PROGRAMME SPECIFICATION
Programme title MA READING RECOVERY AND LITERACY LEADERSHIP
Awarding body: University College London
Teaching institution: University College London Institute of Education
Details of accreditation by a professional/statutory body:
The programme aims to train Teacher Leaders for Reading Recovery in the UK and across
Europe. In addition to the MA/PG Certificate, successful candidates are recognised as
accredited Reading Recovery Teacher Leaders in the September following their initial
enrolment. This professional accreditation is renewed annually.
Name of the final award:
Master of Arts (MA RRLL)
Postgraduate Certificate if exiting after 12 months
Programme title:
Reading Recovery and Literacy Leadership
UCAS/admission code:
Criteria for admission to the programme:
Participants are experienced practitioners who will be preparing and supporting teachers to
deliver Reading Recovery in schools. These practitioners work for a Local Authority (in the
UK) or equivalent, or an Education System (in Ireland) and whilst they are studying are
supported themselves independently or are supported by their Local Authority.
Entry requirements are a good honours degree in a relevant subject or the equivalent, plus
Qualified Teacher Status and experience of mainstream class teaching at Key Stage 1.
Students are usually based in the UK or Ireland and be seconded by a local authority,
supported by a school or school cluster, or intend to function as an independent, selfsupporting teacher leader in a specific geographic area.
Those wishing to apply from outside the UK and Ireland should discuss this with a National
Leader in Reading Recovery prior to making an application.
Aims of the programme
The programme aims to train Teacher Leaders for Reading Recovery in the UK and abroad.
It aims to equip participants with relevant knowledge and understanding about current
research in early literacy, the theories of Marie Clay underpinning Reading Recovery, the
skills required to manage an implementation in a local education authority or education
system and the ability to lead high quality professional development for practising teachers.
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Relevant subject benchmark statements and other external and internal reference
points used to inform programme outcomes
Reading Recovery Teacher Leaders need to be highly skilled practitioners of Reading
Recovery techniques, adept facilitators of teachers’ professional development and proficient
administrators of a complex and detailed intervention in an education system.
The programme equips participants with relevant knowledge and understanding about
current research in early literacy, the theories of Marie Clay underpinning Reading Recovery,
the skills required to manage an implementation in a local education authority or education
system and the ability to lead high quality professional development for practising teachers.
Programme outcomes:
To achieve accreditation as a Reading Recovery teacher leader and to successfully
complete the course, participants will:
 develop or enhance their understandings about how the lowest achieving children
can be assisted to overcome their literacy difficulties;
 explore and develop their understandings of Clay’s theory of literacy acquisition
which underpins Reading Recovery;
 have a thorough knowledge of a range of other theoretical approaches to literacy
development, difficulties and intervention;
 have a good knowledge of recent research on early literacy;
 understand the principles of effective professional development for adults;
 be able to plan and deliver an effective in-service programme for teachers;
 have sufficient understanding of Reading Recovery to be a competent
teacher/practitioner;
 be able to reflect on the experience of a change process which challenges many
assumptions;
 be able to present information about Reading Recovery to different audiences
(teachers, administrators, parents, educational psychologists, etc.);
 be able to organise resources to deliver and monitor a Reading Recovery
implementation within an education authority (or equivalent) and maintain the quality
of this implementation.
Support for learning
Support strategies for learners on the programme include:
• A programme handbook that gives detailed information about the programme and
advice on study skills and individual module packs with detailed advice on
assessment.
• An induction programme including introduction to the Institute library, Moodle,
Collaborate, IT and other facilities provided by the Institute.
• Pastoral support from a personal tutor, who also teaches on the programme.
• During all academic work, supervision by a programme tutor who has specialist
knowledge and experience in the learner’s chosen topic. The tutor meets with the
learner in regular 1:1 tutorials and offers guidance and support in assignment
writing and research skills.
• Peer support and networking is facilitated through Collaborate.
• Individual visits to support working with children and with teachers.
• Support and guidance for recruitment and establishing/sustaining a Reading
Recovery implementation.
• Access to the full range of welfare and union facilities afforded to all Institute
students.
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Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated
This programme brings together theory and practice explicitly. Learning environments
include lectures, tutor-led seminars and discussion forums, workshops, fieldwork daily
teaching of children, participation is sessions for teachers and critical reflection activities.
Throughout the year, participants work daily with children, using Reading Recovery
procedures and refining their understanding of them. Seminars require participants to reflect
on practice and to deepen their understanding of Clay’s theory of early literacy. Case study
research and report writing (selected to provide contrasting experiences of children with
literacy problems) provide opportunities for personal engagement in reflection and
interpreting theory with a given context.
Participants observe teaching sessions and teach for course colleagues, behind a one-way
screen on up to two occasions during the year.
There are opportunities for participants to observe teacher in-service sessions, led by an
experienced Teacher Leader at a Reading Recovery professional development centre.
Teacher learning and progress of the training group are discussed and analysed in seminars
at the Institute. Participants also keep a diary of observations of the teacher training
programme observed and use these, together with reflections on your experiences as part of
their academic writing.
As the year progresses, participants play a more active role as a Teacher Leader and will
eventually participate in the planning and delivery of the in-service training programme for
teachers.
Participants also make two visits to teachers to observe their teaching in school and will give
them feedback; they first accompany an experienced Teacher Leader for this purpose before
making a visit alone.
Participants have the opportunity to rehearse the recruit, marketing and advocacy activities
they will need as a Reading Recovery teacher leader, including an oral exam entitled
Communicating about Reading Recovery.
The Research Methods in Literacy module provides a firm grounding in research methods in
literacy, enabling critique and consideration of a range of designs and research approaches.
Literacy Development module provides a broad overview of theories of literacy acquisition
and the man theorists informing current pedagogy and practice.
There are opportunities for participants to network with their future colleagues across Europe
when they attend the annual professional development meeting that is organised for all
Reading Recovery Teacher Leaders in the UK and Ireland. This enables peer learning and
peer networking which will support collegiate work regionally when participants take up their
role.
Programme structures and requirements, levels, modules, credits and awards
The programme requires full-time attendance for one year. A second year of part-time study
is required to permit completion of the Report that will usually be submitted at the end of the
second year. There are four modules, three completed during the first year and the fourth
(the Report) completed during the following part-time year of study. None of the three
modules of the first year is optional. During the second year you will be expected to work as
a Reading Recovery Teacher Leader, training one or two groups of teachers, and will
continue to receive supervision and support from a European National Leader on aspects of
professional practice. Academic support for the Report will be provided, on a distancelearning basis.
Mode of study
The programme requires full-time attendance for one year. A second year of part-time study
is required to permit completion of the Report that will usually be submitted at the end of the
second year. There are four modules, three completed during the first year and the fourth
(the Report) completed during the following part-time year of study. None of the three
modules of the first year is optional. During the second year, participants are expected to
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take up their post as a Reading Recovery Teacher Leader, training one or two groups of
teachers, and will continue to receive supervision and support from a European National
Leader on aspects of professional practice.
The full time year is mixed mode, including working with children in Reading Recovery,
fieldwork sessions and online discussion sessions undertaken in the participants’ own
locality and full-day and evening sessions taught face-to-face and delivered at IOE.
Participants are required to be available to blocks of sessions across the year, each lasting
two to three days. If travelling into London from a distance, this will require overnight stay in
London.
Language of study
English
Date at which the programme specification was written or revised.
Programme description revised July 2015, SB
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