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, firstname.lastname@example.org, 0400 195 647