Throughout the preparation year, teacher leaders engage in sensitive observation and responsive teaching of individual grade one children who have been identified as having difficulty learning to read and write. They study the theoretical rationales and practical application of Reading Recovery teaching procedures and connect their practice to wider understandings of literacy development. Across the year, teacher leaders work with a variety of children to gain a range of experiences, always focusing on teaching for accelerated learning. Reading Recovery trainers provide clinical supervision and guidance as teacher leaders learn how to problem solve the particular challenges of children who are not making accelerated progress. In order to work effectively with teachers in the future, teacher leaders are placed in the teaching role with visible accountability across a school year.

Throughout the preparation year, teacher leaders engage in sensitive observation and responsive teaching of individual grade one children who have been identified as having difficulty learning to read and write. They study the theoretical rationales and practical application of Reading Recovery teaching procedures and connect their practice to wider understandings of literacy development. Across the year, teacher leaders work with a variety of children to gain a range of experiences, always focusing on teaching for accelerated learning. Reading Recovery trainers provide clinical supervision and guidance as teacher leaders learn how to problem solve the particular challenges of children who are not making accelerated progress. In order to work effectively with teachers in the future, teacher leaders are placed in the teaching role with visible accountability across a school year.