Reading Recovery® Center of Iowa
University of Northern Iowa
1227 W. 27th Street, SEC 146
Cedar Falls, Iowa 50614-0603
(319) 273-2053
Fax (319) 273-2063
E-mail: debra.rich@uni.edu
Or
salli.forbes@uni.edu
Reading Recovery
Teacher Leader Training
Application Requirements
Requirements for Training a Reading Recovery
Teacher Leader
Selection and Training of Teacher Leaders
A Reading Recovery teacher leader has the primary
responsibility for preparing and providing continued support
for teachers. The teacher leader works closely with
administrators in program implementation and maintenance.
The authorized representative of a district, consortium,
university, or other administrative agency (e.g., Area
Education Agency) may nominate one or more individuals for
training as teacher leaders.
The final selection of the sites and potential teacher leaders
will be made by the Director/Trainer of the Reading Recovery
Center of Iowa in the College of Education at the University
of Northern Iowa (UNI). All selections will be based on
geographic locations, the qualifications of teacher leader
nominee(s), and the level of commitment by the site as
evidenced in the Implementation Plan.
Requirements for the Selection of Teacher Leaders
§ A Master's Degree in Elementary Education or related
area.
§ Successful recent teaching experience (recommended five
years, preferably with three years of experience at the
primary level).
§ Evidence of leadership within the district, showing
exceptional competence in working with colleagues and
administrators.
§ Nomination by administrators in an existing or new
Reading Recovery site. (Application for site status may
accompany the Teacher Leader Training Application.)
§ Completion of application and personal or telephone
interview with the Trainer in the Reading Recovery
Center of Iowa at the University of Northern Iowa.
Requirements for the Training of Teacher Leaders
Training as a teacher leader requires full-time participation in
a training program for an academic year at the Reading
Recovery Center of Iowa in the College of Education at the
University of Northern Iowa. Candidates will be in residence
and will teach children in the Cedar Falls area unless an
alternative arrangement is approved by the Trainer. In all
situations, the candidate must be released from all duties in the
site and/or district for the entire school year in which they are
in training. The candidate must follow the schedule as
determined by the Trainer.
rv. 1.17.14
1
Major components of training include procedures for teaching
children, theory and research, teacher education, and
management of the implementation system. These components
are described below.
Teaching Children
§ Teach four children individually on a daily basis in a
Trainer approved school.
§ Receive school visits from the UNI Trainer.
§ Communicate with school personnel and parents of
children taught.
§ Maintain records on each child and complete data forms
as specified.
Academic Coursework
§ Attend a two-week seminar on the administration of the
assessment measures used in Reading Recovery, An
Observation Survey, during August.
§ Attend classes and seminars for clinical, leadership, and
theory components in the College of Education at UNI.
§ Meet all requirements for teacher leader training as
prescribed by the syllabus content outline and The
Standards and Guidelines of Reading Recovery® in the
United States.
§ Teach a child for fellow trainees and/or colleagues behind
the one-way glass a minimum of four times during the
training year.
Field Requirements
§ Participate as an intern in Reading Recovery teacher
training classes conducted by experienced teacher leaders
(i.e., attend weekly class; observe and assist a teacher
leader; assume responsibility for planning, implementing,
and evaluating teacher sessions as specified by the
Trainer).
§ Conduct colleague visits to teacher leaders-in-training
when assigned by the Trainer.
§ Participate with teacher leader and/or independently
conduct school visits to Reading Recovery teachers or
teachers-in-training.
§ Visit other Reading Recovery sites to gain an appreciation
for a variety of settings and approaches.
§ Observe ongoing professional development sessions for
teachers, conducted by a teacher leader.
§ Take opportunities to observe Reading Recovery
activities in school districts (e.g., school board meetings,
planning sessions, etc.).
§ Participate in research and evaluation, including writing a
site report.
rv. 1.17.14
Prepare for Implementation
Work with the site coordinator to plan and initiate the
following activities related to the implementation of Reading
Recovery at the site:
§ Communicate with appropriate personnel and inform
appropriate groups about Reading Recovery.
