January 29, 2020

What's New at NCTR?


Building the Residency Year Experience
NCTR welcomed state, district, and university partners to Chicago this week for New Site Development’s Institute IV, the Residency Year Experience.  Participants from California, Connecticut, Mississippi, and Illinois designed the residency curriculum and planned aligned professional development and support for mentors.  Participants delved into models from the NCTR Network, which highlighted approaches to practice-based design of teacher education. A special thank you to Dr. Sarah Schneider Kavanagh and NCTR partners Alder Graduate School of Education and Nashville Teacher Residency for sharing their practices with the group.  

Maryland Can Deliver Paid Family Leave This Year 
NCTR Board of Directors Chairperson Laura Weeldreyer wrote an opinion piece featured in the Washington Post on paid family leave policy in Maryland. Laura is executive director of the Maryland Family Network.

Partner Update

Grant Opportunity
Nellie Mae Education Foundation has released a Request for Proposals for its Supporting Organizations Led by People of Color Grant Fund, to support community-based organizations “to transform barriers to racial equity in public K-12 education.”  Nellie Mae will provide general operation support, leadership development, and network movement building to a cohort of 15 organizations, over 3 years, with grants of up to $300,000.  

Upcoming Webinar
Preparing Educators for Diverse, Equitable, and Inclusive Classrooms 
Learning Policy Institute is offering a webinar Thursday, January 30, at 3pm ET.  The presentation will discuss “the integration of social and emotional learning and cultural competence into educator preparation.”

Featured News

Reading Instruction in the News

Two recent reports add new information on reading instruction and how teachers are prepared to teach reading. 

Preservice Teachers Are Getting Mixed Messages on How to Teach Reading

Education Week’s Madeline Will looks at a new analysis of research that identifies an issue with teachers-in-training hearing competing information about the research on effective reading instruction.  In a review of nationally representative survey results, Education Week finds that “professors who teach early-reading courses are introducing the work of researchers and authors whose findings and theories often conflict with one another, including some that may not be aligned with the greater body of scientific research.” Read more about Education Week Research Center’s survey here. 

2020 Teacher Prep Review: Program Performance in Early Reading Instruction

NCTQ’s most recent analysis of teacher preparation reports improvement in elementary program’s use of reading science.  Of 1,000 traditional elementary teacher preparation programs, 51% are now covering 4 or 5 of the key components of the science of reading, up from 35% in 2013.  The five key components include phonemic awareness, fluency, phonics, vocabulary, and comprehension.  Other key findings include: (1) undergraduate preparation programs are more likely than graduate level or alternative certification pathways to incorporate the five components; (2) Mississippi and Utah preparation programs performed the strongest, with 15 other states performing well and/or showing significant improvement, and (3) instruction on phonemic awareness is most often underemphasized.

In the News

 Teacher Accountability 
 and the Supply and  Quality of New Teachers

Annenberg Institute at Brown University; Twitter

Authors have updated the white paper "Teacher Accountability and the Supply and Quality of New Teachers" and share 10 graphs to highlight the key findings.

Voices from the Classroom 2020
Educators for Excellence

Results from E4E’s survey of 1,000 full time teachers in a nationally representative sample present the educators’ views on compensation, teacher preparation, equity, union representation, and more. 

Please note that the articles and events in the NCTR E-Blast do not reflect the opinions of our organization, but rather represent information that we believe will be relevant to you and your programs.

Click here to Subscribe   Forward to a Friend    Click here to Unsubscribe   
1332 North Halsted Street  |  Suite 304  |  Chicago, IL 60642 
Phone: 312-397-8878  |  Fax: 312-397-1418