About the Webconference
To improve students’ reading outcomes, teachers should understand the science of how the brain learns to read and the instructional practices that support that learning.
Simply providing principals and teachers knowledge of the science of reading is critical but not enough. Even the best professional development can fail to translate to classroom practice without ongoing support and pragmatic guidance. In a survey of 20,000 teachers, nearly all of them expressed their belief that ongoing instructional support is very helpful as they work to improve practice, but just one fifth of them believe they actually get that kind of support.
To compound this problem, schools often have inconsistent definitions of ideal reading instruction, and without a shared understanding, administrators and teachers are left to their own discretion to determine the best path forward. District and school leaders can create their own opportunities for teachers to learn this valuable information using a number of easily accessible resources.
Join us to learn strategies to develop districtwide support for and ongoing implementation of science-based reading initiatives. This webconference will focus on building principal knowledge and teacher expertise and highlight ways to transfer practitioner knowledge into classroom action.
Other Webconferences In Series
Researchers have long examined how the brain learns to read and what this means for reading instruction. This on-demand webconference will help districts create clear and consistent structures to ensure teachers know how to translate this science-aligned reading knowledge into practice and that will support them in doing so.
This on-demand webconference provides strategies for mitigating the impact of summer slide by improving student participation and engagement in summer learning programs.