§ If needed, assist in planning and providing for site
preparation for the teacher training class (including a
room with one-way glass and suitable office space).
§ Assist in preparing a budget.
§ Order materials for teacher training.
§ Develop a plan for clerical support.
§ Assist in the identification of qualified teachers for the
training class.
§ Candidate’s Professional Development
o Attend ongoing professional development
sessions for trained teacher leaders, as
assigned by Trainer.
o Attend a Reading Recovery conference
sponsored by the Reading Recovery Center
of Iowa.
o Attend the National Reading Recovery & K6 Classroom Literacy Conference in
Columbus, OH.
o Attend an annual Reading Recovery Teacher
Leader Institute held in the summer at the
conclusion of the training year.
The following section provides necessary
information about requirements for the teacher
leader and site after the training year. The
training year is considered Year 1. The first
year after the training year is considered Year 2
(the Field Year) and is also considered a
continuation of the training. Specific
requirements during the training year, field
year, and successive years must be met in order
to maintain status as a Reading Recovery
teacher leader.
2
Guidelines for Trained Teacher Leaders
Teaching Children
The Training Year is considered Year 1. During Year 2 of
implementation (the Field Year), teacher leaders teach four
children daily. In Year 3 of implementation, teacher leaders
teach a minimum of three children daily. During Year 4 and
subsequent years of implementation, teacher leaders teach a
minimum of two children daily.
The number of children taught by the teacher leader will be
negotiated by the sponsoring administrative agency, but
should include consideration of the number of Reading
Recovery teachers the teacher leader is monitoring and
supporting. The total number of teachers that each teacher
leader monitors and supports should not exceed 42.
Training Teachers and Supporting Trained Teachers
§ Conduct 24 to 30 hours of training in the administration
of An Observation Survey, including practice with
children, at the beginning of the school year. This is a
requirement in Year 2 and as needed after that year.
§ Teach a training class of approximately 8 to 12 Reading
Recovery teachers for UNI graduate credit. The class
should meet weekly for three hours or 25 to 34 sessions
beyond An Observation Survey training. This is a
requirement in Year 2 and as needed after that year.
§ Follow a course syllabus that includes content and up-todate training material to comply with the Reading
Recovery Council of North America, the Reading
Recovery Center of Iowa, and UNI College of Education
guidelines. The syllabus will be provided by the
Trainer/Director of the Reading Recovery Center of Iowa.
§ Ensure teachers teach behind the one-way glass at least
four times during the year.
§ Ensure a minimum of 18 weeks of behind-the-glass
sessions during the year.
§ Visit teachers-in-training four to six times during the year
to provide guidance and to clarify appropriate procedures.
§ Monitor the selection and progress of children, using
records from trained teachers or teachers-in-training.
§ Provide each trained teacher with six or more Ongoing
Professional Development sessions annually (including a
minimum of four sessions which include observing
lessons behind-the-glass).
§ Visit trained Reading Recovery teachers every year to
ensure quality control of the program.
rv. 1.17.14
Research
§ Follow IDEC guidelines and procedures for data
collection and submission.
§ Collect fall, entry, exit, and end-of-year data on Reading
Recovery children, according to the IDEC guidelines.
§ Collect fall, mid-year, and end-of-year data on Random
Sample children, according to the IDEC guidelines.
§ Collect any additional data as required by the
Trainer/Director of the Reading Recovery Center of Iowa
§ Prepare an annual site report to submit to UNI.
Project Implementation and Site Maintenance
§ Communicate with appropriate personnel and inform
appropriate groups about Reading Recovery.
§ Respond to requests to talk about the program to
interested groups.
§ Work with the site coordinator to plan and initiate
activities related to implementing and maintaining
Reading Recovery at the site.
§ Plan itineraries for visitors to the program.
§ Order materials for teacher training.
