Educator Preparation Program Partnership

The Reading League helps build lasting capacity by respecting an institution’s leadership and advancing a shared vision for preparing confident, evidence-aligned educators.

Empowering Educator Preparation Programs Through the Science of Reading

This is a true partnership, not a prescription. We recognize and respect the deep expertise within your institution and believe that learning happens in both directions. Our expert specialists will guide and support, not dictate—and work with you to ensure every pre-service teacher leaves your program ready to teach every student how to read.

The Reading League experts leading training to a group of people

WE HELP BUILD CAPACITY

What We Offer

Visioning + Planning

Collaboratively define your goals and backward-map a plan that honors your mission.

Course Syllabi Review

Analyze all course syllabi within the program to identify alignment opportunities, gaps, and redundancies.

Collaborative Refinement

Facilitate respectful, program-wide conversations to support alignment and meaningful course enhancements in content related to literacy assessment, instruction, and intervention.

Two women smiling holding training materials

TRANSFORMATIVE, NOT ADDITIVE.

Our Approach: Partnership

The Reading League offers collaborative guidance through its Educator Preparation Program Partnership, which features experienced professionals with deep expertise in educator preparation and the science of reading. Our service is transformative, not additive. We help programs:

  • Co-create a clear, shared literacy vision
  • Analyze and align course content
  • Foster program-wide coherence beyond individual syllabi

We work alongside you, respecting your institution’s culture and what’s already working, offering a supportive, outside lens to guide evidence-aligned improvements.

OUR PARTNERSHIPS

Why Partner With The Reading League?

  • Guidance by experts in educator preparation

  • Backed by proven research in reading science

  • Respectful of your program’s context, culture, and expertise

  • Designed for long-term success, not quick fixes

Group photo of staff members of The Reading League

TWO PATHWAYS

Flexible Partnership Models

We offer two pathways to meet your program’s needs:

One-Week Intensive + Follow-Up Support
Focused, time-bound partnership for rapid progress.

Two-Year Comprehensive Partnership
Deep, sustainable support to strengthen program visioning, refinement, and implementation.

Ready to Transform Your Program?

Let’s start the conversation about how we can support your educator preparation. Share a bit about yourself, and we’ll be in touch.


What Our Partners Are Saying

“Everyone here is phenomenal, but we all tended to focus on specializing in our own areas, which was good… but your visit really allowed us all to get excited and invested in aligning all of our courses with each other’s. The collaboration has been incredible!”

Holly Ehle, Huntington University

“I really appreciate the guidance provided for our group and the unwavering focus on what matters. Thank you. You have exceptional gifts in helping reframe conversations into actionable steps.”

Faculty Member, University of Evansville

“I feel like your visit lit a fire under everyone here, and changes are coming fast and furious!”

Jared Turney, University of Evansville

Meet Our Specialists

Our Educator Preparation Program Specialists are nationally recognized leaders, researchers, and practitioners who bring deep experience in literacy, curriculum design, and educator preparation.

Doreen Mazzye

Dr. Doreen Mazzye is a literacy professor and coordinator of childhood undergraduate and MST programs, as well as the professional development school coordinator in the Department of Curriculum & Instruction at SUNY Oswego. She teaches literacy courses in both the Master of Science in Teaching Residency and Childhood Programs and serves in multiple national and local roles, including founding board member of The Reading League, instructional coach for the Oswego County Literacy Initiative, and consultant on educator preparation program refinement. A passionate advocate for the science of reading, Dr. Mazzye draws from her experience as both an inclusive classroom teacher and a parent of a child with dyslexia to champion structured literacy instruction for all students. She earned her Ph.D. from the University at Buffalo and regularly presents and publishes on the science of reading in teacher preparation, professional development, and efforts to mitigate learning loss.

Cara McDermott-Fasy

Dr. Cara McDermott-Fasy is a professor in the Department of Special Education at Rhode Island College. She serves as the co-coordinator of the undergraduate Elementary/Special Education Program and coordinator of the graduate Literacy/Dyslexia Endorsement. Cara has worked extensively on initiatives related to MTSS, literacy/dyslexia, and preservice teacher preparation at the local, regional, and national levels. She most recently presented at the 2025 World Literacy Conference. Cara holds teaching and administrative certifications in general and special education, as well as National Board Certification as an Exceptional Needs Specialist: Early Childhood through Young Adulthood, for twenty years. She is passionate about embracing a de-siloed approach to syllabi refinement, which forefronts a scope and sequence perspective.

Sarah Irvine Belson

Dr. Sarah Irvine Belson is a professor of special education and executive director of the Institute for Innovation in Education at American University in Washington, DC. She teaches courses on assessment, reading interventions, and policy implementation at the undergraduate and graduate levels. She partners with teachers and school leaders to foster educational opportunities for children with disabilities, focused on culturally and linguistically affirming reading intervention. Dr. Irvine Belson’s experience as a P12 special educator and her focus on equitable interventions and data-based decision making are cornerstones of her research and teaching. Dr. Irvine Belson served as dean of the School of Education, Teaching & Health from 2002-2015, a role in which she was pleased to support faculty and students in pursuit of excellence in the classroom, in the field, and in research.

