��ɫ����Ƶ

The Western Massachusetts Literacy Collaborative, a coalition of organizations dedicated to advancing literacy from pre-kindergarten through 12th grade, is gaining momentum in its second year. Initially launched at Elms College within the Cynthia Lyons Center for Equity in Urban Education, the program focuses on enhancing literacy development and providing training and support in evidence-based and culturally responsive instructional practices to teacher candidates in local colleges.

Dr. Tyra Good, Executive Director of the Center, alongside Dr. Harry Dumay, President of Elms College, were instrumental in spearheading this initiative. Their efforts, supported by colleagues across multiple institutions and school districts, have laid the groundwork for a regional collaboration aimed at improving literacy outcomes in western MA, according to Dr. Terri Griffin, Professor of Education at ��ɫ����Ƶ State.

In its second year, the collaborative has attracted participation from several higher education institutions, including ��ɫ����Ƶ, under the leadership of President  Linda Thompson. Thus far, Bay Path University, and American International College have also joined the initiative, as well as school districts in Springfield and East Longmeadow.

This year, the Department of Elementary and Special Education was particularly impressed by the collaborative's work, prompting them to award several grants to support both the Western MA Literacy Collaborative and other colleges and districts interested in collaborating to support their region’s PK-12 students’ literacy needs. The program itself, which runs during the summer, is anchored at Elms College. ��ɫ����Ƶ had five Education students participate this summer, each of whom received a week of professional development as part of a summer course at Elms College and a paid month-long teaching opportunity as a “Literacy Intervention Teacher” within a Springfield or East Longmeadow summer school program. University students were mentored by Literacy Coaches from the districts throughout the summer.

“Participating students are provided professional development by the districts in teaching literacy using evidence-based practices,” Professor Griffin explained. “The coursework at the Elms College focuses on supporting students’ development as culturally responsive educators. I think it’s powerful that this program addresses both structured literacy instruction and culturally responsive teaching. It’s exciting to work with colleagues from area school districts and universities who are committed to this work.”

The program has organized a variety of events that connect college teacher candidates, district educators, higher education faculty, and literacy-oriented community organizations. Last year’s highlights included a documentary screening of “The Right to Read” at Elms College and a Community Literacy event at Brookings School in Springfield. ��ɫ����Ƶ Education professor Dr. Stephanie Grimaldi, in her role as the Vice President of the MA Chapter of the Reading League, participated in several of the community-oriented events. This year, the collaborative introduced students to the work of The Drama Studio in Springfield, where teacher candidates engaged in a literacy-based theatrical experience that involved story, props, movement, and music.

Professor Griffin emphasized the importance of a comprehensive approach to literacy, noting the multifaceted nature of becoming literate. "Teaching children to read is both an art and a science,” she remarked. “There’s a lot of evidence indicating children need to learn to both decode words and construct deep understandings of those words and the texts that are comprised of them. Motivation, engagement, linguistic and cultural identities, and broader discourse skills, as well as skills in areas such as phonological awareness and phonics, matter. I feel the Western MA Literacy Collaborative aims to honor the complexity of teaching children and teaching literacy.”

Bethany Fornal, student and participant of the program, acknowledged how transformative the collaboration has been for her as an education major, commenting, “This mentorship grew my passion in ways I had never imagined. When I started, I understood that literacy was important and believed I was capable of teaching it, but didn’t really know where to start. With the help from our amazing coaches and professional development, I found myself so confident in teaching literacy. This newfound confidence allowed me to make the process enjoyable, connect deeply with my students, and appreciate the journey of understanding and addressing each child’s unique needs. It was a profound experience that deepened my commitment to literacy.”

Fellow student Maddie Angelo echoed these sentiments, describing the experience as “valuable”. “This professional mentorship allowed me to be able to gain feedback and ask questions before and after teaching lessons. I felt more confident in my abilities, and my passion for literacy only got stronger.”

Angelo additionally emphasized the community aspect of the collaborative, commenting on the eager nature of her students to learn and be involved. “The whole collaboration was an honor to be a part of,” she said. “I was able to work in a public school for the area I hope to one day teach in. I connected with the staff and made valuable connections through my course at Elms and through my mentorship, however the students were my favorite part. Being able to connect with them and watch them grow academically, socially, emotional was an honor.”

Fornal, who gifted each of her students a book for them to take home or read with their friends, concurred. “Looking at how far they had come made my heart sing,” Fornal said. “Seeing their progress and the joy on their faces was incredibly rewarding, and working with them made me excited every day. Overall, it was such a privilege.”

As the collaborative gears up for its third year, Professor Griffin expressed enthusiasm for continued partnerships. “��ɫ����Ƶ State’s Education department has a strong tradition of collaborating with districts and community organizations. Teaching involves heart, mind, and hand. You have to have the passion for it, it’s a deeply intellectual endeavor, and it requires technical skill.  Working with the Western MA Literacy Collaborative affords our teacher candidates the opportunity to engage heart, mind, and hand through a mentored and compensated summer experience.”

For more information or to explore opportunities with the Western Massachusetts Literacy Collaborative, interested individuals can reach out to Professor Terri Griffin at tgriffin@westfield.ma.edu.