End of Year Jobs

The year has flown -I know more about the job than when I started but still have so much more to learn.  I think there is a saying ' the more you learn the more you realise you don't know'.  Bit of a paradox really.

Two good courses which have helped over the last two terms - Gail Loane writing and Sheena Cameron comprehension strategies - also new book by Alison Davis - Comprehension Strategies for primary school years

Our new Practice Manual is still on a promise to arrive before the beginning of 2012 Term 1.

Jobs to complete:

•  End of Year data - apparently the forms are a lot easier to complete than in previous years. I have made a start - just have my current students to wrap up and then complete time in programme section
• End of term summary data for current students - data collected - written reports to be completed and dates set aside for teacher meetings
• Data for last Intake & Review meeting 
• Regional meeting & final committee meeting for 2012 

Last day of school 16 th December - First time in 10 years I haven't had a class to wrap the year up with!

Summary of the year

The year has been full of challenges, accomplishments and learning.  To come out of the classroom and into an itinerant role is a learning curve on its own.  I was ready for a new challenge and because our cluster operates under the direct teaching approach I still felt close to the coal face - albeit  in a one-to-one or small group capacity.
I have learnt to move in and out of schools making good contacts with SENCo's and classroom teachers or other key people.  It has been an opportunity to work in rural schools - something I had not done in the past and in full primary's which has been interesting.
My appreciation for levels of communication  in terms of reporting data, collaborating on interventions and providing useful information or resources to teachers has improved throughout the year.
As you would expect, some teacher's embrace the chance to collaborate and support the intervention while others see it as another child out of their 'hair'.  I would have to say the majority of teachers I have worked with are looking to confirm, clarify or want support and fresh ideas for working with their children.

I have also been pleasantly surprised with the parent/caregiver response to the interventions and most of these stakeholders have also supported their child's learning in positive ways.

research report

I have finally completed and sent in the report. It has been quite a challenge to collate , interpret and write up /crafting using appropriate writing style and has been my least favourite part of this paper. Have a sense of accomplishment but as always await assessment comments from uni tutors.
Has been interesting to explore concepts in a bit more depth and reinforced knowledge around seen / unseen text. Teacher ideas vary especially in regard to the idea of seen text - even within schools who purport to have good systems of communicating internally (school wide and within syndicates) and yet there is still a variation in how the idea is interpreted and carried out.- there so many more areas that would be interesting to investigate

Term update

On the homeward straight now with study and work. This last term has been hectic - mainly due to the length of weeks, extra travel and assignment due dates so close together.
Literacy Challenges paper was certainly much more relevant to the job. I chose to submit assignments on topics I wanted to find out more about or was interested in: vocabulary, phonological awareness and comprehension. Feel much more confident in talking about and advising in those areas now.

Came across an article from Australia about a teacher who implemented an intervention as part of a study using quarter books, interactive writing, P.A work, mastery learning of words - to lift levels of very low reader writers.

Am using the quarter book/ fluency words on one of my students with positive results (Yr 4 - has started with me on L6/7 and now up to L9). Have set it up for the classroom teacher as well and she is very pleased with results.

Getting him to write several sentences independently and working at L13/14 comfortably is our goal.

Julian Treasure: 5 ways to listen better | Video on TED.com

Literacy Challenges

Attended  block course at Epsom campus during July holidays; introduced to new paper -

Introduction to EDPROFST 702: Challenges of Literacy Difficulties

Through this course we will examine and evaluate research and practice in literacy education. 
Social, cultural, economic, physiological and psychological factors that influence literacy development will be examined including approaches to support and overcome literacy difficulties experienced by Mäori and Pacific Island children.  This paper is proving to be far more interesting than the last one!  So far have completed an assignment on   Phonemic Awareness' and have started work on my next assignment  ' Metalinguistics Awareness and Vocabulary extension for children experiencing difficulty'.  We have the option of presenting in any format we choose so have taken the opportunity to use Power Point as a challenge as i haven't used this before - worked out well.

