In the United States, instruction for trainers is provided by Ohio State University and Texas Woman's University.

The one-year residency program prepares post-doctoral university faculty to train Reading Recovery teacher leaders.

After their initial training, university trainers teach at least one child in Reading Recorvery each year.

Teacher Leaders
Teacher leader candidates must have a master's degree and leadership potential. They are selected by a school district or consortium of school districts that has made a commitment to implement Reading Recovery.

The teacher leader candidate attends one of twenty five university training centers in North America for a year of full-time training.

Candidates teach four Reading Recovery students daily. They attend graduate-level classses, clinical and leadership practicums, and seminars in reading, writing, and adult learning theory. In addition, they participate in teacher training classes and conduct fieldwork at established sites. They attend professional conferences and prepare their home districts for Reading Recovery implementation.

After their initial training, teacher leaders teach at least two children daily in Reading Recovery, conduct teacher training classes, and provide implementation leadership.

Teacher leaders are responsible for data collection on all Reading Recovery children in their area. These data are used to improve performance and to prepare reports.

Teachers
Reading Recovery teacher candidates must be certified teachers selected for training by their school system. In the United States, teacher leaders provide Reading Recovery teachers with a full academic year of training during a three-hour class one day a week.

During the training year each teacher receives graduate credit while working with four children on a daily basis and attending a weekly class. In addition, each teacher-in-training is observed at least four times by the teacher leader.

Training integrates theory and practice. A one-way mirror enables trainees to observe, discuss, and reflect on Reading Recovery lessons with the teacher leader.

Reading Recovery teachers develop effective observational skills and a repertoire of teaching approaches that can be tailored to meet the needs of individual students.

Keeping Training Up-to-Date
For ongoing training, Reading Recovery teachers attend at least six continuing contact sessions each year conducted by teacher leaders. At least four of these sessions include observing a lesson through a one-way mirror.

Teacher leaders annually participate in professional development conducted by the university trainers and visit colleagues to learn from their peers. One of the sessions includes the annual Teacher Leader Institute.

University trainers attend at least two professional development sessions annually.

The Reading Recovery Councol of North America (RRCNA) is the membership organization that links Reading Recovery profesionals around the world. RRCNA provides research findings, newsletters, publications, and conferences for its members.

Quality Assurance
Ongoing professional development, coupled with strict adherence to the RRCBA standards and guidelines, assures the quality of Reading Recovery.

Regular data collection on student performance provides the basis for continuous quality improvement.

Long-Term Impact of Techer Leader Training
Training a teacher leader is an investment that pays dividends over time. A single teacher leader can train as many as twelve teachers a year with each teacher serving at least eight students per year. Under ideal conditions as many as 400 students could be reached over five years through the training of a single teacher leader.