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From buy-in to breakthrough

This survey shows that teachers are motivated to shift to a new, evidence-based literacy curriculum, and believe in the potential of high-quality instructional materials. However, they are also calling for more school-based supports that provide sustained, in-depth training for themselves and their colleagues. With two years remaining before the deadline to shift materials, school districts across Minnesota should use this time to ensure a highly engaging implementation and training process that deepens each teacher’s skills and fosters buy-in for these new materials and techniques.

New Report Says MN Read Act on Right Track, but Long-Term Success Hinges on Teacher Training

A report released by Educators for Excellence-Minnesota (E4E-MN) today reveals that while educators overwhelmingly support the Minnesota Reading to Ensure Academic Development (READ) Act’s emphasis on high-quality reading instruction, gaps in training, compensation, and school-based support could temper the success of the state’s signature education initiative. The report, “From Buy-In to Breakthrough: Delivering READ Act Results,” captures survey data of nearly 150 public school educators from 50 schools in five districts across Minnesota. The findings underscore that teachers believe in the promise of the READ Act—but need stronger professional learning support at both the state and district levels to bring it to life.

Statement on Massive Layoffs at the U.S. Department of Education

Cutting nearly half of the department’s staff threatens to throw federal education programs into chaos, disrupt key funding streams, and create uncertainty for the very schools that rely on these resources. This reckless move raises serious concerns about how—or if—critical programs will continue to function.

As NYC Solves Transforms Math Instruction, Here’s What I’ve Learned

When NYC Solves was announced this summer, I felt a strong sense of optimism. As an E4E-NY Teacher Leader and Instructional Coach, I see firsthand the urgent need to equip every student with the math skills essential for thriving in the 21st century. This bold initiative represents a crucial step in that direction—one that has the potential to elevate math instruction across the city.

What I’ve Learned Implementing NYC Solves

After nearly 25 years of teaching middle school math, I’ve seen many different instructional approaches come and go. Throughout my career, I’ve taken pieces from different curricula to craft a style that best supports my students. That experience proved invaluable when I piloted the Illustrative Mathematics (IM) curriculum—just one year before it became a key component of NYC Solves, the city’s new math initiative.