# data[].attributes.body
Trainers in US have doctorates or are in the process of completion.

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Standards about professional learning: Teacher Leader Coursework and overseeing coursework for teachers. Benefit of regulation by the university as graduate coursework. Hallmarks of academic course is building teacher theoretical understandings. Clinical practice and school visits are simultaneously working with theoretical understandings.

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Consistent and varied spaces for feedback and PD for teachers and teacher leaders. 

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Consistent and varied spaces for feedback and PD for teachers and teacher leaders. 

# data[].attributes.body
Trainers continue to teach children.

Wonder if the standard for selection of Trainers is met in that candidates have teaching experience?

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Standard of knowledge of schools and systems (and political climate) that impacts Reading Recovery implementations. Linked to the importance of communication skills to talk with a variety of audiences

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Some concerns/disconnect about the importance of trainer attendance at TLI. Little trainer input to the crafting of TLI. These may weaken RR.

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Each Trainer Plan (including alternate plan) is customized to draw on the strengths and support the individual needs of the candidate to ensure the Standards & Guidelines are met.

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Each Trainer Plan (including alternate plan) is customized to draw on the strengths and support the individual needs of the candidate to ensure the Standards & Guidelines are met.

# data[].attributes.headline
We have to acknowledge the resilience and commitment of teachers, tls, and trainers over the past few years. 

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We have to acknowledge the resilience and commitment of teachers, tls, and trainers over the past few years. 

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Teacher selection and commitment to learning.

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Teacher selection and commitment to learning.

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Continue providing Trainer in Training experiences at other UTCs.  

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Continue providing Trainer in Training experiences at other UTCs.  

# data[].attributes.headline
Questions to explore- How can we utilize networks of Trainers and Teacher Leaders across multiple UTCs to support and encourage effective practices? 

# data[].attributes.subject
Questions to explore- How can we utilize networks of Trainers and Teacher Leaders across multiple UTCs to support and encourage effective practices? 

# data[].attributes.body
Schools closer to full implementation have better outcomes.  Relationships between the site coordinator and Teacher Leader, sitting in on decisions at district level.

Level of teacher experience, commitment to learning. Teacher selection.

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Revisit the "Residential Training" requirements in the S & G   

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Revisit the "Residential Training" requirements in the S & G   

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Excellent communication with and among district stakeholders, TL time to devote to the job (not too many hats), "Integration" schema, careful look at data on a regular basis.

# data[].attributes.subject
Excellent communication with and among district stakeholders, TL time to devote to the job (not too many hats), "Integration" schema, careful look at data on a regular basis.

# data[].attributes.body
Some of us cannot yet enter schools because of Covid

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How well are we serving multilingual students and other historically underserved populations- at ALL sites?

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How well are we serving multilingual students and other historically underserved populations- at ALL sites?

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Standard met of rigorous year-long training for Trainers.

Wondering if Trainers should have to train outside their current UTCs?

# data[].attributes.headline
Teaching of Children to link theory to practice. *suggestion to revisit 7.36

# data[].attributes.subject
Teaching of Children to link theory to practice. *suggestion to revisit 7.36

# data[].attributes.body
Compare your own UTC data to the national data.

# data[].attributes.headline
Continue to protect release time for the Trainer in Training from their university's responsibilities.

# data[].attributes.subject
Continue to protect release time for the Trainer in Training from their university's responsibilities.

# data[].attributes.headline
How can we recover some of the format (pre-covid) of annual site and UTC reports?  

# data[].attributes.subject
How can we recover some of the format (pre-covid) of annual site and UTC reports?  

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We help TLs set goals, support them in addressing those goals, and reflect with them about how they did. 

# data[].attributes.subject
We help TLs set goals, support them in addressing those goals, and reflect with them about how they did. 

# data[].attributes.body
Strong site coordinators/ school prinicipals to support/ navigate teacher selection or transition out of the Reading Recovery role.

Selection of teacher who are inquisitive to learn and bring deep commitment to student learning.

