Building a Smarter Rollout: How to Launch Professional Learning for Literacy That Lasts

Many school districts face challenges when implementing curriculum changes, especially when the new solution isn’t accompanied by strong professional development for educators.

The alignment of teaching and learning is crucial, and even more effective when everyone can be part of the solution. From educators, district leaders, and support staff to gym teachers, speech-language pathologists, and librarians, everyone who has contact with students can join the movement to help learners reach their maximum potential in literacy.

When districts take an expansive, across-the-board approach to professional development, the impact on student literacy scores is undeniable, especially when the new curriculum is grounded in research and the science of reading. So, what stands in the way? 

District leaders don’t want to get it wrong. Time is short, budgets are tight, and the choice of curriculum isn’t always straightforward.

This resource is designed to help you consider your strategy and take thoughtful steps toward a smooth implementation, enabling your district to achieve its literacy goals. 

Why Is Professional Development for Educators Important?

The goal of professional learning is to provide educators with the necessary background knowledge and instructional practices to support student learning. 

Professional development solutions grounded in the science of reading and a Structured Literacy approach, such as Lexia® LETRS® (Language Essentials for Teachers of Reading and Spelling) for grades pre-K–5 and Lexia Aspire® Professional Learning for grades 4–8, provide educators with a solid foundation in literacy instruction. 

Rather than relying on trial and error as they develop their teaching skills, educators are given the opportunity to accelerate their learning, while students benefit from their teaching in real time. Educators learn how to reinforce skill development at every grade level and provide optimal support to the students who need it most. 

Educating professionals districtwide on the science of reading initiates a positive ripple effect:

• Student outcomes improve: Numerous LETRS studies demonstrate that LETRS-trained educators believe their training has contributed to improved student outcomes. Go to LETRS Efficacy Research for a summary of 15 internal and external research studies supporting the claim that LETRS is effective at improving educators’ knowledge of the science of reading and is likely to improve outcomes.

• An aligned team brings more value: When professional learning on the science of reading is made available to classroom educators, administrators, and staff, students receive consistent feedback on their progress, reinforcing the concepts taught within the curriculum. LETRS-trained educators perceive their training as valuable, believing it improves their instructional knowledge and the quality of their instruction. Providing students with a clear, consistent approach to literacy instruction helps keep them focused and on track.

• Support of students with special needs is enhanced: LETRS and Aspire provide teachers with the instructional knowledge to provide all students, regardless of ability, with explicit, systematic, and cumulative instruction. Both LETRS and Aspire are accredited by the International Dyslexia Association, demonstrating their successful support of students of all abilities.

Key Strategies for High-Impact Professional Learning

Consider your high-level approach to introducing professional learning in your district. Who will be involved? How will you support community members as they work through the training? What are your considerations as you choose a professional learning curriculum?

Answering these questions sets the stage for a transition into professional learning that has the highest impact relative to your investment in time, energy, and resources.

1. Build teacher and staff confidence and capability.

District leaders inspire a powerful districtwide transformation when they empower every member of the district to take an active role in promoting literacy.

You can make professional learning sustainable by starting small and building capacity incrementally:

• Start with a small and focused pilot. Identify a handful of participants or one to two small pilot groups to test the process before launching more broadly. Choose teachers or teams who are open to innovation and can serve as ambassadors on the project.

• Collect feedback and share progress. Encourage pilot participants to share their impressions of the process, broadcasting the positives and turning constructive feedback into strategic adjustments. The district should be aware of how the pilot is going, and how leadership is responsive and flexible.

• Provide time and support. Designate dedicated time during work hours for trainings and independent work, not just after school or during breaks. Protect educators' time by offering coverage, so participation doesn’t come at the cost of burnout.

• Leverage professional learning communities (PLCs). Use PLCs as a built-in structure to extend learning and share strategies. Encourage pilot participants to lead mini-sessions or model practices within their PLCs.

