auckland, New Zealand.
  • Clay, M.M. (2019) An Observation Survey of Early Literacy Achievement (4th ed.). Auckland, New Zealand.

Contact: Helen Bettes, hbettes@ceosand.catholic.edu.au  0400 195 647

Number: 97/19 lp
Status: Already booked
Closing date: 2020-01-31, 16:00
Max. Participants: 500
Bookings: 13
Bookable: 487

INAUGURAL SANDHURST SENIOR STUDENT LEADERSHIP DAY

YEAR 11 & 12 STUDENTS ~ FULL DAY WORKSHOP 

'ETHICAL AND SERVANT LEADERSHIP'

GUEST SPEAKERS AND FACILITATORS INCLUDE:  

  • PAUL DESMOND  ~ DIRECTOR, CATHOLIC EDUCATION SANDHURST
  • KATE WILDE - PRIVATE CONSULTANT

 

 

Number: 88/19ji
Status: Already booked
Begin: 2020-02-07, 09:20
End: 2020-02-07, 03:30
Closing date: 2020-02-03, 16:00
Location: @THE WOOLSHED ~ 7719 Goulburn Valley Highway Kialla
Max. Participants: 80
Bookings: 1
Bookable: 79