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Partners in Literacy: Enhancing Teaching Quality in New England

Literacy is the gatekeeper skill, as Catherine Snow told the audience at our 2006 Partners in Literacy Symposium. All teachers, not merely teachers of English Language Arts, have a stake in teaching literacy. As students progress from "learning to read" to "reading to learn" their ability to think, to reason and conceptualize, grows along with their literacy. Each discipline has its own vocabulary and patterns of discourse. Students discover these ideas through reading, writing, speaking, and listening—through the exercise, that is, of literacy. Literacy learning never ends, for students, or for teachers.

SAVE THE DATE! On June 11 and 12, 2007, NEEC will hold our second regional Symposium on Literacy and Teaching. Nell Duke of Michigan State University and other prominent researchers will present and discuss their research with participants. Co-hosting the 2007 Symposium with the New York Comprehensive Center in Albany, New York, we will focus on Comprehension, specifically on What teachers need to know to support student comprehension in pre-K to grade 12 education. Watch for more details and registration for the Symposium.

Oh, the Place Comprehension Instruction Can Go
Nell Duke of Michigan State University opened the NECC's Partners in Literacy initiative's work on building consensus on the scientific knowledge base for literacy with a webinar on March 5. These PowerPoint slides outline many of her ideas on including comprehension instruction throughout the school day and in a number of settings.
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Priority Areas

Last June in Portsmouth, NH, NECC convened more than 80 New England education leaders from higher education, state education agencies, and school districts, to hear expert presentations and discuss the role of science in teacher education and professional development.
See Symposium highlights > 

After the Symposium, we worked with our regional pdf icon Coordinating Council to analyze data from Symposium participants about priority areas and strategies for moving this work forward. Our data review and group deliberations led to identify four priorities for regional focus, setting in motion processes for:

  1. building consensus on the knowledge base for teaching literacy,
  2. examining and strengthening state policy as a lever for strengthening the teaching profession,
  3. sharing and strengthening pre-service literacy syllabi by discussion and reference to the research base, and
  4. regularly convening education leaders from across the region to learn, think, and act together to enhance literacy teaching

Learn more about each strand >

 

Contact

Kathy Dunne: kdunneatwested.org

 

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