The success of a Reading Recovery program is dependent upon the commitment of teachers to participate fully in the intensive training, to continue to participate in on-going professional development (continuing contact) after the training year, and to implement the program as prescribed by the Standards and Guidelines of the Reading Recovery Council of North America.

Reading Recovery teachers maintain current, registered status through continued employment as a Reading Recovery teacher in compliance with the standards of the Reading Recovery Council of North America. Registered status is considered lapsed if a teacher is absent from Reading Recovery service for more than one year. Re-registration can be established by completing training activities specified by the teacher leader.

The responsibilities of the Reading Recovery teacher are outlined below.

Teaching children

• Teach four first-grade children each day in individual, 30-minute Reading Recovery sessions, in a school setting, throughout the school year.
• Serve a minimum of eight children during the year.
• Demonstrate effective teaching of Reading Recovery students.
• Keep complete records on each child as a basis for instruction (Observation Survey and summary, predictions of progress, lesson records, running records, record of book level, record of writing vocabulary, summary of lessons and attendance, record of progress).

Operation of the School Program

• Administer the Observation Survey as required throughout the year.
• Submit data to the teacher leader as required.
• Monitor the progress of Reading Recovery children in the classroom to ensure transfer of skills during program, and maintenance of skills after they have completed their program.
• Communicate with parents, first-grade teachers and other school personnel on a regular basis throughout the year.
• Invite parents and first-grade teachers to observe lessons.

Course work and professional development during the training year

• Successfully complete the year-long course in Reading Recovery® training for which university credit is received. This includes a one-week, full-day, assessment training at the beginning of the school year, and weekly 3-hour training sessions during the year.
• Attendance at all training sessions is required. Reading Recovery training must take precedence over other claims on the teacher’s time during the training year that would remove the teacher from work with Reading Recovery students or training sessions.
• Teach a child behind-the-glass four times during the training year. Secure necessary permissions and make arrangements for the child to be brought to the training site for the behind-the-glass lesson.
• Receive 4-6 school visits from the teacher leader over the course of the training year.
• Attend one RRCNA approved Reading Recovery conference.

Continuing contact professional development

• Consult with the teacher leader about children not making satisfactory progress and other program issues.
• Attend six continuing contact sessions each year.
• Teach a child behind the glass for colleagues as scheduled.
• Receive at least one school visit from the teacher leader annually.
• Make and receive school visits from colleagues annually.
• Attend a RRCNA approved Reading Recovery conference.