Participation - Tutors and Trainers
Tutors
The primary responsibility of a Reading Recovery Tutor is to train Reading Recovery teachers. This section includes information on:
The role of a Reading Recovery Tutor includes:
- the teaching of at least two students
- monitoring teacher and student progress
- conducting initial and ongoing training for teachers
- participating in professional development activities.
Teaching students
During their first year in the field, Reading Recovery Tutors teach four students daily. In subsequent years, Tutors continue to teach a minimum of two Reading Recovery students unless otherwise negotiated with a Reading Recovery Trainer.
Training teachers
Initial training
Reading Recovery Tutors conduct Reading Recovery inservice sessions as training for teachers. They visit teachers-in-training at least four times during the year to provide support, guidance and instructional assistance. They also monitor the selection and progress of students using teacher records.
Ongoing training
Reading Recovery Tutors provide trained Reading Recovery teachers with at least six ongoing training sessions annually. They visit Reading Recovery teachers at least once a year to ensure quality control. Additional visits are based on need or request.
Program implementation
Reading Recovery Tutors:
- provide information sessions for principals, teachers and the wider school community
- support the collection of online end-of-year data for all students on Reading Recovery
- prepare an annual Reading Recovery report
- work with the regional personnel to ensure quality implementation of Reading Recovery at a region and school level.
Professional development
Reading Recovery Tutors:
- participate in professional development opportunities provided by Reading Recovery Trainers within the Department of Education and Early Childhood Development
- receive a minimum of two visits from a Reading Recovery Trainer during the first year in the field
- receive an annual visit from a Reading Recovery Trainer and subsequent visits upon request
- conduct and receive at least one collegial visit with other Tutors annually.
Reading Recovery Tutors are registered with the Department of Education and Early Childhood Development. This qualification is internationally recognised.
Returning after an absence
Tutors returning to Reading Recovery tutoring after an absence of more than one year will, if required, be provided with additional professional development support.
Trainers and their role
The primary responsibility of a Reading Recovery Trainer is to provide the initial and ongoing professional development for Reading Recovery Tutors.
Training Tutors
Reading Recovery Trainers participate in the selection process of teachers for the Reading Recovery Tutor Training Course. They coordinate the course in collaboration with The University of Melbourne.
Reading Recovery implementation
Reading Recovery Trainers:
- provide professional development to trained Reading Recovery Tutors
- coordinate the collection of the end-of-year data
- review current research and theories relevant to reading and writing acquisition, reading difficulties and other related areas.
Professional development
Reading Recovery Trainers:
- receive at least one visit from the Reading Recovery Trainer of Trainers during the first year in the field
- receive visits from the Trainer of Trainers, as needed or by request
- participate in international Reading Recovery institutes
- attend and participate in the annual Australian and New Zealand Reading Recovery Trainer Forum
- actively participate in the International Reading Recovery Trainers Organization.
Teaching students
Reading Recovery Trainers
Reading Recovery Trainers teach Reading Recovery students as regularly as possible.
Reading Recovery Trainers are registered with the New Zealand Department of Education. This qualification is internationally recognised.
Returning after an absence
Trainers returning to Reading Recovery after an absence of more than one year will, if required, be provided with additional professional development support.