Our Beliefs and Values

Children and Learning

1. Children, regardless of circumstances, have the right to a quality education that assures they become independent readers and writers early in their school careers.
2. Children deserve the opportunity to hear and to read a wide variety of high quality texts that reflect the diversity of our society.
3. Children have the right to skillfully and successfully use the tools of literacy for a wide range of purposes related to present and future life in our society.
4. Reading Recovery is the right of every child who needs extra help during the first years of schooling to acquire the independent reading and writing skills necessary for further learning.

Teachers and the Educational Context

1. Teachers and children deserve to work in well-managed, well-supplied educational environments and with administrators who support their efforts.
2. Professional development that is research-based, continuous, and high quality is central to achieving literacy success for all children.
3. Training and professional development are ongoing processes that are the basis for successful implementation of the Reading Recovery program for children.

The Reading Recovery Council of North America and Its Network

1. In order to support the goal of literacy for all children, the membership of the Council shall be open to all interested individuals.
2. Membership diversity is a strength that shall be reflected in all of the Council's governing structures, policies, and actions.
3. The actions of the Council shall be directed toward achieving the Council's vision, mission, and purpose with quality and integrity.
4. Collaboration among Council members and with others is essential for the achievement of the Council's vision, mission, and purpose.
5. Service to all members through communication, professional development, and research is a high priority in all actions of the Council.

Goals

1. Members have strong ownership in RRCNA
2. Reading Recovery programs are maintained at the site and university levels
3. RRCNA has a research agenda and archive addressing major issues related to Reading Recovery training, implementation and effectiveness
4. Partners provide strong advocacy for Reading Recovery implementation
5. Dynamic and effective leadership maintains program integrity and advances understanding of Reading Recovery as a component of comprehensive literacy programs
6. The North American Trainers Group (NATG) with ongoing support of RRCNA, has a clearly delineated governance structure to ensure the continuity and integrity of Reading Recovery

Adopted February, 2000 by RRCNA Board of Trustees