Only problem is work load!  To much all at once...

 

Changes to our Practice

Following a hui at Hamilton 29/06/11  Resource Teachers: Literacy are going to be issued with a new Professional Practice Manual. The draft document will be handed to us at our National conference (13 -15 July).
The main changes are as follows:

•  Indirect Instruction is the preferred method of support. This means working within the classroom alongside the classroom teacher with the targeted or referred children. The classroom teacher and the RT lit work collaboratively in this setting.  This could happen once a week or once a fortnight.
•  Direct Instruction is the least preferred method.  This is where the RT Lit works with students on a one to one basis or in a group for 3-5 times a week for at least 30 minutes each time, usually in a withdrawal situation. It could be used for initial diagnostic purposes for the RT Lit to assess the student closely and then decide how best to work with them within the classroom setting.
•   Priority is given to students referred off Reading Recovery. This means students who have not been successfully discontinued. 
•  Students can be on the RT Lit roll for a defined period of a maximum 45 units.  One unit = 30 minutes. Students may be on for a little longer at the discretion of the RT Lit in some cases.
•   If the student has had 45 units and has not made satisfactory progress they should be referred onto the RTLB roll. 

Everglade elearning

View more presentations from Jacqui Sharp

Results

Two assignments down and I am about to start gathering data. interpret the data and then write up the final report which is due in October.
I have had positive conversations with two of the principals at schools I am hoping to get participants from.  They are very keen for me to use their schools and are genuinely interested in reading the final report.  Their are strict protocols to follow so my first job is to get consent from BOT's and then approach the teacher's to get their written consent.  I have prepared a questionnaire and will also be conducting face to face interviews with a focus group of teachers.
We also start a new paper next semester ( July) so there will be an overlap of work!!

Mnemonics Yes or No?

The word mnemonic (pronounced nee.MON.ik) is used as a device, such as a formula or rhyme, that helps a person remember something or to aid memory.
I did not use this when I was in the classroom teaching (except when learning the planets) and I didn't use it last term -  but I do remember my colleague, use to use it in her spelling programme  last year with success.
I have a couple of students for whom remembering certain words  is a huge problem - the words just do not stick, but this technique seems to work.  I do not believe it is the sort of crutch that should be introduced for every child but for some kids who find learning certain words tricky it is a form of support which gets results.
It is by and large a memory technique so the children are learning a whole set of rhymes or phrases to learn just one word.
Success is a huge motivator in feeling good about learning - so if it works I will keep using the technique.

Research Information

Shared theories
Understandings, beliefs, and goals shared by providers and teachers were a feature of all the
core studies but absent in one of the supplementary studies that had no impact on student
outcomes. In addition (in those studies that reported this issue), mutual understandings of
theoretical principles were negotiated between researchers and/or providers and teachers in
ways that allowed teachers to translate theory into practice. This negotiation of meaning was
consistent with the idea that teachers need to develop theoretical knowledge on which to base
their practice, rather than simply comply with a set of practices that have been predetermined
by researchers or providers. McNaughton et al. (2004) describe the iterative process of forming,
testing, and refining theories through critical discussion about teaching and learning needs.
This was seen as a collaborative process in which understandings were mediated and shaped
by the theories of both researcher and teacher.
'Teachers are adult learners with considerable practical experience and professional knowledge
and  the evidence  suggests  that  they  rarely accept new or alternative  theories without  convincing
evidence that they are relevant and worthwhile'.  Interesting since we are always pushing new learning on students often without considering whether they are interested or want to engage in the learning.  I believe WALTs and success criteria and setting the scene prior to learning is so very beneficial to final outcomes
(94)
 8.2.2.3  Multiple uses of assessment
Assessments provide teachers with information that can help them understand student learning
needs. In the literacy studies, assessment information was used variously to determine the
content of the professional development, to provide evidence of scope for alternative practices,
to test the effectiveness of teaching practices for particular students, and as a catalyst for
teachers to engage in professional development. ( 96)
'In  all  these  interventions,  teachers  were  encouraged  to  move  beyond  using  assessment  data
to group and label students, and to use it instead as the basis for identifying alternative
practices, based on different theoretical principles, that could better meet the specifi c needs of
their students.' In  my research project I am looking at the use of seen and unseen text for reading assessment - I have a suspicion that running records are now being used more for collecting data than for becoming informed about children's reading behaviours.