DeAnne Hunter

Dr. DeAnne Hunter, Ph.D., is an education researcher and literacy specialist with extensive experience in curriculum design, educator preparation, and early literacy development. She has taught graduate-level reading instruction and language development coursework for pre-service speech-language pathologists at Arizona State University. As a doctoral researcher with the Child Language and Literacy Lab, she contributed to developing and evaluating early literacy interventions, focusing on instructional alignment and multilingual learner support. Her work emphasizes alignment with evidence-based practices and translational research that bridges the gap between academic research and educator training.

Claudia Ladd

Dr. Claudia Ladd is a nationally recognized literacy leader with over 26 years of experience advancing evidence-based reading practices across classrooms, districts, and state systems. She has served on two state literacy teams, leading large-scale implementation of literacy legislation, curriculum alignment, and systems transformation. Nationally, she has contributed to curriculum and educator preparation program (EPP) reviews, collaborating with organizations to elevate standards and ensure alignment with the science of reading. Claudia is known for her strategic vision, collaborative leadership, and unwavering commitment to improving student literacy outcomes.

Susan Marschner

Susan Marschner brings extensive experience in supporting and evaluating educator preparation programs, particularly in literacy and special education. As a course designer and instructor, she creates rigorous, engaging syllabi and builds strong relationships with pre-service teachers to expand their knowledge. She has ensured alignment with the science of reading and met accreditation standards across 25 states. Currently a consultant analyst with the Meadows Center for Preventing Educational Risk at UT Austin, she is leading a statewide audit of Ohio’s educator programs in alignment with H.B. 33. Formerly with Relay Graduate School of Education, Susan is deeply committed to advancing reading science and supporting others in their professional growth.

Jule McCombes-Tolis

Dr. Jule McCombes-Tolis is a nationally recognized expert in learning disabilities, with over 20 years of experience addressing dyslexia and related literacy challenges. Through her practice, Themis Educational Consulting, she conducts independent evaluations, advises on special education programs, and leads professional development across Connecticut and beyond. She has held leadership roles with the Connecticut Office of Dyslexia and Reading Disabilities and the International Dyslexia Association, and currently directs Reading and Language Development at Fairfield University. A committed advocate for equity and evidence-based practice, she has shaped state and national policy on dyslexia and educator preparation.

Bethany Moffatt

Bethany Moffatt is an experienced public school teacher and higher education leader specializing in educator preparation and curriculum design aligned with the science of reading. As associate program director at City University of Seattle, she led the revision of all literacy courses to align with the science of reading and the IDA Knowledge and Practice Standards (KPS). Her work culminated in the successful IDA accreditation of three educator preparation programs in 2023. In addition to her leadership at CityU, Bethany consults nationally with EPPs on course and program design. She serves as a program accreditation and review team member for the International Dyslexia Association. She is completing her Ed.D. in reading science at Mount St. Joseph University, where her research focuses on course alignment in teacher preparation.

Amanda Nickerson

Dr. Amanda Nickerson partners with faculty to elevate their educator preparation programs by redesigning syllabi and course sequences to align rigorously with the science of reading and evidence-based practices. She brings proven expertise in helping programs meet accreditation standards while effectively preparing future teachers for today’s classrooms. As a K–12 literacy technical assistance specialist and adjunct instructor, Amanda integrates expertise in literacy best practices, course design, and systems-level change to support meaningful improvements in teacher preparation. She has taught undergraduate and graduate literacy courses in multiple formats—online, on campus, and on-site in partnering districts during clinicals. Amanda’s experience spans the full educational continuum—from classroom teaching and literacy coaching to higher education instruction and statewide technical assistance. Her work across these roles gives her a unique, systems-level perspective on teacher development. She understands the challenges educators face in both preparation and practice, and uses that insight to help institutions build stronger, more coherent programs grounded in real-world needs.

Jennifer Sassano

Jennifer Sassano is an accomplished educational leader with extensive experience in literacy instruction, professional development, and systems-level improvement. She is passionate about the science of reading, providing instructional leadership, coaching, and professional learning to empower educators and drive significant student outcomes. Jennifer brings valuable experience in educator preparation program partnerships (EPPs), using the Innovations Configurations Tool (IC+T) to center university coursework around evidence-based practices (EBPs) and high-leverage practices (HLPs), cultivating the next generation of effective teachers. Her work consistently focuses on transforming literacy outcomes for all students through high-quality teacher preparation and instructional coaching.

Ali Wilson

Dr. Ali Wilson brings over a decade of experience strengthening educator preparation programs and aligning instruction with the science of reading. She consults with the Meadows Center on Ohio’s statewide audit of reading instruction and has taught and supported accreditation across multiple states. Through TeachAbility and partnerships with SchoolKit and Elevating Standards, she helps states, districts, and universities align high-quality instructional materials with classroom practice. Her work bridges technical and adaptive change, from syllabus redesign to building shared vision across systems.


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