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There's a need to look at the training of trainers and how those experiences can be enriched by utilizing highly experienced trainers and training. 

# data[].attributes.subject
There's a need to look at the training of trainers and how those experiences can be enriched by utilizing highly experienced trainers and training. 

# data[].attributes.body
Wonder if it's time to consider one NATG meeting in person and one virtually, instead of two in person?

Allowing for virtual attendance as needed, even during in-person meetings.

Suggesting that the first one of the year (fall) could be in person so that relationships are formed.

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Excellent and consistent communication with all stakeholders (including at State, district/regions and university/RI levels)

# data[].attributes.subject
Excellent and consistent communication with all stakeholders (including at State, district/regions and university/RI levels)

# data[].attributes.headline
Scheduled communication, beyond field-year visits, strong leadership of TLs, strong site coordinators (with regular meetings)

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Scheduled communication, beyond field-year visits, strong leadership of TLs, strong site coordinators (with regular meetings)

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There is a challenge with colleges/univ and the numbers of teachers or teacher leaders we have in our RR classes- they often don't "count" as a class. 

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There is a challenge with colleges/univ and the numbers of teachers or teacher leaders we have in our RR classes- they often don't "count" as a class. 

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More expanded guidance in the form of Guidesheets would be helpful. 

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More expanded guidance in the form of Guidesheets would be helpful. 

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How are we adaptive to changing scenarios regard to training new trainers?

# data[].attributes.subject
How are we adaptive to changing scenarios regard to training new trainers?

# data[].attributes.headline
Sufficient time for individual visits and professional development to ensure consistence of implementation of Reading Recovery/DLL/IPLÉ. Developing a plan when districts veer off course.

# data[].attributes.subject
Sufficient time for individual visits and professional development to ensure consistence of implementation of Reading Recovery/DLL/IPLÉ. Developing a plan when districts veer off course.

# data[].attributes.headline
Something to improve quality- more time in meetings for networking, problem-posing, and getting to know each other. It needs to be intentional. 

# data[].attributes.subject
Something to improve quality- more time in meetings for networking, problem-posing, and getting to know each other. It needs to be intentional. 

# data[].attributes.headline
Providing doctoral level coursework for TLs helps raise the view of RR in the university

# data[].attributes.subject
Providing doctoral level coursework for TLs helps raise the view of RR in the university

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Do children sustain progress after Reading Recovery lessons end? Do sites serve the lowest children? Ensure teacher leaders have selection meetings to select the lowest children? How many lessons per week are children receiving? Do all students have the guarantee of a 20-week intervention? Have full coverage of the lowest 20%-25% students. 

# data[].attributes.subject
Do children sustain progress after Reading Recovery lessons end? Do sites serve the lowest children? Ensure teacher leaders have selection meetings to select the lowest children? How many lessons per week are children receiving? Do all students have the guarantee of a 20-week intervention? Have full coverage of the lowest 20%-25% students. 

# data[].attributes.headline
District is stable with Reading Recovery/DLL/IPLÉ and is viewed as part of the system.

# data[].attributes.subject
District is stable with Reading Recovery/DLL/IPLÉ and is viewed as part of the system.

# data[].attributes.body
Examine children's results:

Attend to discontinuation rate

Growth from extry to exit and after the intervention

Structures to use data to address questions that arise for further inquiry: Involved Teacher Leaders in this process.

For vintage sites: examine trends in data over time, have visits with these sites with TLs and teachers

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Stability and availability of RR/DLL/IPLÉ teachers 

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Stability and availability of RR/DLL/IPLÉ teachers 

# data[].attributes.headline
When we see positive results after intensive work with a site/district

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When we see positive results after intensive work with a site/district

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Refresh, renew and refocus to account for the temporary distance learning detour (for all groups) brought about by COVID 

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Refresh, renew and refocus to account for the temporary distance learning detour (for all groups) brought about by COVID 

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Ensuring that exceptions during COVID don't become the norm for certain S & G

# data[].attributes.subject
Ensuring that exceptions during COVID don't become the norm for certain S & G