Box 8.8.  The importance of accuracy in the use of assessment tools
This study explored how teachers’ knowledge of students’ needs impacted on their decision making
and how this affected student achievement. The study tracked nine students, seven of whom made
accelerated progress. The importance of correct administration and use of assessment tools was
highlighted when one teacher used running records for two of her students with accuracy rates
well below the 90% required to establish an appropriate instructional reading level.
[The] two students, while showing growth in critical knowledge and skills, remained on the
same level throughout the study. In reviewing the baseline data, the researcher discovered the
teacher had not calculated the accuracy levels on the running records correctly and had these
students reading from texts that were in the frustration level. Her understanding of the purpose
of the running record and all its components was not clear, and therefore, her application was
incomplete. Her misapplication resulted in less focused instruction and had a clear impact on
student learning (p. 282).Teacher Professional Learning and Development Best Evidence Synthesis Iteration 147
Both students failed to make adequate progress in reading because the incorrect text level was
identified from the initial assessment. These students were still reading the same level after 12
weeks of instruction, but seven peers who were placed at the correct instructional level made
between six months’ and two years’ gain in reading level over the same period.'
I have always believed it is so important to shift children through the levels by monitoring closely their reading behaviours.   Children become bored and will habituate bad reading habits - I have found that when they do not have expectations of increased outcomes they start thinking of themselves as poor readers and tend to exhibit the habits associated with that expectation. Carefully choosing  reading material and matching it to their interests is so crucial for our struggling disinterested boy readers.

Forging School Contacts

Feelings: This morning was very heartening with regard to my job.   Email from one of my schools SENCO telling me how much she valued my liason, availabilty and contact to date.  I start working there next term.

Action: Follow up from Review and Intake Meeting  - Cluster principal suggested because I was new and because there had been such a disruptive service last year that it would be a good idea making myself known, our service known and generally re-establish contact  to schools on my list.
So  I have started making one or two phone calls each morning as a starting point and have had encouraging results.  One school was very appreciative but did not require our service just yet and in another I have arranged to meet one lunchtime next week - they were very pleased I had made contact. In another school they were appreciative I had rung and informed me they had stopped using our service because of a bad experience four years ago but were keen to keep in contact and would look at putting referrals through next term.

Study Day

I get one day a fortnight to complete my two papers this year.  At present I am working on the proposal for my research project - due date May 14th - word count 3000.
Think I have finally nailed my question and begun forming the outline to the proposal.

I suspect that there is a variation of opinion amongst teachers with regard to 'seen text' ranging from a text that has been introduced as described by Clay or a text read for the second time as described by the South Australian government or a text that is very familiar and has been read a number of times. The specific research question to be answered is; What are teachers' beliefs and understandings about using seen or unseen text, for the purpose of reading assessment ?

I now need to sort out my Likert type questionaire and multi choice question survey  - (two new discoveries today about the meaning of each of these).

