Tag: Press Release

Teaching Matters to Expand Early Literacy Program with Nearly $500,000 Grant

by Editorial Team

Press Release NEW YORK, December 3rd, 2018 – The W.K. Kellogg Foundation based in Battle Creek, Mich. made a $483,582 grant to strengthen and expand Teacher Matters’ Early Reading Matters program. The award allows the nonprofit to expand its early literacy program to 80 schools by developing online competency-based resources for teachers.



Teaching Matters, New York City Department of Education Implement Nation’s Largest Micro-credentialing Program to Certify Teacher Leaders

by Editorial Team

Press Release NEW YORK, August 8, 2018 – Teaching Matters and the New York City Department of Education led the country’s largest micro-credentialing initiative for Teacher Leaders—over 200 teachers earned 642 micro-credentials for demonstrating mastery of critical teaching and leadership competencies.



Teaching Matters Collaborates with Tennessee Department of Education to Recognize Teacher Leadership through Micro-Credentials

by Editorial Team

Press Release Teaching Matters will work with 100 Tennessee teacher leaders to earn four high-leverage micro-credentials over the course of the 2017-18 school year. The organization’s unique competency-based micro-credentialing system, developed in the nation’s largest school system, emphasizes the demonstration of skills in classrooms coupled with continued support for sustainable system-level improvement.



Teaching Matters Awards $25,000 Elizabeth Rohatyn Prize to Academy of Applied Technology and Mathematics

Press Release: NEW YORK, NY, July 19, 2017 – NEW YORK, NY, July 19, 2017 – Teaching Matters, a leader in the national movement to support teacher leadership, today awarded its seventh annual Elizabeth Rohatyn Prize for Schools Where Teaching Matters to the Academy of Applied Technology and Mathematics (MS 343) from District 7. Educators at the Bronx middle school introduced an initiative titled “Looking at Student Work” that empowers teachers to isolate students’ mistakes and misconceptions, shift instructional strategies and provide highly personalized intervention.