Online teacher prep in Texas: Convenience vs Quality

This could also have interesting implications for leadership programs. Robust field experiences with extensive coaching and mentorship are hard to do! Martin Scanlan

💡What we're learning from: This literature review from TNTP examines trends in how teachers spend their time and offers four research-backed recommendations for making teaching more sustainable. Read here: https://hubs.ly/Q03RR0ty0

Enrollment in traditional teacher preparation programs is on a significant decline. The national decrease stands at 31% over the past decade, while in MA, the drop in teacher prep enrollment is even more pronounced, nearing 50% over the same period. This alarming trend demands urgent attention as it signifies a crisis in the education sector. It is crucial to address the dwindling numbers of prospective teachers entering our schools. The current situation underscores the pressing need for a transformation in the teaching profession, including a revamp of the pathway leading into the classroom. Source: [K12 Dive](https://lnkd.in/euKhV7wk)

Kentucky’s latest Read to Succeed evaluation is clear: LETRS is changing the trajectory of literacy in the state. - Teachers who advanced through LETRS showed markedly stronger knowledge of evidence-based reading instruction. - Classrooms shifted toward structured literacy practices, from phonics routines to word mapping and vocabulary instruction. - Educators called LETRS one of the most impactful PD experiences of their careers. And the big headline: - Students made statistically significant reading gains when they had LETRS-trained teachers for two consecutive years. Kentucky is proving what’s possible when a state invests in deep teacher knowledge. Learn more here: https://lnkd.in/eHDRFR-c

Not long ago a mom told me she told a principal about what I was doing and he thought it was great but was surprised I didn’t think traditional methods like IEPs are sufficient.  He told her that their school board has a high graduation rate and that kids with reading and writing challenges are able to access the content because of these interventions. And he’s right. I worked for a school board that had a 90% graduation rate - and yet the amount of kids who were graduating grade 12 and weren’t functionally literate was unprecedented.  So many of these kids could not get through a paragraph easily nevermind a chapter book or textbook.  They could barely write a sentence - if at all. They had ‘passed’ the provincial grade 10 literacy test with accommodations that did not require them to read or write but only demonstrate their understanding and abilities through oral responses. The numbers looked good on paper … but the kids were denied the dignity of being able to learn to read and write independently and with confidence. I have said from the start that IEPs have a place as a temporary support but they should never be a lazy substitute for real brain-based interventions that work and help kids overcome their difficulties. Accessing and staying on top of the content is important for many reasons like maintaining confidence and not failing a class when you have the knowledge but simply have a hard time writing it down. … BUT when kids are taught to be independent learners, readers and writers - they can access ANY content they want whenever they want and that’s not what a permanent IEP does when it comes at the cost of a child being dependent on technology to read and write for them. It boils down to us asking what education is really about. Is it about simply being able to consume and regurgitate the content that the education system provides? Or is it important that kids can read, write and think for themselves and so they can access, interpret and debate any content they want? To learn more about our 6 and 9-month programs visit my website here: https://lnkd.in/dgPaAz9p

Traditional public schools led in reading achievement, challenging the narrative that charter schools outperform in student success. I’m delighted to share that our co-authored article, “Traditional and Charter Schools Compared on Reading Achievement in a Florida School District,” by Dr. Patricia Bloodworth and Dr. Scott E. Gillig, has been accepted for publication in the Journal of Multidisciplinary Research (JMR). Our study examined reading proficiency outcomes across traditional and charter schools in a South Florida district, offering new insight into how school models influence student achievement. Findings revealed that traditional public schools achieved higher proficiency levels on the FSA Reading assessment, contributing an evidence-based perspective to the ongoing school-choice dialogue. We are grateful to the Journal of Multidisciplinary Research for this opportunity to share our work and to our colleagues who continue to inspire inquiry and collaboration across disciplines. In Press – Journal of Multidisciplinary Research #AcceptedForPublication #Research #InPress #EducationalLeadership #SchoolChoice #ReadingAchievement #JMR #HigherEd #AcademicScholarship

Yikes. That’s what I said out loud when I saw the latest reading report out of Indiana and the number of third graders being held back for another year. Then I thought about how I could use this data in my class tonight as I teach about MTSS (Multi-Tiered System of Supports) and RTI (Response to Intervention) and the importance of building systems of support before students fall so far behind that retention feels like the only option. In Indiana this year, about 3,000 third graders are being retained because they didn’t pass the state’s reading assessment. On paper, it might look like accountability. But the research tells a different story. Yes, retained students often show short-term gains in reading scores. But by middle school, those gains fade and retention is often linked to higher dropout rates, lower motivation, and weaker social-emotional outcomes, especially when students are retained in later grades. We have decades of data showing that holding a child back rarely solves the problem. But we also know what does work: Evidence-based interventions within an MTSS framework High-dosage tutoring and small-group instruction Explicit, systematic reading instruction grounded in the science of reading Family engagement and progress monitoring Early, targeted intervention, not late remediation When we invest in these supports, we don’t have to rely on retention as a safety net. (invest is the key word here) We can prevent learning gaps before they widen and help every student move forward with the skills and confidence they need to thrive. Because our goal isn’t to give students another year of the same. It’s to give them another chance with the right supports in place. And to do that, we need to fund education. We need to invest in teachers and the supports they need to help students succeed. Not invest in another year of 3rd grade instruction for 3,000 students. We shall see what my class thinks of this tonight! #EducationPolicy #TeacherPrep #EquityInEducation

Oklahoma is charting a course to dramatically improve student reading outcomes. State leaders are looking to restore proven literacy policies that previously drove scores above the national average. As Casey Taylor from ExcelinEd noted, similar approaches helped Mississippi become a top 10 state for reading. The combination of science-based instruction, early intervention, and teacher support has a track record of success. Learn more: https://lnkd.in/gduwkjCg

Exciting news for Educator Preparation programs! The ASSOCIATION OF TEACHER EDUCATORS has unveiled the latest Teacher Educator Standards (3rd Edition). This comprehensive framework, backed by research, sets the bar for excellence in teacher education and professional practice. Dive into the details here: https://lnkd.in/ecqnQsfe #edprep #excellence

Education authorities are set to revise the 11th-grade curriculum soon after completing updates for grade 9. The decision follows student and teacher feedback, highlighting a commitment to continuous improvement in education quality. Read More: https://lnkd.in/edABn_Yv #EducationReform #CurriculumUpdate #LearningInnovation #EducationDevelopment