The National Council on Teacher Quality (NCTQ)’s latest report on educator preparation for reading instruction is in, and UCF’s School of Teacher Education has earned “A” grades for its teacher preparation programs at both the undergraduate and graduate levels.
The report, “Teacher Prep Review: Decoding Progress in Reading Preparation,” spotlights UCF for meeting the standards set by literacy experts in covering the most effective methods of reading instruction. Both the Bachelor of Science in elementary education (K-6 Certification Track with ESOL and Reading endorsements) and Master of Arts in elementary education received top marks for preparing aspiring teachers in all five components of scientifically based reading instruction: phonemic awareness, phonics, fluency, comprehension and vocabulary. The NCTQ grades also reward programs for avoiding instructional practices that research has shown to be ineffective or counterproductive for teaching children to read.
According to the National Assessment of Educational Progress (NAEP), four in 10 fourth-graders in the State of Florida cannot read at a basic level. Teacher preparation programs aligned with the research-based instructional methods proven to help students become successful readers are among the most direct levers available to change that. The NCTQ’s national recognition signifies that UCF is part of a growing group of teacher preparation programs nationwide helping transform how educators are prepared to teach reading.
“Every child deserves a teacher who has been well prepared to teach reading, and every teacher deserves the opportunity to enter the classroom ready to help students succeed,” says NCTQ President Heather Peske. “Across the country, many teacher preparation programs still do not fully align with the science of reading, but the University of Central Florida is demonstrating what strong preparation can look like.”
At UCF, the bachelor’s in elementary education program’s K-6 certification track sets students up for success by preparing them to pursue teacher certification in the State of Florida. Aside from core requirements, students in the program take coursework that equips them with the foundations of reading, elementary-level literature and language arts, teaching ESOL, and diagnostic and corrective reading strategies. They also graduate having earned both ESOL and Reading endorsements.
Students in the Master of Arts in elementary education program also graduate prepared to pursue state teacher certification and earn the same endorsements. Their coursework also covers developmental reading, applied linguistics in ESOL, and diagnosing and developing reading proficiencies. Both the undergraduate and graduate-level programs also include a practicum in reading assessment and instruction.
NCTQ’s methodology is informed by a panel of reading experts, teacher preparation faculty, reading advocates and measurement experts. 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 elementary education teacher candidates at UCF.
To earn an “A,” programs needed to demonstrate that coursework for future elementary teachers not only includes all five core components of scientifically based reading instruction but also avoids teaching more than three instructional methods that are unsupported by the research on effective reading instruction.
“This recognition from the National Council on Teacher Quality affirms what we prioritize every day — grounding future educators in evidence-based reading instruction that truly works,” says Andrea Borowczak, director of UCF’s School of Teacher Education. “At UCF, our elementary education programs play a vital role in preparing teachers with the knowledge and practical experience needed to teach reading effectively in today’s classrooms, and our faculty showcase commitment to student success. When teachers are prepared to use proven methods, they can reach students earlier, close gaps and build a strong foundation for lifelong literacy.”