§ Assist in recruiting and identifying qualified teachers for
the training classes.
§ Work with the site coordinator to develop a plan for early
literacy curriculum and staff development.
Professional Development
§ Attend ongoing professional development meetings at the
Reading Recovery Center of Iowa at UNI.
§ Annually receive and conduct a colleague visit with other
trained teacher leaders.
§ Receive a minimum of two site visits from the UNI
Trainer in Year 2. Site visits in subsequent years are
optional and available based on need or request. The site
pays $1,000 per site visit.
§ Attend a Reading Recovery conference sponsored by a
University Training Center.
§ Attend an annual Teacher Leader Institute held annually.
§ Participate in opportunities for interaction with other
Reading Recovery Trainers, teacher leaders, and teachers,
including international personnel.
3
Position
Application for
Reading Recovery Teacher Leader Training
READING RECOVERY ® CENTER OF IOWA
Address
City
State
COLLEGE OF EDUCATION, UNIVERSITY OF NORTHERN IOWA
Phone (
Part One A
Implementation Plan and Application for the Establishment of
a Reading Recovery Training Site (to be completed for new
sites only)
On a separate sheet, describe the district, consortium of
districts, Area Education Agency, or other administrative
agency that is applying to establish and operate a Reading
Recovery Teacher Training Site.
Part One B
Implementation Plan and Application for an Established
Reading Recovery Training Site (to be completed for existing
sites only)
On a separate sheet, list the names of all elementary schools
in each district that will be served by the training site. For each
school, record the number of Grade 1 classrooms (excluding
transition rooms), as follows:
Part Two
Nomination Form and Application for Reading Recovery
Teacher Leader Training (to be completed for new and
existing sites)
District
Please complete Part One (A or B) and Part Two of the
application form (attach additional pages if necessary) and
send two copies, along with one copy of the teacher leader
nominee’s vita to:
On a separate sheet, describe how Reading Recovery will be
implemented over a three to five year period within each
school and district. In developing the plan, please consider that
the teacher leader will train 8 to 12 Reading Recovery teachers
annually and provide continuing contact services to these
teachers once they are trained. Note that the number of
teachers to be monitored and supported by a teacher leader is
not to exceed 42.
Dr. Salli Forbes, Director/Trainer
Reading Recovery Center of Iowa
University of Northern Iowa
1227 W. 27th Street, SEC 148
Cedar Falls, Iowa 50614-0603
NOTE: ALL MATERIALS MUST BE RECEIVED BY MAIL BY
May 15, 2014. Please call the Reading Recovery Center of Iowa at
(319) 273-2053 or email debra.rich@uni.edu for space availability
and questions.
Part One A – Completed by Site Administrator
Implementation Plan for the Establishment and
Operation of a Reading Recovery Teacher Training
Site (to be completed for new sites only)
Sponsoring Administrative Agency (school district,
consortium, or Area Education Agency)
Authorized Agency Representative
)
Zip
-
School
Number of First-Grade Classrooms
Commitment and Assurances
The success of Reading Recovery is dependent upon the
commitment of the training site administration and teacher
leader to participate fully in the preparation of the site and the
adherence to the standards and guidelines, as well as the
teacher leader training provided by the Reading Recovery
Center of Iowa in the College of Education at UNI.
I have read and understand the scope of the commitment and
responsibilities of establishing and operating a Reading
Recovery Teacher Training Site and supporting a teacher
leader. As the authorized representative of the administrative
agency, I approve this application and am willing to comply
with the requirements as described in these documents and
with The Standards and Guidelines of Reading Recovery® in
the United States (http://readingrecovery.org/readingrecovery/implementation/standards-a-guidelines ).