Required Readings for Course

Readings taken from my university paper 700A - at present I am up to module 2 and figuring out how to formulate a suitable question -  trying to make it small and manageable in the time frame is the task all of us are grappling with at the moment. We are starting with a question that is too big... we are being directed to take one small part and research that - narrow the focus - for instance I want to look at guided reading so I might just look at comprehension. we also have to conduct a mixed research project meaning some qualitative data and some quantitative data has to be included. Module 1. Understanding Research  Anderson, G. (1998). The nature of educational research. In Fundamentals of educational research (2nd ed., pp. 3-15). London: Falmer Press. Davidson, C., & Tolich, M. (2003). The fascinating world of social science research. In Social science research in New Zealand: Many paths to understanding (pp. 7-22). Auckland: Longman. MacDonald, T., Thornley, C., Thomson, C., Pullar, K., Pullar, M. & Low, H. (2008). Raising students ' literacy achievements in secondary school. SET: Research Information for Teachers, 2, 46-51. Neuman, W. L. Science and research. (2006). In Social research methods: Qualitative and quantitative approaches (pp. 1-22). Needham Heights, MA: Allyn and Bacon. Scott, D. (2000). Reading research reports. In Reading educational research and policy (pp. 43-71). London: Routledge Falmer. Taylor, G.R., & Trumbull, M. (2000). Major similarities and differences between two paradigms. In Integrating quantitative and qualitative methods in research (pp. 171-178). Lanham, MD: University Press of America. Wellington , J. (2000). The researcher’s role and responsibility. In Educational research: Contemporary issues and practical approaches (pp. 41-67). London: Continuum.  Module 2. Understanding Theory, Methodology and Context  Cullen, J. (2001). An introduction to understanding learning. In V. Carpenter, H. Dixon, E. Rata & C. Rawlinson. Theory in practice for educators (pp. 47-69). Palmerston North: Dunmore Press.   Mara, D. (1999l). Why research? Why educational research for/by/with Pacific communities in Aotearoa New Zealand. InEducating Pasefika positively: Report on a conference for Pacific Island Educators, 13-15 April 1999 (day two education sector). Auckland: PIERC Education.   Neuman, W.L. The meanings of methodology. (2006). In Social research methods: Qualitative and quantitative approaches(6th ed., pp. 79-109). Boston, MA: Pearson.  Simon, J. (2000). Education policy change: Historical perspectives. In J. Marshall, E. Coxon, K. Jenkins, & A. James (Eds.),Politics, policy, pedagogy: Education in Aotearoa New Zealand (pp. 25-68). Palmerston North: Dunmore Press.  Module 3. Conducting Research  Anderson, G. (1998). The research process. In Fundamentals of educational research (2nd ed., pp. 27-35). London: Falmer Press. Best, J., & Kahn, J. (2006). Descriptive data analysis. In Research in education (10th ed., pp. 253-401). Boston: Allyn and Bacon. Bouma , G.D. (2004).   Summarizing and presenting Data. In The research process (5th ed., pp. 142-164). Melbourne, Australia: Oxford University Press.   Burns, R.B. (2000). Structured interview and questionnaire surveys. In Introduction to research methods (4 th ed., pp.567-593). French’s Forest, Australia: Pearson Education.  Burns, R.B. (2000). What is action research? In Introduction to research methods (4th ed., pp.443-458). French’s Forest, Australia: Pearson Education. Cohen, L., Manion, L., & Morrison, K. (2000). Observation. In Research methods in education (5th ed., pp. 305-316). London Routledge. Creswell, J. (2005). What is Mixed Methods Research? In Educational research: planning, conducting, and evaluating quantitative and qualitative research (pp. 510-513). Upper Saddle River, N.J.: Merrill. Creswell, J. (2008). Qualitative procedures. In Research design, qualitative, quantitative, and mixed methods approaches (3rd ed., pp. 203-225). Thousand Oaks, CA.: Sage. Davidson, C., & Tolich, M. (2003). Charting research design. In Social science research in New Zealand: Many paths to understanding (2nd ed., pp. 102-120). Auckland: Pearson. Hinds, D. (2000). Research instruments. In D. Wilkinson (Ed.), The researchers toolkit: The complete guide to practitioner research (pp. 41-54). London: Routledge.  McCormick, S. (1995).   What is single subject experimental research ?. In S.B. Neuman, & S. McCormick (Eds.), Single subject experimental research: Applications for literacy (pp. 1-31). Newark, NJ: International Reading Association. Vaughn, S., Schumm, J., & Sinagub, J. (1996). Potential abuses of focus group interviews. In Focus group interviews in education and psychology (pp. 145-167). Thousand Oaks, CA: Sage.  Module 4. Utilising Research  Bell , J. (2005). Writing the report. In Doing your research project: A guide for first-time researchers in education and social science (4th ed., pp. 231-248). Buckingham, England: Open University Press. Craft, A. (1996). Personal learning as a professional. In Continuing professional development (pp. 160-175).   London: Routledge.  Fischer, J. (1996). Open to ideas: Developing a framework for your research. In G. Burnaford, J. Fischer, & D. Hobson.Teachers doing research: Practical possibilities (pp. 33-50). Mahwah, NJ: Lawrence Erlbaum. Haisman, G. (1997). Earning higher marks. In SWOT: Study without tears; For university, polytechnic and secondary students(Rev. ed., pp. 45-71). Wellington: New Zealand Council for Educational Research. Langer, J. (2001). Beating the odds: Teaching middle and high school students to read and write well. American Educational Research Journal, 38, 4, 837-880. Neuman, W.L. The meanings of methodology. (2006). In Social research methods: Qualitative and quantitative approaches(6th ed., pp. 79-109). Boston, MA: Pearson. Parr, J., Timperley, H., Reddish, P., Jesson, R. & Adams, R. (2007). Literacy professional development project: Identifying effective teaching and professional development practices for enhanced student learning. Retrieved December 21, 2009, fromhttp://www.educationcounts.govt.nz/publications/literacy/16813 Rountree, K. (1991). Developing style: Writing and re-writing. In Writing for success: A practical guide for New Zealand students (pp. 34-69). Auckland: Longman Paul. Scott, D. (2000). Introduction: Educational literacy. In Reading educational research and policy (pp.1-17). London: Routledge Falmer.  Scott, D. (2000). Reading research reports. In Reading educational research and policy (pp. 43-71). London: Routledge Falmer.

