Description of Teacher Training
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, teachers-in-training participate in the following:
- Complete graduate-level courses (9 credit hours) taught by a registered teacher leader at his/her licensed district-level training site.
- 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 and fulfill other district-prescribed roles which often includes teaching small groups of children who need additional differentiated instruction to achieve grade level literacy skills This results in the Reading Recovery teacher being able to address the literacy needs of more children than the typical classroom teacher is able to serve across the school year.
- Work with school administrator(s) and colleagues to establish school teams or to join an existing team for the purpose of monitoring student progress and the quality of the Reading Recovery implementation at the school level.
Successful completion of the training qualifies teachers for the Georgia Professional Standards Commission Reading Endorsement.
For further information contact Georgia State University Reading Recovery Regional Training Center
College of Education & Human Development, Department of Early Childhood and Elementary Education
P. O. Box 3978, Atlanta, GA 30302-3978
Funding the Teacher’s Salary
Nationally, most Reading Recovery teachers are Title I teachers who incorporate the Reading Recovery one-to-one intervention as part of their Title I teaching assignment. Across the school year, Reading Recovery teachers teach 30 -45 students each, 8-10 of whom receive Reading Recovery lessons because they are having the greatest difficulty learning to read and write.
Half of the schools that implement Reading Recovery use Title I Part A to fund the Reading Recovery teacher’s position.
In addition to Title I, some schools use
- Title II funds to train highly qualified teachers.
- Title III funds for limited English proficient and immigrant students.
Other potential sources of funding include:
- State Improvement Grants
- Striving Readers
- Title IV – Twenty-First Century Community Learning Centers
- Innovative Program state grants under Title V
- Special Education
- Local funding
In Georgia, Reading Recovery is an approved Early Intervention Program (EIP) delivery model. Approved EIP delivery models are considered appropriate Response to Intervention (RtI).
Thus, funding sources for RtI are another potential source for supporting implementation of Reading Recovery.
Reading Recovery and Response to Intervention (RtI)
Reading Recovery can be part of a school’s RtI plan. The National Center on Response to Intervention (NCRTI) recently listed Reading Recovery on its intervention site and reported large gains based on a 2005 study by researcher Robert Schwartz published in the Journal of Educational Psychology. NCRTI is funded by the U.S. Department of Education’s Office of Special Education Programs to provide technical assistance to states and districts to help them implement proven models for response to intervention (RTI) and early intervention services. Please visit MTSS4Success.org for more information.