In a recent virtual public hearing held by the Maryland Board of Education, significant concerns were raised regarding the alignment of national teacher certification standards with the state's commitment to evidence-based reading instruction. The discussion centered on the National Board for Professional Teaching Standards' certification process, which some board members criticized for endorsing outdated reading instructional methods that do not adhere to the science of reading.

One board member expressed strong opposition to legislation that requires nationally certified teachers to utilize reading instruction methods that have been deemed ineffective. This sentiment reflects a broader push within Maryland's education system to prioritize scientifically supported teaching practices, particularly in reading instruction. The board member highlighted that the certification process includes proficiency in the "three cueing" method, which has been criticized for lacking a solid foundation in current reading science.

Kelly Meadows, a staff member at the meeting, provided clarification on the certification regulations. She noted that while the National Board certification is a recognized pathway for teachers, the renewal process mandates that all educators demonstrate mastery of evidence-based reading instructional practices. This requirement applies to all teachers involved in reading instruction, regardless of their initial certification pathway.

The discussion underscored a critical tension within the education system: the need to balance established certification processes with the evolving understanding of effective teaching methods. As Maryland continues to advocate for the science of reading, the board's deliberations signal a commitment to ensuring that all educators are equipped with the most effective strategies for teaching reading.

The meeting concluded with a recognition of the ongoing challenges in aligning certification standards with educational best practices. As Maryland moves forward, the board's decisions will likely have lasting implications for teacher training and student literacy outcomes across the state.