Significant thoughts

"Whatever you do will be insignificant, but it is very important that you do it."

 Mahatma Gandhi

"Be the change you want to see in the world."

 Mahatma Gandhi

Well I am feeling rather overwhelmed and discouraged having come home following a very long meeting -  these quotes are a good reality check. I believe in ICT as a forum for collaborative learning - the last quote is just motivation to continue what I am doing it feels right for me - I feel we (out of the classroom teachers) need to keep up with changes that are happening in the schools where we are working and put into action what we learn.

Review and Intake Meeting

Another first for the week - Cluster School  Principal, Literacy Advisor, myself and my other RT-Literacy colleague meet to  review the  children we are monitoring and tutoring and look over referrals to see which students we will take on for tutoring.
I drop six children onto monitoring and take on six new students.
Knowledge: We meet once a term and I need to provide overviews of current: Tutoring , monitoring, referral copies and then discuss/speak to the documents.
Improvement for next time - on my tutoring overview make sure I have intake reading level and current reading level included ( had neglected to add intake level)
Feelings: Having seen how the meeting works I will now be more relaxed and a ready for next terms meeting.
Good feedback from one of my schools where I am working - (always good and reassuring to hear).

Regional Meeting

Today I went over to Putaruru for my first regional meeting - didn't know what to expect... Lovely bunch of people all RT-Lits working around the upper North Island. Knowledgeable, hard working and passionate about their work. I'm one of them now :)
Feelings: Good to see ICT on the agenda with some innovative ideas being shared. Check out sidebar for my favourites plus have added to this with some ideas from today.
collaboration is what 21st century learning is all about - check out Sir Ken Robinson clip.
Action: Going to look up Sheena Cameron -(comprehension guru) her work, books, workshops were mentioned several times today as being very useful for our job. Looks like a workshop happening in May in Tauranga which would be useful
http://sheenacameron.co.nz/

Decoding

Funny thing happened the other day in one of my lessons. This young boy about 10 yr -not too sophisticated - was reading a book aloud to me and had got stuck on a word and was trying to decode it using phonemes, chunks segmenting and blending... he was doing really well and came up with  "org - org -  orgasm!" - he obviously didn't know the meaning of what he had said and fortunately I didn't crack up laughing I just jumped in and said" organise" and he moved on with his reading.
Priceless experience

