"I've known about Reading Recovery for many years but had no idea to its amazing power. Now I'm totally committed to making sure everyone else knows!" Teacher leader.
Any further questions?
If you have any further questions regarding the MA, please email readrec@ioe.ac.uk marking it for the attention of Dr Sue Taylor.
Becoming a teacher leader
Teacher leaders are appointed by a local authority that is implementing Reading Recovery. They come from a wide variety of backgrounds and have a wide range of experiences in the field of education. Some are recruited direct from schools, some are Reading Recovery teachers; others already have roles at local authority level before taking up the challenge of training to be Reading Recovery teacher leaders. To become a teacher leader, the appointed local authority staff member must meet the essential requirements and complete an MA in Literacy Learning and Literacy Difficulties (professional route) through the Institute of Education, University of London.
In the first year, students study full-time at the Institute of Education; for one evening and one full day each week. Throughout the first year, students also work daily with children in their own local authority, using Reading Recovery procedures and refining their understanding of them.
The second year of part-time study permits the student to complete their independent research study report, whilst training groups of teachers within their region. Academic support for the report will be provided, on a distance-learning basis.
The major components of the MA are:
- Practical implementation of Reading Recovery with children
- Theories of literacy and literacy acquisition, and literacy difficulties
- Research analysis
- Tutoring teachers and the role of the teacher leader
- The organisation, management and delivery of the Reading Recovery in-service professional development course for teachers
Course outline
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 are optional.
Year one
Autumn term core modules:
The Theory and Practice of Reading Recovery
Research Methods in Literacy
Spring term core modules:
The Theory and Practice of Reading Recovery
Literacy Development
Summer term core modules:
The Theory and Practice of Reading Recovery
Year two
Autumn to Summer term
Report (independent research study)
Attendance
You will work with children in Reading Recovery every morning during the school terms, and undertake a range of fieldwork relevant to Reading Recovery teacher leader's role.
How are you assessed?
By a combination of written essays, case studies and a portfolio covering different elements of the programme, together with a report of 10,000 words.
Entry requirements
You should have a good honours degree or equivalent in a relevant subject plus three years' relevant experience. You must normally be based in the UK or Ireland, be sponsored by your local education authority and have Qualified Teacher Status (QTS).