• Expand the reach strategically. Once you’ve refined the process, roll it out to additional schools or groups in phases by grade level, subject, or school site. Identify teacher-leaders from the pilot groups to facilitate future training. Add more participants until everyone has been trained districtwide!

One district taking a unique approach to intentional and systematic instruction was recently featured on the podcast “Sold a Story” by American Public Media—the Steubenville School District in Ohio is now well-known for having a high-poverty student population with off-the-charts literacy scores. By fostering a culture of continuous learning and professional growth, this district has effectively integrated the science of reading into its day-to-day operations, resulting in a profound impact on its students.

2. Create role-specific professional learning opportunities.

Many district staff have extensive interactions with students but aren’t classroom teachers per se, such as paraprofessionals, librarians, specialists, teacher aides, and instructional assistants. Without a background in literacy, they may not be equipped to reinforce what students are learning in the classroom.

These staff members can benefit from collaboration within small groups based on shared roles. Creating PLCs by role can foster discussion and reflection, creating a space for camaraderie and shared experiences. Members of each group do self-paced work in their online learning platform, equipping them with research-based content and best practices. The PLCs help educators synthesize new information, adopt instructional tools, and connect with their colleagues about what they’re learning.

Since the primary goal of professional learning is to reach students who most need literacy acceleration, consider which role-based groups have the most direct impact on these students and prioritize getting those groups started first.

3. Use programs backed by rigorous research.

A research-based curriculum supports your commitment to high-quality literacy instruction from the elementary grades through secondary school. These programs develop in-depth knowledge based on current research, including methods of assessing language development for prevention and intervention. They also present strategies for differentiating instruction to meet students where they are.

Lexia LETRS teaches educators the skills they need to master the fundamentals of reading and writing instruction, helping elementary students learn to read. This program addresses each essential component of reading instruction and the foundational concepts that connect these components, enabling students to achieve a deep understanding of reading comprehension.

For the middle school years, Lexia Aspire Professional Learning is designed for educators helping students who have transitioned to reading to learn, while fortifying foundational literacy skills and learning to think critically about the texts they read. Aspire helps educators of all subject areas reinforce complex literacy skills in an age-appropriate way.

Practical Steps for Low-Impact, High-Value Professional Learning Implementation

While districtwide implementation is complicated and unique to each district, here are a few initial steps you can take as you prepare to launch a new professional learning program in your district.

1. Assess professional learning gaps among staff.  You may collect this information in a number of different ways, including observations, self-evaluations, focus groups, and one-on-one conversations. Once gaps are identified, map essential knowledge to roles, for example: 

• Paraprofessionals should have a comfort level with phonics routines, small-group reading strategies, and prompting language.

• Principals should have confidence in recognizing high-quality reading instruction and using literacy data in school improvement.

• Central office staff should understand districtwide literacy goals and how to evaluate curriculum options.

2. Create a sustainable rollout calendar. Create a month-by-month calendar to plan ahead for the phases of rollout, including meetings, materials, support resources, and celebrating successes.

3. Determine which roles are interfacing most directly with students. These groups are your top priority. Starting gradually, roll out pilot cohorts, and begin with these groups to have the highest impact on students. Expand to include the whole district over time.

4. Promote the concept of ongoing learning. Professional learning for educators is not a one-and-done endeavor. Learning to teach literacy based on the science of reading is an ongoing process that continually improves thanks to its basis in research.

Launching a new literacy curriculum is an investment, and supporting educators with a professional learning program is a smart way to maximize it. When district leaders design a thoughtful, phased, and strategic rollout, they can foster a culture of shared responsibility and literacy leadership at every level. With the right tools and support, your district can make meaningful change that puts all students on the path to reading proficiency.

To learn more about how to build and sustain high-quality professional learning in your district, watch our 30-minute webinar on “Trust, Alignment, and Action: A Systems Approach to Literacy Professional Learning.”