Professional Learning Opportunities

The Center is offering several professional learning opportunities at no cost during the 2025-26 school year.

Connecticut’s Partnership for Literacy Success and the Connecticut Literacy Model  

The goal of Connecticut’s Partnership for Literacy Success (Partnership) is to directly address the reading opportunity gap in Connecticut and support literacy success for all students through the deliverance of the Connecticut Literacy Model (CTLM).

The Partnership represents an on-going, unique collaboration between the CSDE, the Black and Puerto Rican Caucus of the Connecticut General Assembly; the Neag School of Education at the University of Connecticut, the Connecticut Commission on Women, Children, Seniors, Equity, and Opportunity; the HILL for Literacy; and Literacy How.

Funded by the CSDE, the Partnership’s team of expert reading coaches, trainers, and evaluators work directly with Alliance and Opportunity Districts to implement the CTLM and actualize the State Board of Education’s goals, priorities, and vision for improving student reading achievement in our state and building evidence-based literacy structures and practices.

ReadCONN Professional Learning Series 2.0

 

ReadCONN 2.0 (PCG): Revised and revamped, now K-12 educators will be supported as they delve into evidence-aligned literacy research and practice, and the timeline for completion has been extended from one to two years completion. This professional learning series aims to:

• equip K-12 educators with a deep understanding of the science of reading and evidence-aligned instructional strategies;
• provide educators with practical tools and techniques to implement effective literacy instruction in their classrooms;
• encourage collaboration among teachers, literacy leaders, and administrators to create a cohesive approach to reading instruction;
• create a culture of continuous professional learning; and
• support literacy leaders who mentor other teachers in implementing the science of reading.

ReadConn 2.0 is accredited by the International Dyslexia Association (IDA) and aligns to the Knowledge and Practice Standards for Teachers of Reading (KPS) .

Upon successful completion of all components of this course, participants will be better prepared to take the Knowledge and Practice Examination for Effective Reading Instruction (KPEERI), developed by the Center for Effective Reading Instruction (CERI) , which measures an educator’s knowledge of the principles and practices of Structured Literacy. Participants who choose to take the KPEERI will be responsible for all costs associated with taking the exam and maintaining their CERI certificate.

RESC Alliance Science of Reading Affinity Groups

Throughout the state, district and school administrators, coaches, teachers, and specialists participate in several Affinity Group meetings throughout the school year for support in navigating the digital platforms and materials of their CT-approved K-3 literacy curriculum models or programs. There is a total of eight different Affinity Groups, each dedicated to a particular approved model, program, or compendium, all offered at no cost. Participants examine their scope and sequences, resources, instructional routines, and assessments through an evidence-aligned lens; each session focuses on a different literacy component. 

Together, they share successes and challenges while building a structure for monitoring implementation and its impact on instruction and student achievement. At the same time, their collaboration builds professional relationships across the cities and towns of Connecticut wherein educators continue to share ideas, host walkthroughs, and learn from each other. On-site or virtual coaching by RESC facilitators is also included.

 TNTP

This no-cost professional learning is designed to support a group of Connecticut districts as they work to implement a Connecticut-approved K-3 literacy curriculum model or program. It begins with “listening and learning” alongside district stakeholders to build understanding of the current context. Through the analysis of a range of qualitative and quantitative data, TNTP works with partners to illustrate the experiences of students and customize supports that meet districts where they are. TNTP will facilitate virtual Community of Practice sessions to create space for district teams to learn together, collaborate around shared challenges, and explore tools and resources to further the work. Session topics will include: 

• refining content knowledge related to evidence-aligned practices in literacy;
• leading change processes;
• facilitating a rigorous curriculum selection and adoption process;
• building systems of educator support;
• progress-monitoring; and
• stakeholder engagement.

Additionally, districts will have time to share learnings and best practices and problem-solve together. On-site coaching by TNTP is also included.

WestEd

WestEd will lead two networked improvement communities (NIC) focused on K-3 literacy to support two cohorts of five elementary schools in Connecticut. This no cost opportunity includes school-based teams engaging in professional learning and site-based coaching focused on specific evidence-aligned school improvement practices around K-3 literacy instruction, with a focus on implementing high-quality literacy curriculum materials.

As a result of engaging in the NIC, school leaders will develop, implement, and monitor strategic actions that leverage existing strengths and address challenges related to K-3 literacy instruction, with a focus on using high-quality curriculum materials. Participating K-3 teachers will increase their knowledge and competency in evidence-aligned K-3 literacy instruction.