Inspirational

A little boy was overheard talking to himself as he strode through his
backyard, baseball cap in place and toting ball and bat. “I’m the greatest
baseball player in the world,” he said proudly. Then he tossed the ball in the
air, swung and missed. Undaunted, he picked up the ball, threw it into the
air and said to himself, “I’m the greatest player ever!” He swung at the ball
again and again he missed. He paused a moment to examine the bat and ball
carefully. Then once again he threw the ball into the air and said, “I’m the
greatest baseball player who ever lived.” He swung the bat hard and again
missed the ball.
“Wow!” he exclaimed. “What a pitcher!”
Doesn't this remind you of teaching literacy?  setting  expectations, being persistent and having faith in your students.  I had an ah ha moment the other day teaching one of my slow progress learners - she was actually making progress: a) because she believed in herself , and b) because she believed in me and my instruction.
She really is a slow learner and yet just for an instant in our lesson I got a glimpse of her world as a struggling reader and she taught me all over again... always have faith , hope and trust  that these kids can lift their learning and make improvements - it just might be slower, longer and more repetitive than normal.
Since entering this entry I have experienced the struggles of being a learner again in a specific situation. Everything is expressed in terms of being new but I am feeling quite crushed because I like to get things exact and correct but  basically 'I don't know what I don't know' .
I have to keep in mind I am delivering sound literacy lessons and this other matter will be resolved. Have faith and trust my own abilities.  

Mobile Office

A very corney problem arose in the second week - how was I going to carry all my stuff from school to school without doing my back or shoulders in.   I wanted something easy to handle for getting in and out of the car and with compartments. Tried a few things which all had defects!
Have now settled on using my travel bag that I took all around Europe and it works a treat. I get the odd look now and then when I park and pull it out of the boot - but wheels, extending handle and compartments - it's a little beauty.
The Glenholme office is very well resourced - we use our own resources when working with the children. I also have teacher resource books available some of them are useful for my 700A. Have taken home SET resource journals for research into first assignment  - have never looked in these journals before and have found some interesting articles.

Do schools kill creativity?

This is such a relevant  debate being discussed in many educational settings at present. Well worth listening to this clip- very  informative and easy to listen to talk.

Bring on the learning revolution

First Week at Work

My first day / week was quite a transition:    -  In  the Past                                                                  

•  knowing exactly what classroom
•  about 24 kids 
•  room set up
•  planning completed
•  first day activities
•  big open space of classroom
•  moving around the room
•  room full of parents on first day
• staying on site
• I knew all the systems - expectations, colleagues ...

Present                                    Quite Different

• small office
• no kids for first week - no parents either (yet)
• setting up testing kit
• reviewing systems
• getting to know resources, recording systems ... and the new photocopier of course
• getting out and about means travelling to other schools
• meeting three sets of staff -teachers - staffroom - sorting out office space in each school
• finding fastest way around Rotorua  (easy now)
• trialling best way to carry all my stuff from one school to next  - mobile office of sorts

Feelings: Quite a few changes but everything manageable at this stage and after the first week under my belt I felt much better.  Have been liaising with key people in the three schools where I will be working, met classroom teachers and some of the students. 

Block Course

I had to give up a couple of days during the Christmas holidays to attend the block (face to face) course at the Epsom Campus. Now the good thing about this is that everything is paid for by MOE which I only accidently found out about while I was up there and chatting with another newly appointed RT Lit.  I knew the papers were paid for but it is important to keep all travel cost and accommodation costs. getting an invoice for the university papers is a bit tricky as everything is done online now and you have to generate your own invoice and take everything into your base school. They will then send it off to MOE for reimbursement.

It was good to meet the other RT Lits at the course... but I am really over study.  The course is delivered online through Auckland Uni using Moodle.  There were about twenty people in our group predominantly women -some new teacher grads who didn't get jobs, Reading Recovery teachers, ESOL teachers, Head of English teachers  - really quite a mix.  Another good tip if you are considering doing the papers there is a 50% subsidy available apparently.

