Description of Teacher Leader Training
An integral component of the model is the opportunity for extensive observational and analytical conversations regarding student learning, teacher-student interactions and the art of teaching (Schmitt, Askew, Fountas, Lyons & Pinnell, 2005).
Generally, these conversations occur behind a one-way glass while one member of the training class teaches a child.
A group discussion occurs right after the behind-the-glass lessons. The framework of an in-depth discussion of the theory and practice in the context of student learning expands the teacher’s knowledge, skills and dispositions associated with the early literacy development of children who are having more than the usual difficulty with literacy learning.
During the full academic year, teacher leaders-in-training participate in the following:
- Complete graduate-level courses (27 credit hours) taught by registered Reading Recovery trainers at a licensed university training site, such as Georgia State University.
- Teach students in a clinical setting for peers during class sessions, gaining experience observing and describing teacher-student behaviors and developing moment-to-moment decision-making skills to inform instruction.
- Provide instruction to at least four Reading Recovery children daily.
- Engage in an in-depth study of literacy theories and research, including the theoretical foundations of the Reading Recovery program.
- Learn how to train, monitor, support and coach Reading Recovery teachers.
- Engage with district level administrators (site coordinator) and other administrators to implement the program.
For further information contact Georgia State University Reading Recovery Regional Training Center
College of Education, Department of Early Childhood Education
P. O. Box 3978, Atlanta, GA 30302-3978