Signature of authorized representative of administrative agency
Date
rv. 1.17.14
4
Part One B – Completed by Site Administrator
Implementation Plan for Established Reading
Recovery Teacher Training Site (to be completed by
existing sites only)
Sponsoring Administrative Agency (school district,
consortium, or Area Education Agency)
Commitment and Assurances
The success of Reading Recovery is dependent upon the
commitment of the training site administration and teacher
leader to participate fully in the preparation of the site and
the adherence to the standards and guidelines, as well as
the teacher leader training provided by the Reading
Recovery Center of Iowa in the College of Education at
UNI.
Authorized Agency Representative
Position
Address
City
Phone (
State
)
On the same separate sheet, list the schools which are
currently fully implemented. If any of the teachers in
those buildings are not currently teaching four students
daily, please explain this. If a school does not need a
Reading Recovery teacher to teach four students daily in
order to be fully implemented, permission is granted for
the teacher to teach fewer than four students daily. This
situation must be reported annually to the Director/Trainer
at the Reading Recovery Center of Iowa.
Zip
-
Describe the district, consortium of districts, or other
administrative agency that is applying to establish and operate
a Reading Recovery Teacher Training Site. Use a separate
sheet if necessary.
I have read and understand the scope of the commitment
and responsibilities of operating a Reading Recovery
Teacher Training Site and supporting a teacher leader. As
the authorized representative of the administrative agency,
I approve this application and am willing to comply with
the requirements as described in these documents and with
The Standards and Guidelines of Reading Recovery® in
the United States (http://readingrecovery.org/readingrecovery/implementation/standards-a-guidelines).
Signature of authorized representative of administrative
agency
Date
____
On a separate sheet, list the names of all the districts and
elementary schools that will be served by the training site. For
each school, record the number of Grade 1 classrooms
(excluding transition rooms), the approximate number of first
grade students in the school, and the current number of
Reading Recovery teachers in the school, as follows:
District
School
Number of First-Grade Classrooms
Number of First-Grade Students_________________
Number of Reading Recovery teachers in school ____
rv. 1.17.14
5
On a separate sheet, list other professional experiences
related to reading/language arts (workshops, conferences,
curriculum committees, etc.).
Part Two – Completed by Candidate
Teacher Leader Nomination Form and Application
Sponsoring Administrative Agency
Leadership Experience
On a separate sheet, please describe and cite evidence of
the qualities that support the nominee’s ability to provide
leadership as a teacher leader in the UNI Reading
Recovery Center of Iowa (e.g., awards of recognition for
teaching, experience in staff development programs,
leadership positions in education, related activities with
“at-risk” populations, etc.).
Nominee’s Name
District/AEA
Name of Administrator
Address
City
Phone (
State
)
Zip
Training Site
How much time would it take the nominee to drive one
way to the University of Northern Iowa in Cedar Falls,
Iowa?_______
-
Nominee’s Home Address
City
Phone (
State
)
On a separate sheet, list activities/experiences with “atrisk” children.
Zip
-
Teaching Experience
Number of years of teaching experience.
Number of years of classroom teaching experience at the
primary level (Grades K to 3).
List other teaching experience (e.g., Title 1, reading specialist,
special education). Please describe.
Commitment
The successful implementation of Reading Recovery is
dependent on the commitment of the teacher leader to
participate fully in both the intensive training in the
Reading Recovery Center of Iowa in the College of
Education at UNI and in the subsequent work in the
school, district, and AEA setting. (Please refer to the
description of the responsibilities of Reading Recovery
teacher leaders above.)
I,
(name of nominee),
have read and understand the responsibilities of a teacher
leader in the UNI Reading Recovery Program. I accept
these responsibilities.
Signature of nominee
Date
Reading/Language Arts Experience
Provide the following information and briefly describe the
nature of the nominee’s coursework in reading/language arts.
Number of undergraduate courses in reading/language arts.
______
On a separate sheet, describe reading/language arts
coursework.
rv. 1.17.14
I,
(name of authorized
representative of administrative agency), nominate and
support the above named individual’s participation in the
training for teacher leaders in the UNI Reading Recovery
Center of Iowa.
Signature of authorized representative
Date
6