Training Commitments

When you become an RT Lit you agree (unless you are already trained) to complete four P.G.Diploma papers in Special Education Literacy through Auckland University.  If you are interested in completing some papers before getting a RT Lit job make sure you do the papers at Auckland University (they will not cross credit from other providers).

Literacy Education specialisation: Provides academic and professional knowledge to enhance teachers’ professional practices in specialist and advisory literacy teacher roles. The programme focuses on the application of strategies to support children’s literacy and especially in developing expertise to meet the needs of low literacy achievers. The programme is for any teacher with an interest in literacy who wishes to enhance their practice.

I have to complete these papers in the first year:
EDPROFST 700A   (15 Points)
EDPROFST 700B   (15 Points)
Literacy Education: Research and 
Practice
Understandings of research tools adequate for empirical study and an application of theory to literacy practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacy education will be developed.
EDPROFST 702   (30 Points)
Challenges of Literacy Difficulties Research and practice in literacy education, including specific intervention strategies and resources will be examined and evaluated in depth. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including Mäori and Pasifika children.

Feelings: 700A does not appear to support the application of strategies to meet the needs of low literacy learners -having completed the block course and having the paper unpacked my feelings are still similar to above.
I am entitled to 1/2 a day per week so have negotiated taking one day a fortnight. Will be keeping in touch with neighbouring colleague and also with lecturer and online colleagues.
Looking forward to 702 as this might be applicable in everyday work life.

Job Description

"This literacy service was developed in response to the recommendation of the Literacy Taskforce (in March 1999) for a nationally co-ordinated system of literacy interventions. Resource Teachers: Literacy (RT:Lits) provide literacy expertise to assist the small number of children in years 0–8 who require intensive teaching in reading and writing and their teachers" (literacyonline.tki)

The RT:Lit will be  based at Glenholme school and be employed by 
the board of trustees of that school to work in an itinerant role on behalf of a 
designated cluster of schools – Rotorua Cluster
The role of the RT:Lit is to provide itinerant, specialize literacy support for Year 0-8 students who are at risk of failing to learn to read and write and for their teachers.
The role will include teaching children directly and modeling and 
demonstrating effective practices, strategies, or techniques for teachers so 
that: 
• Children receive appropriate literacy programmes on an ongoing basis; 
• Teachers can use the skills they have acquired with these students and 
others with similar needs. 
The role will include regular tutoring and supervision so that: 
• A child is tutored by the RT:Lit on a regular basis; 
• Following a period of regular tutoring, the child’s programme is taken 
over by the school’s personnel, with the RT:Lit adopting a monitoring 
role until the child is discharged


Feelings: I believe I can carry this job out effectively and professionally and learn a great deal about literacy practice.  
Question : How different is this from Reading recovery?

The Interview

The interview panel were The Management Committee for our cluster and consisted of: Two principals, Literacy Advisor for BOP, one RTLB and the other RT Lit based at Glenholme.
Usual type interview with set questions asked by each member in turn and time for me to ask or state my claim  further.
The next day I got the CALL! What a thrill to secure this position one week before the end of the school year.  After getting in contact with  Nancy and Sharyn from Glenholme and filling in the required paper work - it was just a matter of cleaning out my classroom (no mean feat) and having a relaxing holiday.

Applying for the Job!

It all began at the end of Term 4 2010 when I saw the job advertised in the e-gazette and decided to apply.  I had been working in my school for six years and felt it was time for a new challenge, a change of career or at the very least a change of level all of which was not possible at my school.

My referees were very positive and in my favour I had previously trained and worked as a Reading Recovery Teacher plus I had a Post Grad Diploma in Second Language Teaching prior to gaining my teaching degree.

These jobs do not come up very often and I didn't think I had much of a chance considering all the wonderfully talented teachers around however the first step was, of course, submitting the application.

I was so surprised and absolutely excited when I got the call to have an interview.