Cindy Downend

Center Director

What I like most about my role within the Center is…

I love to teach! It is so rewarding to see how our work with educators can be so empowering and transformative. When you think in new ways about literacy teaching and learning, you change your practice to improve the school experiences of children.

What I believe in

The power of literacy to improve, enrich, and change people’s lives.

Previous work highlights

Many years as a classroom teacher, Reading Recovery teacher, and literacy coach in Michigan, Germany, Minnesota, and Florida.

Favorite book

All The Light We Cannot See, by Anthony Doerr

Fun fact

Many years ago I was smuggled across an international border to go snow-skiing!

Education

MA, Elementary Education, Western Michigan University
EdS, Educational Leadership, Nova Southeastern University

June 11, 2026 Heather Rodman, Literacy Trainer

Notebooks: Helping Students Notice, Wonder, and Think on Paper

One simple but powerful way teachers can nurture students’ curiosity is through notebooks. In classrooms, notebooks are not merely places to record learning; they create space for students to collect questions, sketches, observations, discoveries, and evolving ideas.

May 20, 2026 Cindy Downend, Director

Poolside PD

Summer is the perfect time to slow down, recharge, and dive into a great book that refreshes your literacy knowledge. In this blog post, Cindy Downend shares a thoughtful collection of professional texts for literacy educators — covering early literacy, writing instruction, purposeful reading, and evidence-based teaching practices — all perfect for your summer poolside PD.

April 29, 2026 Wendy Vaulton, Associate Director for Reading Recovery & Early Interventions

Every Student Matters

There is a growing body of research on what it means to matter, to feel seen, valued, and significant, and the findings are clear: when students experience a genuine sense of mattering, they are more willing to engage, more likely to take risks, and more able to persist through challenges. They become more secure learners. They perform better. How might this translate to literacy instruction?