National Council on Teacher Quality honours Gannon University’s teacher preparation program
The undergraduate teacher preparation program at Gannon University was recognized for thoroughly preparing future teachers in reading instruction by the National Council on Teacher Quality (NCTQ). Gannon’s program earned a notable “A” grade in NCTQ’s new report, Teacher Prep Review: Strengthening Elementary Reading Instruction.
The program is among just 23% nationwide and one of three in Pennsylvania to earn an “A” from NCTQ for meeting standards set by literacy experts for instruction of the most effective methods of reading instruction – often called the “science of reading.”
National data shows that more than one-third of fourth grade students – more than 1.3 million children – cannot read at a basic level. By preparing teachers in the methods that research has shown to work best, educators can change these devastating results.
To evaluate the quality of preparation being provided, a team of experts at NCTQ analyzed syllabi, including lecture schedules and topics, background reading materials, class assessments, assignments and opportunities to practice instruction in required literacy courses for undergraduate elementary teacher candidates at Gannon University. To earn an “A,” programs needed to meet NCTQ’s targets for coverage of the five core components of scientifically based reading instruction – phonemic awareness, phonics, fluency, vocabulary and comprehension – and not teach more than three instructional methods that are unsupported by the research on effective reading instruction.
While some portion of children will learn to read naturally, over five decades of research have established the components of explicit, scientifically based reading instruction that help most students become successful readers. Research suggests that more than 90% of children could learn to read if their teachers used instructional methods grounded in the science of reading.
Gannon University is proud to be recognized among the programs ensuring that future elementary teachers enter the classroom equipped with the knowledge and skills they need to help students become strong readers.
“We are very pleased and honored to receive this recognition.?It is a testament to the hard work of the faculty in the School of Education who continually ensure that the education of our teacher candidates in the reading program maintains a high standard of excellence in all domains,” said Lori Lindley, Ph.D., dean of Gannon’s College of Humanities, Education and Social Sciences. “Gannon is committed to providing the best preparation of new teachers, who are so desperately needed in Pennsylvania and across the country.? As the only university in Western Pennsylvania to earn an ‘A’ in reading instruction, we bear a crucial responsibility in the preparation of top-quality, new teachers for the region.”
In Gannon’s School of Education, students have access to model classrooms equipped with current technologies and instructional resources that help prepare them for field experiences that begin in their first year. They have opportunities to observe and explore unique educational settings in the Erie area, such as the Barber National Institute and Hope on Horseback, an equine-assisted therapy program, as well as study education through a cultural lens at Mary Immaculate College in Limerick, Ireland.
The new NCTQ analysis of teacher preparation programs’ coverage of the science of reading was developed over the course of two years, involving teams of literacy experts, researchers, teacher preparation leaders and educators. NCTQ evaluated 693 traditional undergraduate and graduate programs across the country, including 33 in Pennsylvania. Overall, just 112 programs earned an “A” and 48 earned an “A+” nationwide.
“I believe that the success of our reading program is the result of two key factors,” said Janice Whiteman, M.Ed., director of Gannon’s School of Education. “Our faculty are continually engaged in professional development to strengthen their knowledge of the science of reading. Our early childhood and special education teacher candidates have more than 400 hours of pre-student teaching experience where they can implement best practices in reading learned in their college courses. These opportunities are a win-win for both our future teachers and children in the local area.”