The College of Education & Human Services of

Shippensburg University of Shippensburg, Pennsylvania

Announces

Application for Training a

Reading Recovery®

Teacher Leader

for

2008-2009 Academic Year

For additional information, contact:

Dr. Janet Bufalino

College of Education & Human Services

Shippensburg University

1871 Old Main Drive – SPH 203

Shippensburg PA 17257

Phone: (717) 477-1166 or (717) 477-1688

Fax: (717) 477-4046 E-mail:

RESPONSIBILITIES OF A TEACHER LEADER

Year 1 – Teacher Leader Intensive Training

The Teacher Leader shall:

  1. Attend a 40 hour workshop in August at ShippensburgUniversity for assessment training. Attend a 24-30 hour workshop at one Pennsylvania Teacher Leader training site.
  1. Enroll in three courses (nine credit hours) each semester for two semesters at Shippensburg University, Shippensburg, PA. One course will be clinically oriented; one will focus on necessary background theory in reading and on skills for training other teachers and coordinating a Reading Recovery® Program and the third will be a Supervision Practicum.
  1. Complete extensive filed work with a Teacher Leader mentor at assigned site (s) fall and spring semesters. These visits will occur weekly on Tuesday or Wednesday nights and on selected afternoons throughout the year.
  1. Work individually with four Reading Recovery® children for five days per week. The Teacher Leader can be expected to serve six to eight children during the year.
  1. Demonstrate teaching on three different occasions, in front of a one-way observation window, with their own Reading Recovery® children (will require transporting students to site).
  1. Lead a seminar on Reading Recovery® teachers to learn the techniques of a Teacher Leader. Teacher Leaders will be supervised and their performance will be evaluated and discussed.
  1. Perform arranged special collaborative activities designed to help the Teacher Leader candidate explore the full role of the Teacher Leader.
  1. Collect and maintain data on children in accordance with guidelines for evaluation.

Year 2 – Field Year

  1. Instruct 10-12 new Reading Recovery® teachers, each of whom will, at the same time, begin working daily with four Reading Recovery® children.
  1. Work individually with four Reading Recovery® children each day of the program. The Teacher Leader can be expected to serve six to eight children during the year. (A characteristic of the Reading Recovery® program is that those who serve as leaders continue to learn, develop their skills and gather new examples of reading and writing behavior from children.) The other half of the day is devoted to preparing training sessions, visiting teachers to give assistance, testing children, and administering the program in the region.
  1. Guide testing and selection of children from the program. Work with the district to coordinate testing with district requirements and procedures.
  1. Visit and monitor Reading Recovery® teachers (including oversight of student placement decisions) and guide record keeping on children. Prepare research reports and send data to Shippensburg University by September 30th of each year.
  1. Make presentations on the program to interested groups, including parents and boards of education.
  1. As necessary, conduct in-service sessions at the school buildings involved in Reading Recovery®.
  1. Attend the annual Mid-Atlantic Reading Recovery® Conference.
  1. Attend a three-day Teacher Leader Institute for trained Teacher Leaders held yearly in June or early July.
  1. Make arrangements to receive site visits by ShippensburgUniversity personnel.

Year 3 – Support Year

  1. Continue to follow responsibilities outlined in Year 2, 1-8.
  1. Make arrangements to receive one or two site visits by ShippensburgUniversity personnel, if needed.
  1. Conduct six continuing group contact sessions for trained Reading Recovery® teachers.
  1. Attendance at the Mid-Atlantic Reading Recovery Conference and Teacher Leader Institute are required.

Year 4 – Contact Year

  1. Continue to follow Year 2, 1-8.
  1. ShippensburgUniversity site visit support is available as an option.
  1. Attendance at the Mid-Atlantic Reading Recovery Conference and Teacher Leader Institute are required.

Year 5 – Independent

  1. Continue to maintain high quality Reading Recovery® implementation.

Reading Recovery®

Teacher Leader Application

(ALL NOMINEES FOR TL MUST HOLD AT LEAST A MASTER’S DEGREE)

Teacher Training Site Name:

The following is to be completed by the teacher leader applicant:

Name ______SSN: ______

County______District ______

School ______Current Position ______

School Address ______

City ______State ______Zip ______

Home Address ______

City ______State ______Zip ______

Phone: Work ______Home ______

Directions:

Please complete the following four (4) sections of this form and attach a complete resume and copy of your Master’s degree and course work. This form must be signed by the applicant.

Section 1. TEACHING EXPERIENCE

  1. A minimum of five (5) years teaching experience is required, with no less than three (3) years experience at the primary level (grades K-3) or in reading. Give the following information:

_____ Total number of years of teaching experience.

_____ Total number of years of teaching experience at the primary level (grades K-3) or

in reading.

  1. Has your teaching experience been within the last five (5) years?

YES or NO. If no, please explain.

Section II. READING/LANGUAGE ARTS EXPERIENCE

  1. Complete the following information and briefly describe the nature of your coursework in reading/language arts.

_____ Number of graduate courses in reading/language arts; include dates when he courses were completed.

Describe course work:

  1. List other professional experiences related to your interest in reading/language arts/Special Education/curriculum development (workshops, conferences, curriculum committees, etc.)
  1. List your two greatest strengths as a teacher.
  1. Explain why and how you have developed expertise in these areas.

Section III. LEADERSHIP EXPERIENCE

Please describe qualities and cite evidence of these qualities that support your ability to provide leadership as a Reading Recovery teacher leader (i.e., awards, recognition for teaching, experiences with staff development programs, leadership positions in education, related activities, etc.).

Prior to confirmation of your acceptance, you will be required to have an interview with Reading Recovery® personnel. Please list best times for your interview. Thank you.

During school hours9:00 – 3:00 ______

After school hours 3:00 – 5:00 ______

Preferred Day of the Week: ______

Section IV. PREFERENCES AND COMMITMENT

COMMITMENT

The success of the Reading Recovery Program depends on the commitment of teachers to participate fully in all training activities and to teach Reading Recovery strategies to children. Teachers are expected to remain with the named teacher training site for a minimum of five (5) years beyond the training years, barring exceptional circumstances. However, this requirement may be waived if the site coordinator, in consultation with the teacher leader and the university trainer determines that the best interests of the program and the teacher may be served by an earlier withdrawal. Please refer to pages 1 and 2 above for a list of participant obligations.

I have read and I understand the responsibilities of a Reading Recovery Teacher Leader. I agree to meet these responsibilities to the best of my ability and to continue employment with the named Reading Recovery Teacher Training Site for at least five (5) years beyond my training year.

______

SIGNATURE OF APPLICANT DATE

Please return completed application to Dr. Janet Bufalino, Shippensburg University of Pennsylvania, 1871 Old Main Drive, Shippensburg, PA 17257

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