Nancy Pollock Fellrath

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Nancy Pollock Fellrath 2017-03-31T11:10:40+00:00

Nancy Pollock Fellrath

Foresight of Nancy Pollock Fellrath fuels a passion for learning

RRCNA received its first bequest—a gift of $20,000—from the estate of Nancy Pollock Fellrath in 2000. Nancy was a dedicated and enthusiastic Reading Recovery teacher from California who attended as many Reading Recovery conferences and training opportunities as possible. She always came back inspired and renewed and made it a point to share what she learned with her colleagues.

Before she died in 1999, Nancy had the time to make some important decisions about what she thought was important. As her widower said during a speech at the 2000 National Reading Recovery Conference,” Reading Recovery…truly lit the fire within her. Nancy worked feverishly to bring the message to her colleagues, family, and friends, and they were all aware of her total dedication.”

During her life, Nancy demonstrated this commitment as a teacher. As her life ended, she made sure others would continue her passion for learning by making a planned gift. In accordance with Nancy’s wishes and those of her husband, Ted, and the RRCNA Board of Directors established a scholarship fund to provide teachers with stipends to offset the cost of attending professional development opportunities.

The Nancy Pollock Fellrath Reading Recovery Memorial Scholarship was first awarded in 2000. Since then, 21 Reading Recovery teachers from 11 states and from Canada have been able to attend state institutes, National Reading Recovery Conferences, Teacher Leader Institutes, and National Leadership Academies.

Kathleen Westafer, the 2006 Fellrath Scholarship recipient, says “It was a genuine honor to listen to the wise words from the most talented and knowledgeable educators in the world. …I know the best thanks that I can extend will be to take my new understandings and excitement and channel that into my daily adventure called Reading Recovery.”

Paula Kondratko, a 2001 recipient, quotes one of the administrators whose school benefited from her participation as a scholar. “Reading Recovery was the single most effective program we implemented at Mesa Grande,” the administrator said.” I remember a child who became a grade-level reader despite demonstrating early the same disabilities that her older brother and sister had shown. Those siblings were in our special day class. She, obviously, did not need those services. Reading Recovery had made the difference.”