Want to Take Learning Recovery Seriously? Support and Train Teachers

Nardi Routten teaches 4th grade at Creekside Elementary School in New Bern, N.C. She’s been a member of the National Assessment Governing Board since 2018 and won the Milken Educator Award back in 2014.

This year, I’ve been thinking a lot about a quote often linked to Maya Angelou: “You did what you knew how to do, and when you knew better, you did better.” Last year completely opened my eyes to the countless issues plaguing the U.S. education system. Sure, COVID made things worse, but this year, I want to focus on boosting teacher confidence and providing real support.

The Confidence Crisis Among Teachers

Teacher confidence matters—a lot. Recent results from the National Assessment of Educational Progress (NAEP) highlighted a serious issue. Many teachers lack the confidence to tackle the gaps in students’ knowledge and skills, especially those amplified by the pandemic. It’s disheartening to see so many educators feeling unsupported when it comes to narrowing these gaps, particularly in areas that fall outside their students’ current grade level.

As a 4th-grade teacher and a governing board member overseeing NAEP, I expect my students to come back to school with foundational reading skills. This allows us to transition smoothly from learning to read to reading to learn. Unfortunately, I see an alarming trend—many kids are falling behind in their reading skills, largely due to the pandemic’s effects.

Too often, I hear teachers say things like, “That’s not my problem; these students should already know this.” I’ll admit I’ve said those words myself in the past, and now they make me cringe.

But what drives these thoughts? Is it really just a lack of time, or is it more about lacking knowledge and skills? I’ll be real; for me, it’s definitely the latter. I struggled to teach foundational phonemic reading skills, and I was too afraid to admit it. However, when my class’s diagnostic assessments at the beginning of the year indicated that 40 percent of my 4th graders were missing essential phonemic-awareness skills, I realized something had to change. I couldn’t let my fears hold my students back.

Training: The Game Changer

Training plays a crucial role in our development as teachers, especially when addressing learning gaps.

Thanks to some fantastic new programs in North Carolina, I’ve been able to revamp my teaching methods. You see, policymakers here recognized the need to give P-5 teachers access to professional development programs. This investment ensures our instruction aligns with the science of reading and effectively addresses learning gaps. The result? I’ve learned how to weave important phonemic skills into my daily reading lessons, benefiting all my students, including advanced readers, not just those showing obvious gaps.

When a student struggles to grasp a concept, sometimes you need to switch up your approach. A teacher equipped with a wide range of strategies—thanks to proper training—will be far more effective in helping those struggling students succeed.

And let me tell you, that training has seriously improved my instruction. About three months into the school year, one of my struggling readers approached me with a huge smile. After reading a grade-level book with minimal support, he said, “Ms. Routten, I’m really getting this, and I’m becoming a better 4th-grade reader.” That moment absolutely made my day. With the right support, I felt empowered to better help my students.

The Role of Policymakers

But it’s not just on teachers to step up and help kids become better readers. Policymakers play a vital role too. They need to dive into all the education data out there to pinpoint student needs and develop targeted, evidence-based solutions. The way my state has supported teachers serves as a great model, and I hope other states pick up on this too. It’s essential for policymakers to engage teachers in real conversations and provide opportunities for them to highlight where they need assistance.

Data should steer the decision-making process. The latest “nation’s report card” holds a treasure trove of insights to guide action throughout the education system. From students and teachers to entire classrooms, we need to harness this information to help students recover from the pandemic. My wish for this new year is for everyone—policymakers, administrators, and educators—to keep their focus on what truly benefits students. They are our future, after all. Let’s embrace the idea of “knowing better to do better” for them.

Wrapping It Up: The Importance of Support

In the end, this journey revolves around support – for teachers and students alike. As we move forward in recovery efforts, let’s ensure we create a learning environment where both teachers and students can thrive. The more we empower educators with the right training and resources, the more equipped they’ll be to inspire the next generation. By rallying together to prioritize this support, we can all be players in the bigger picture of education reform.