Leading the Science of Reading Edition
38 states and DC have adopted science of reading laws. Are you ready to lead it?
Before you read this, I suggest you pause and read more about this discussion landscape. I’m not going to spend a lot of time summarizing that.
Further Reads on Leading the Science of Reading by our friends at Education Week:
Principals Have a Lead Role in the ‘Science of Reading.’ Are They Ready?
Leading on the ‘Science of Reading’: Principals Share What They’ve Learned
Which States Have Passed ‘Science of Reading’ Laws? What’s in Them?
The Behind-the-Scenes Work of Implementing the ‘Science of Reading’
38 states and DC have adopted science of reading laws: Want to know about the states? Check out this site.
Leading the Science of Reading Edition
Elementary school leaders have a significant task ahead of them. In 38 states, districts have adopted science of reading policies and practices. Many schools have moved to a “Walk to Read” structure to respond to the law's requirements. Leading this change is different for two reasons: it’s the law, and everyone has to change simultaneously.
Olivia Banerji said, “The role is both granular and grand: principals need to familiarize themselves with every lesson plan that teachers use so they can give useful feedback. But they also need to build the core infrastructure behind the curriculum change—such as reworking the school’s schedule and finding time for professional development.”
What This Looks Like in Practice
At Mabee Elementary, Principal Johnson and her team are dedicated to ensuring every student receives high-quality reading instruction tailored to their needs. The "Walk to Read" initiative represents a systematic approach to literacy that aligns with the science of reading and complies with state regulations.
During the summer, the leadership team and reading specialists analyzed student assessment data to pre-create small instructional groups. Sometimes, we must eliminate teachers’ barriers by working for them.
Before the start of the school year, they dedicated PD days to training our teachers on specific skills and strategies from the West Virginia Phonics and Florida Center for Reading Research (FCRR) lessons. These sessions deepen teachers’ understanding of phonics instruction and equip them with practical tools to implement in their classrooms.
The leadership team adopted a district-wide system for classroom observations to monitor the implementation of "Walk to Read,” tracking the observations via a portal. Principals and instructional coaches conducted regular walkthroughs to observe lessons and provide granular constructive feedback.
Principal Johnson implemented a centralized system for teachers to submit their lesson plans to maintain consistency and quality, helping her to monitor and support instructional planning. She distributed detailed compliance feedback to all teachers, outlining expectations and best practices for "Walk to Read."
By October, the "Walk to Read" groups were fully operational. Students participated in structured reading sessions daily to address their specific academic gaps. Staff implemented lessons that were directly aligned with the principles of the science of reading, ensuring that every student received the appropriate level of instruction.
How did Principal Johnson do it?
Systematizing the Walk to Read
Narrowing the Training
Managing “Compliance”
Providing Necessary Relief
Systematizing the Walk to Read and the Science of Reading
Principal Johnson had to start by creating a system within the school that supported the implementation of small-group instruction for all students. Structuring a "Walk to Read" program in a school involves several key steps to ensure effective implementation and maximize student outcomes:
A schedule that accommodates tier 2 intervention groups
Curricular resources that align with the science of reading
Data systems are used to monitor and adjust instruction, which means assessments must be in place.
A system of accountability
Strong professional development and coaching
Here’s a quick guide for you.
Narrowing the Training
Principal Johnson was especially clever in her approach to staffing. She leveraged all adults in the building to support the “Walk to Read” effort. She used a staggered schedule so that highly proficient (but not certified) teaching assistants and long-term substitutes could be used for small groups at every point in the day.
Because of the now expanded novice fleet of educators, Principal Johnson recognized the importance of narrowing professional development sessions. As all staff engaged in the science of reading modules mandated by the state, Principal Johnson built learning that allows staff to practice the phonics lessons to anchor the science with the practice. Every interaction was an opportunity to teach - staff meetings, team meetings, and one-on-one coaching conversations.
Non-Example: Teachers will define phonological awareness.
Example: Teachers can segment words into individual sounds by moving tokens into Elkonin boxes.
Non-Example: Teachers will prepare a small group lesson.
Example: Teachers will prepare and practice a sound-spelling sort.
Check out the narrow PD suggestions.
Managing “Compliance”
Principal Johnson needed everyone to work the system to make the system work. The inevitable conclusion: accountability.
In previous issues, we discussed how compliance may kill ownership because it limits empowerment. While it should have been students’ reading scores that led us to comprehensive literacy intervention, as Banerji said, schools and educators are “propelled into urgent action” by new laws and policies.
Does leadership look different when the school must implement a new operation system? The short answer is yes. Accountability has to be planned for and implemented.
Schools can systematically improve their science of reading practices by applying the compliance maturity model. The model helps schools develop a more sophisticated approach to risk management, moving from reactive problem-solving to proactive risk identification and mitigation. Schools can regularly reassess their position on the maturity scale and adjust strategies accordingly.
As schools progress through the stages, leaders must shift organizational culture. We must move from viewing compliance as a burden to seeing it as an integral part of the school's mission and operations.
Providing Necessary Relief
I grew up with Fountas and Pinnell. They were my homies.
Humans hang on to many old ideas, even if they don’t serve us. It takes some time for people to let some things go. In empathy-driven coaching, leaders and coaches identify the presenting need as either relief or fix.
As with leading any change, educators will need relief and fixes when shifting to science of reading approaches to small group instruction. Principal Johnson recognized that she couldn’t stay technical all the time. She had to let people grieve.
The relief personas include the buddy (relieve stress), parent (provide wisdom), and therapist (unpack mindsets).
Buddy
R.IP. Fountas and Pinnell (Lol).
Well, darn. I guess I need to hand out some books to kids and clean out some space.
I am feeling a little nervous about this but I was nervous about learning X too (something cute in your life)
Parent
We know how to handle mandates. There’s a reason why the people pushed it through. We learn it and make the most of it.
When we know better, we do better.
We don’t need any mandate to tell us what is right. We have been doing it! Now, we can do it even better and with more exact science.
Therapist
What makes you uneasy about this whole “science of reading” thing?
I sense some hesitation. Tell me about that.
What will cause you to pull out that old teacher’s manual when I’m not looking?
Pay attention to behavior, attitude, and engagement changes because these can be signs of disempowerment.
Conclusion
Leading the science of reading requires a comprehensive and strategic approach. Elementary school leaders must not only navigate the compliance and logistical aspects of implementing new reading instruction but also provide their staff with targeted professional development and emotional support. By systematizing the "Walk to Read" program, narrowing training focuses, managing compliance effectively, and offering necessary relief, principals like Johnson can successfully lead their schools through this significant transition, ultimately ensuring that every student receives high-quality, evidence-based reading instruction.
The story here is based upon the experiences of a few school leaders at Tulsa Public Schools, working alongside the Teaching and Leading Initiative of Oklahoma (TLI).