Support from RRCNA
RRCNA supports the development of professional learning opportunities for Reading Recovery teachers, teacher leaders, and trainers.
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Ongoing professional development is at the heart of Reading Recovery's success and is specified in the standards and guidelines for the United States and Canada.
Reading Recovery Teachers
Reading Recovery teachers design and deliver daily lessons tailored to the specific needs of each individual child. They make moment-to-moment teaching decisions based on the evidence of each child’s responses during the individual teaching sessions. Ongoing professional development enables teachers to design optimal learning opportunities for children with diverse needs and ensures that the hardest-to-teach children have the most-skilled teachers. Without ongoing learning and interaction with other professionals, the effectiveness of the intervention is likely to be compromised.
The ongoing learning of Reading Recovery teachers is supported in several ways. Trained teachers…
Reading Recovery teacher leaders teach children, train Reading Recovery teachers, and provide oversight for Reading Recovery implementation within the schools. To fulfill this complex role, teacher leaders engage in extended learning opportunities after the initial year of professional development. Ongoing professional development for teacher leaders is designed to ensure that they are knowledgeable about Reading Recovery teaching practice and theory and are able to facilitate teachers’ growth and development. In addition, teacher leaders must be able to evaluate and communicate the effectiveness of the teaching, advocate for the intervention, explore related research, and provide guidance for implementation decisions in and across schools.
The ongoing learning of Reading Recovery teacher leaders is supported in several ways. Teacher leaders…
Reading Recovery trainers provide the organizing structures for Reading Recovery in the United States and Canada. They provide the initial and ongoing professional development for teacher leaders, support the implementations of Reading Recovery within their network of affiliated sites, develop new implementations, monitor and interpret student outcome data, review and conduct research, maintain the integrity of Reading Recovery within their network of sites, and advocate for Reading Recovery within their state or region.
In order to fulfill their complex responsibilities for the oversight of Reading Recovery, trainers are engaged in numerous professional development venues. Reading Recovery trainers…
We ensure that children who struggle in learning to read and write gain the skills for a literate and productive future.
For RRCNA Leadership